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Over the past decades there has been a significant increase in the studies exploring cognitive foundations of translation reflected in a considerable amount of literature published on the topic. However, it is important to bear in mind that many of the ideas in the cognitive literature are mainly rooted in the psycholinguistic approaches to translation. For instance, a lot of scholarly works on translation in the former Soviet Union published in 1960-1970s emphasise the role of translator’s thinking and speech processes. The emergence of ‘theory of speech activity’, Soviet version of Western psycholinguistics, stimulated interest of linguists and psychologists who considered translation and interpreting, their procedural aspects worthy of scholarly attention. A. Leontyev (1969), one of the founders of the above mentioned ‘theory’, paid special attention to translator’s mental operations and probabilistic programming of the target language utterance(s). Thus far, a number of recent cognitive translation studies have confirmed the effectiveness of previous psycholinguistic models of translation designed within the framework of theory of speech activity. The goal of the study is a theoretical review of psycholinguistic approaches to interpreting and translation discussed in the works of scholars who were part of the Soviet theory of speech activity. The main objective is to reveal the translator’s status, his/her thinking and speech operations as psycholinguistic units in the approaches under review. Together, the psycholinguistic studies reviewed in the paper support the notion that the translator relies both on his/her algorithmic actions and heuristic solutions with the latter based on his/her background guided by probability thinking mechanism. This integrated approach proves useful in expanding our better and deeper understanding of translator’s activity.

Metacognition is the set of reflexive processes allowing humans to evaluate the accuracy of their mental operations. Deficits in synthetic metacognition have been described in schizophrenia using mostly narrative assessment and linked to several key symptoms. Here, we assessed metacognitive performance by asking individuals with schizophrenia or schizoaffective disorder (N=20) and matched healthy participants (N = 21) to perform a visual discrimination task and subsequently report confidence in their performance. Metacognitive performance was defined as the adequacy between visual discrimination performance and confidence. Bayesian analyses revealed equivalent metacognitive performance in the two groups despite a weaker association between confidence and trajectory tracking during task execution among patients. These results were reproduced using a bounded evidence accumulation model which showed similar decisional processes in the two groups. The inability to accurately attune confidence to perceptual decisions in schizophrenia remains to be experimentally demonstrated, along with the way such impairments may underpin functional deficits.

The purpose of the article is to analyze the psychological foundations of creative thinking as a prerequisite for musical creativity. The methodology is determined by the works in the field of psychology, which focus on the psychology of creativity, the problems of musical talent and creative thinking, encyclopedic resources, which reveal the essence of the notion of creativity, and musicology studies devoted to the issues of the creative process and musical activity. Scientific novelty consists of scientific comprehension of preconditions of musical creativity; in systematizing the psychological foundations of the creative process; in finding out the principles of creative thinking. Conclusions. Musical creativity is a complex process of artistic and creative thinking, which involves the creation of new spiritually valuable works. The psychological preconditions of musical creativity, such as talent, skill, intuition, creativity, and improvisation, are connected, first of all, with the psychic and mental development of the individual. However, the role of learning, acquiring skills and experience, the formation of imagination and accumulation of impressions is of great importance, because the process of creativity is associated with mental operations on the material primarily through conscious mechanisms. In the musical creativity there is an active and continuous correlation between the conscious and the unconscious. These two types of thinking complement each other, alternating depending on the tasks set before the composer. Creative tasks are realized with the help of creative-psychological settings, among which, the important role of emotions, intuition, reason, logic, rational principle, intelligence, and fantasy is evident.

Integration of Kazakhstan into the world educational space makes it necessary to align with the requirements of the state and society to orient the education of the younger generation on the development of competencies that promote the concept of "education through life". Significant changes in the priorities in school education in the world in recent years require a reorientation to a competence approach, continuous self-education, mastering new information technologies, the ability to cooperate and work in groups. The purpose of our research is to improve the quality of school mathematics education with the help of competence-oriented assignments. For the analysis of the analyzed targets, the analysis of the native and chemical methapods is analyzed; the systematic analysis of the mathematical encounters and the reconstruction of the infectious information with the help of hypotheses and analgesia, comparison and hypnotism, analysis and synthesis, modeling and mental ex- periment; Diagnostic methods with the goal of designing the formation of coarse mnogoapektnyh central design of the person; the isolation of the criteria for the design of a diagonal quality - a system of colors that characterize the structure of the complex of personalities in the world; methods of observation, caution, a systematic analysis of the results. When solving competency-oriented tasks, students are able to use and notice the general in the private, to reveal the significance of established facts and patterns, to form and develop the basic mental operations. The methods for solving competence-oriented tasks should not only promote the development of skills and skills that meet the program requirements, but also the development of creative cognitive activities. These include tasks that familiarize schoolchildren with non-standard methods of reasoning, but do not require the extension of the curriculum material. The nature of the representation of competence-oriented tasks takes into account the psychological characteristics of students' perception of information. In particular, it is desirable that the conditions of the problems allow rather simple graphic or "subject" illustrations. In conclusion, we note that competence-oriented tasks should include entertaining tasks that are diverse in terms of the story, in the formulation of questions, in the methods of solutions. It is desirable to include in the system tasks, the solution of which is divided in time and whose purpose is the development of certain skills and abilities, the consolidation of methods of reasoning, methods of solving problems, the development of spatial representations, the formation and development of mental operations, such as: analysis, synthesis, comparison, classification, etc.

The initial defining framework of the primary process based on flow of psychic energy has been largely rejected by contemporary psychoanalytic theorists, but the concept remains in use clinically, particularly in application to the flow of associations and the interpretation of dreams. Some researchers have attempted to characterize primary process thought in terms of contents and formal properties of thought without reference to the energy framework, but this approach fails to account for the role of emotional intensity in mental life. The integration of affective arousal with particular properties of thought that is central to the primary process concept can be understood today in the context of current research in cognitive psychology, emotion theory, and neuroscience. The version of multiple code theory outlined here provides a framework for the involvement of affect in productive and complex mental operations in areas from sports and the arts to scientific discovery, as well as therapy, and a...

In all the diversity and manifold researches of inference its nature remains unrevealed, as there is a lack of the uniform basis of the inference occurrences. It is mainly connected with the non-homogeneity of the inference action and a huge spectrum of its occurrence in language and speech. The study focuses on the search for the universal and relative to the nature of inference criteria of the classification of inferences in language and speech to penetrate deep into the essence of the discussed phenomenon. In this regard, the paper presents an analysis and discussion of the existing inference classifications on the basis of such criteria as functionality, a vector of action, a level of cognitive procession, inferential relations, etc. The aim of the analysis is to compare the current classifications of inferences, to make a conclusion about possible vectors of the inference actions in language and speech and to find out the universal, cognitive foundation underlying inference occurrences. Taking into account the nature of inference as a way of human thinking, the types of inferences are identified according to such mental operations as comparison, filling in (framing), integration, elimination, deduction, induction on the material of various linguistic resources (texts, utterances, dialogues). The proposed classification requires further consideration on the basis of a broader linguistic material (various types of discourse, utterances involving polysemantic words or phraseological units; the study of nomination processes of complex linguistic units like idioms, derived verbs, compound nouns) and can be modified and complemented.

Music and Embodied Cognition: Listening, Moving, Feeling, and Thinking , by Arnie Cox. Musical Meaning and Interpretation. Bloomington: Indiana University Press, 2016. viii, 288 pp. Embodied Cognition (EC) is a fertile research area at the intersection of disciplines including cognitive science, philosophy of mind, neuroscience, linguistics, artificial intelligence, and psychology.1 Broadly speaking, advocates of EC assume that cognition depends directly on the brain-body system as a functional whole, and cannot be reduced to the sole activity of the brain. In other words, our mental life is co-constituted by brain and body2—no cognitive process can occur without being deeply integrated with the living organism's body-in-action.3 This view promotes a primacy of sensorimotor experience over more complex (i.e., propositional) mental operations: in light of their biological (bodily, phenomenological, etc.) complexity, cognitive systems can immediately develop meaningful understandings of their world through active participation, without relying on representational recovery. Indeed, if our cognitive resources are distributed across body and environment via continuous loops of action and perception, then many of the standard explanatory tools adopted in psychology (representations, concepts, etc.) could be replaced by components and processes central to such brain-body-world dynamical coupling. Accordingly, the explanatory unit required to capture what cognition entails goes beyond brains, neural activations, mental representations, or computations. It rather emerges from the circular patterns of activity continuously enacted by the organism—within a given niche—at various levels and timescales.4 Such a perspective stands in open contrast to more traditional views, which instead base mental life on an amodal information-processing schema decoupled …

Methodological features of justification of judicial decisions in the context of precedential law are often characterized through the use of the notion of “reasoning by analogy” (or “analogical argumentation”) usually represented as a particular method of the application of a law which is distinctive for precedents. In its turn, deductive logic is considered as a basic tool of application of statutes, and the procedure of weighing is taken to represent the specificity of application of constitution as a source of permanently conflicting legal norms of the utmost level of abstraction. The rigor of this “theory of a special method” makes many scholars seek a clarification of the structure of the following precedent, which would be without the use of notions of deduction and weighing. However, this approach has proven unavailing: it is generally accepted that the notion of “reasoning by analogy” still remains too vague and mysterious. This paper tries to give a primary analysis of the structure of the following precedent from the other side, under the premise of the methodological universality of the process of application of the law. The “open texture” theory advanced by H. L. A. Hart is the cornerstone for this analysis. The author comes to the conclusion that the analytical scheme of following precedent resulting from the reconstruction of this intellective procedure consists of a sequence of three different mental operations, one of which is appropriate to designate as “analogy”, though bearing polysemy of the term in mind. These basic operations — analogy, weighing, and deduction — are effected in the course of application of any legal norm, regardless of its source. On the basis of the inquiry’s findings, the author outlines the possible further development of the proposed approach.

The article is devoted to studying mental operations while solving memorization task. The theoretical and methodological basis of the study is a theory of abilities (V.D. Shadrikov). Intellectual activity deployment method was used for qualitative analysis of participants' mental activity when finding adequate mental operations. To program the experiment, we used the SR Research platform for building experiments in the EyeLink 1000 Plus. An empirical fact, obtained from the results of the first stage was that majority of the subjects (65 %) didn't use mental operations. The participants who used mental operations (35%) when giving self-reports did not report that they used mental operation but instead mentioned the activities they performed. Furthermore, when analyzing eye tracking data we got overall the same patterns as described in the self-reports.

Games, as the prevailing activity of children of pre-school and younger school age, is actually a type of a creative activity which helps children fully develop, display their own personality and nature, as well as their own tendencies and abilities. It contributes to the overall development of children, prepares them for independent life, teaches them how to cope with everyday situations, how to both understand problems and solve them. Contrary to the traditional understanding of the concept of the game as a fun and pastime activity with no obligations tied to it, modern understanding of the game is significantly different and sees games as spontaneous and natural state of children, their inner need to be active, which is the most effective way to adopt new knowledge, master new skills, understand and adopt new values, socialise with other children, etc. Games were a part of teaching in the past as well, but are now seen as even more important due to all their potentials which are becoming more and more evident. Games help children learn more quickly, easily and efficiently compared to other forms of studying and learning which can be difficult for them. Didactic games are very useful and helpful to children both of pre-school and younger school age, because they are very interesting and hold children's attention and help children be more efficient when completing certain tasks. Such games allow children to acquire new knowledge, develop new skills, be competitive both with others and themselves, which makes games didactically very useful. Games could also be very useful if they develop in children mental operations such as comparison, generalisation, classification, analysis, synthesis, deduction, memory, etc. Together with and with help of the above-mentioned processes, emotional and social relationships also develop, which makes games both useful and harmful if not carried out properly. Proper didactic games help develop language skills, learn about basic mathematical concepts, about nature and social environment, about physical, musical and artistic concepts. The importance of the concept of the game is supported by the fact that every child, without exception, needs games, needs to play; games lead to the positive development of their personality and develop creativity and imagination in children.

Space is markedly involved in numerical processing, both explicitly in instrumental learning and implicitly in mental operations on numbers. Besides action decisions, action generations, and attention, the response-related effect of numerical magnitude or ordinality on space is well documented in the Spatial-Numerical Associations of Response Codes (SNARC) effect. Here, right- over left-hand responses become relatively faster with increasing magnitude positions. However, SNARC-like behavioral signatures in non-numerical tasks with ordinal information were also observed and inspired new models integrating seemingly spatial effects of ordinal and numerical metrics. To examine this issue further, we report a comparison between numerical SNARC and ordinal SNARC-like effects to investigate group-level characteristics and individual-level deductions from generalized views, i.e., convergent validity. Participants solved order-relevant (before/after classification) and order-irrelevant tasks (font color classification) with numerical stimuli 1-5, comprising both magnitude and order information, and with weekday stimuli, comprising only ordinal information. A small correlation between magnitude- and order-related SNARCs was observed, but effects are not pronounced in order-irrelevant color judgments. On the group level, order-relevant spatial-numerical associations were best accounted for by a linear magnitude predictor, whereas the SNARC effect for weekdays was categorical. Limited by the representativeness of these tasks and analyses, results are inconsistent with a single amodal cognitive mechanism that activates space in mental processing of cardinal and ordinal information alike. A possible resolution to maintain a generalized view is proposed by discriminating different spatial activations, possibly mediated by visuospatial and verbal working memory, and by relating results to findings from embodied numerical cognition.

Perkembangan bahan kajian tentang IPA yang pesat menuntut para pendidik agar mampu merancang dan melaksanakan pendidikan yang lebih terarah pada pengusaan konsep IPA. Perkembangan IPA tidak hanya ditunjukkan oleh kumpulan fakta, melainkan timbul akibat adanya metode ilmiah dan sikap ilmiah. IPA tidak hanya sekedar pengetahuan, melainkan melibatkan operasi mental, keterampilan dan strategi dalam menemukan konsep IPA itu sendiri. Program pembelajaran IPA berbasis masalah untuk menumbuhkan metakognisi merupakan pelaksanaan perangkat pembelajaran, khususnya silabus, RPP, lembar kerja, media, dan asesmen. Model pembelajaran yang dipakai dalam penelitian ini adalah model problem based learning (PBL). Inovasi model pembelajaran merujuk pada penggunaan model PBL dalam pelaksanaan pembelajaran yang digunakan untuk mengetahui pencapaian metakognisi. Secara umum, penelitian ini dilakukan dengan prosedur penelitian Research & Development. Penelitian dilakukan pada MTs di Kota Salatiga dengan subjek penelitian siswa kelas VIII dengan cara pengambilan sampling yaitu purposive sampling. Tujuan akhir dari penelitian ini adalah untuk meninjau karakteristik Program Pembelajaran IPA berbasis masalah, serta menganalisis tingkat pencapaian kemampuan metakognisi. Indikator-indikator metakognisi yang digunakan adalah mengacu pada tipe-tipe Metakognisi Schraw dan Dennison (1994:472-474). Hasil pencapaian keterampilan metakognisi pada aspek tes essay menunjukkan hasil yang positif, aspek kinerja menunjukkan indikator yang dominan adalah planning, sedangkan dari hasil angket menunjukkan dominasi indikator evaluasi.

The purpose of the study is to identify the features of the relationship between the potential readiness of future teachers for lifelong education and the level of development of meta-competence and to develop recommendations on this basis for creating conditions in the university for the development of students' meta-cognitive abilities. Research methods and materials. The study involved 748 students enrolled in teacher education programs. Studied: the level of formation of future teachers of psychological, strategic and competence-based readiness for lifelong education (questionnaire survey); the level of development of their worldview ("Methodology of worldview activity" by D.A. Leontyev, A.N. Ilchenko), intellectual ("Mental performance and the type of intelligence" by B.N. Ryzhov), cognitive ("Methodology for assessing the systemic nature of thinking" I.A. Sychev) and operational-procedural (methods for identifying the level of formation of mental operations (methods for identifying the ability to analyze, compare, generalize and classify) components of metacompetence. Comparative (chi-square test, Student's t-test) and correlation (Spearman's correlation coefficient ) analyzes. Results. A close relationship was revealed between the indicators of the potential readiness of future teachers for lifelong pedagogical education and individual components of metacompetence, characteristics of students' worldview, their intelligence and cognitive abilities. Conclusion. The results of the study suggest that the formation of future teachers' readiness for lifelong education should be based not only and not so much on stimulating their motivational activity, but also on creating conditions for the development of their worldview, intelligence, systemic, creative thinking and general cognitive abilities.

This study examined the unfolding in real time of original ideas during divergent thinking (DT) in five- to six-year-olds and related individual differences in DT to executive functions (EFs). The Alternative Uses Task was administered with verbal prompts that encouraged children to report on their thinking processes while generating uses for daily objects. In addition to coding the originality of each use, the domain-specific DT processes memory retrieval and mental operations were coded from children’s explanations. Six EF tasks were administered and combined into composites to measure working memory, shifting, inhibition, and selective attention. The results replicated findings of a previous study with the same children but at age four years: (1) there was a serial order effect of the originality of uses, and (2) the process mental operations predicted the originality of uses. Next, the results revealed that both domain-general EFs and domain-specific executive processes played a role in the real-time unfolding of original ideas during DT. Particularly, the DT process mental operations was positively related to the early generation of original ideas, while selective attention was negatively related to the later generation of original ideas. These findings deepen our understanding of how controlled executive processes operate during DT.

Previous results suggest that the monitoring of one's own performance during self-regulated learning is mediated by self-agency attributions and that these attributions can be influenced by poststudy effort-framing instructions. These results pose a challenge to the study of issues of self-agency in metacognition when the objects of self-regulation are mental operations rather than motor actions that have observable outcomes. When participants studied items in Experiment 1 under time pressure, they invested greater study effort in the easier items in the list. However, the effects of effort framing were the same as when learners typically invest more study effort in the more difficult items: Judgments of learning (JOLs) decreased with effort when instructions biased the attribution of effort to nonagentic sources but increased when they biased attribution to agentic sources. However, the effects of effort framing were constrained by parameters of the study task: Interitem differences in difficulty constrained the attribution of effort to agentic regulation (Experiment 2) whereas interitem differences in the incentive for recall constrained the attribution of effort to nonagentic sources (Experiment 3). The results suggest that the regulation and attribution of effort during self-regulated learning occur within a module that is dissociated from the learner's superordinate agenda but is sensitive to parameters of the task. A model specifies the stage at which effort framing affects the effort-JOL relationship by biasing the attribution of effort to agentic or nonagentic sources. The potentialities that exist in metacognition for the investigation of issues of self-agency are discussed.

This paper tackles the issue of consciousness as it features in Thomas Reid’s philosophy of mind. Section 1 shows that consciousness plays a pivotal role within what the Author calls a "faculty psychology", namely, Reid’s project of elaborating an empirical description of different mental operations. Section 2 highlights a conceptual difficulty which arises when some of Reid’s claims are taken together: if consciousness is a mental faculty standing on its own footing, but, at the same time, all mental operations are conscious, then a logical regress looms. Section 3 presents Reid’s account of natural powers, especially those relating to life phenomena. By advocating an animistic doctrine of vital functions, he seems to leave open the possibility that some mental activity is unconscious. Section 4 concludes by stressing that Reid’s problem with the regress reveals a deeper tension - a kind of failed synthesis - between a religious and a naturalistic conception of mind.

Research in our time offers a welcome flood tide of investigation into how cognitively modern human beings use their basic mental operations to think and act. With luck, it will not ebb. It could become standard, in the way that calculus, once it arose, abided. This tide offers special emphasis, crucial for this issue, on the cognitive origins and operations of language and literature, and in particular on the ways in which systems of multimodal forms can be deployed to prompt for mental operation.

Hume’s Fork—the distinction between“relations and ideas”and“matters of fact”intro-duced in hisfirstEnquiry—is well known, though considered by most specialist scholarsto be a crude simplification of the far more sophisticated theory of relations in hisTrea-tise. But close analysis of theTreatisetheory shows it to be an unsatisfactory reworkingof Locke’s taxonomy, implausibly identifying relations with mental operations and deliv-ering a confused criterion of demonstrability which Hume subsequently abandons infavour of his Conceivability Principle. The latter then becomes the basis for Hume’sFork, the theory of which, as implicitly defined by the various criteria he specifies, turnsout to be consistent and plausible. However it faces a number of potential problems,some of which Hume might have been expected to address, while others—particularlyconcerning his tendency to identify apriority, demonstrability, and necessity—derive fromrelatively recent Epistemology, Philosophy of Language, and Philosophy of Mathematics.All of these are considered, some requiring tightening of Hume’s distinction while othersimply limitations. Finally, a conclusion is drawn emphasising the continuing value ofHume’s position, despite these difficulties.

In this review, I advance the embodied cognition movement in cognitive psychology as both a challenge and an invitation for the study of reading comprehension. Embodied cognition challenges theories which assume that mental operations are based in a common, abstract, amodal code of propositions and schemata. Based on growing research in behavioral and neuroscience, embodied cognition proposes that all cognitive activity is based in sensorimotor activity, opening exciting new vistas for research and practice. Exemplary embodied theories are summarized and compared including those of Glenberg, Barsalou, Lakoff and Johnson, Paivio, and others. Exemplary embodied educational applications to reading comprehension are reviewed. I propose that much reading comprehension research that cites an abstract theoretical basis is actually more consistent with the embodied perspective.

One hallmark of the normal cognitive aging process involves alterations in executive function. Executive function can be divided into at least three separable components, including set shifting, attentional updating and monitoring, and inhibition of prepotent responses. The ability to study the neural basis of cognitive aging has been enriched by the use of animal models such as the macaque monkey. In aged macaques, changes in attentional updating and monitoring systems are poorly understood compared to changes in shifting and inhibition. A partial explanation for this is the fact that the tasks designed to study executive function in aged monkeys, to date, primarily have probed shifting and inhibition processes. Here we examine how aging impacts attentional updating and monitoring processes in monkeys using an interference task designed after a paradigm used to examine multi-tasking in older humans. Young and aged macaque monkeys were tested on this interference task as well as on an object reversal learning task to study these processes in the same animals. Relative to the young monkeys, aged animals were impaired on both tasks. Proactive and retroactive interference did not differ between age groups on an array of 40 object pairs presented each day in the object reversal learning task. The levels of performance on the interference task were not correlated with levels of performance in the object reversal task. These results suggest that attentional updating and monitoring and affective shifting are separable functions in the macaque, and that normal aging affects these mental operations independently.

The article is devoted to the identification and description of meta-cognitive states, processes and operations and their role in language, communication, and cognition. It is shown that metacognitive states, and processes differ from strictly cognitive in three significant respects. First, they are reflexive in nature; second, they are divided into prototypical and derivative; third, they play a special role in language, communication and cognition. The main problem with this is the fact that metacognitive states can be expressed in language not only directly and explicitly, but they can be hidden, implicit, as well as syncretic with other important communicative meanings. Linguistic means of representing metacognitive phenomena highlighting their role in communication are systemized and characterized. It is indicated that language means, reflecting metacognitive states, are of various nature and show in particular how metacognitive states manifest themselves in behaviour and speech: the dreamy look , to watch closely , to refuse to recognize . The role of metacognitive states in learning and scientific knowledge is described. It is noted that verbalization of metacognitive processes in academic discourse is performed by means of expressions, showing the reflection of the knowing subject over produced mental operations: to define a problem , to suggest a hypothesis , to justify the relevance of a study , to sum up . In conclusion, it is emphasized that one of the most promising directions for future research of metacognitive problems is to compare and contrast knowledge and thinking, metacognition and “meta-thinking,” as well as the linguistic means of their verbalization.

A method of semantic transformation of phraseological units is considered, which was presented in the book by Yu. Buyda as literalism. Game technique of literalism is restoring the original, direct meaning of the lexemes constituting a phraseological unit. This is achieved by introducing in the context of the story the literal deploying, pointing to the reality. It is revealed that the polysemy arising from the clash within the context of two meanings of a single phrase (literal and idiomatic) is a source of word play, and often provokes the creation of comic effect. As a literal deploying Yu. Buyda uses the word or phrase linked with a phraseological unit thematically, associatively and by synonymic or antonymic relations. In the writer’s works considered technique illustrates not only the method of updating the semantics of phraseological units, but also has a projective text function. On its basis, the author builds the storyline in many stories that the game intertwined, which creates certain difficulties in identifying both the technique and its gaming potential. It is shown that in most cases, to restore the logical link between the idiom and literal deploying the activation of background knowledge and committing a number of mental operations is required. The analysis is based on the following parameters of literal deploying input: its explicitness / implication, the remoteness of literal deploying from the idiom, the sequence of its input (in a preposition or postposition) and the way of representation of literal deploying.

In his critique of the Lockean concept of perception as presented in Nouveaux essais , Leibniz reproaches Locke for neglecting the role of minute perceptions in experience and reducing all mental operations to the sphere of consciousness. However, the critique seems to be the result of the differences of their philosophical standpoints: Leibniz’s idealistic metaphysics, and Locke’s commonsensical empiricism rather than of the different understanding of perception itself. The descriptions of the process of perceiving provided by them seem to be surprisingly similar, whilst the difference between their stances is for the most part no more than terminological. The dispute is rooted in their different approaches to the role of psychological investigations, which for Locke are autonomous and quite independent from the claims of metaphysics.

The aim of this paper is to describe the specific features of the creative process, its organization, musical notation techniques; the definition of the role of talent and professionalism in the composer’s work; the definition of the essence of the notion of composer thinking and substantiation of the factors of its formation. Creative thinking is the highest form and stage in the development of human thinking. Composer thinking characterizes the creative process of a musician, reflects the foundations of a creative person. Consequently, the study of issues related to creativity, the process of composing is both relevant and well-timed, since the field of research is constantly enriched by the works of psychologists and art historians who offer a deep insight into understanding of the mystery of musical thinking. Research methodology is determined by the works of the psychological area, where attention is paid to the issues of thinking, musical thinking, and works of musicology, which deal with the issues of music and creative process and composer thinking. Results. The creative process, the creation of music is a mysterious phenomenon; therefore, there is a desire to approach a number of important issues that concern many musicians and researchers. The result of the creative process is a musical composition, which must have certain qualities that distinguish it from improvisation. The most prominent impulses of the creative process include idea, emotions, image, events, phenomena, and musical intonations. The basis of the creative act is the gradual and long-term accumulation of knowledge, skills gained from the professional experience. The revealed mental operations are similar to the creativity in various fields of endeavor. The creative process is impossible without an active imagination, which enables to predict the process and the result of creativity. The creative process of a musician, the originality of the musical notation type underlies the principles of composer thinking. Novelty consists in a systematic coverage of the issues of the creative process in connection with the category of composer thinking considered in relation to the general foundations of musical thinking. The practical significance. The main results of this study can be used in the papers that address the problems of creativity, creative thinking and in the work of teachers of musical psychology and composition.

The successful mastering of chemical knowledge is closely related with the chemical thinking development and the elaboration of methods for it measuring. However, as an analysis of literary sources shows that the term “chemical thinking” is used extremely rarely, since it was believed that nature could not afford the luxury of creating special types of thinking for each activity. To assess success in chemistry is usually used either psychological methods that have nothing to do with chemical thinking or a block of chemical tasks, which allow to estimate the range of knowledge, but not the level of chemical thinking. Does chemical thinking exist? Is it possible to develop a Chemical Thinking Test and, if so, what is its reliability? Purpose of the study is to develop a tool for assessing chemical thinking and evaluate its psychometric characteristics. Participants aged 14 to 70 years old were invited to the study. They were asked to evaluate their general and chemical abilities, and then, to solve as quickly as possible the problems of generalization, classification and synthesis of (a) chemical objects and (b) non-chemical ones. The results of the psychometric evaluation of the Chemical Thinking Test (ChTT) indicated its high reliability. Chemical thinking is formed based on mental operations such as analysis, synthesis, comparison, classification, the establishment of identity-difference, the identification of cause-effect relationships and probabilistic evaluation as a result of the selection of elements of thought and their sequences that correspond to the qualitative-quantitative relationships chemical interaction.

The article is devoted to the analysis of one of the approaches to the definition of rationality. Researchers who develop this approach argue that the essential signs of conscious behavior can be identified based on a consideration of how a person uses his natural language in communicative actions. In this case, the above general problem begins to be discussed at the linguistic level. Artificial intelligence is also a communicative system. In this case, a special language-interface is used, which provides an interactive form of interaction between a human and a computer, i.e., their communication. The question arises: does computer use the language in the same way as a human? If we can answer this question positively, then the AI system will be attributed to the property of rational behavior, if the answer is negative, then we will be able to find out what the computer lacks in order to rise to the level of human consciousness.

The article is devoted to the analysis of researches on the problem of formation of critical thinking in junior schoolchildren. It turns out that critical thinking is thinking of a higher order based on information, a conscious perception of one’s own intellectual activity and the activity of others, which causes the development of such a personality trait as creativity. The expediency of using form and methods of work on the technology of critical thinking with junior schoolchildren is substantiated. Critical thinking is a complieated process that begins with the acquaintance of the information and ends with the making of certain decision and consist of several successive stages: receiving the information from various sources, analysis of different points of view, choosing your own point of view, comparison with other points of view, selection of arguments to support the selected position making decisions on the basis of evidence. For critical thinking we mean a set of mental operations of the highest level which we use to formulate substantiated conclusions, assess and carry out conscious choices. The development of critical thinking is the development of the ability to realize these and other influences, overcome or take into account restriction. A critically minded person asks questions while making important decisions: why do I make exactly such decision? What exactly influenced on me? What are another variants? We can discuss with the children their decisions by asking such questions to them and gradually teaching them to put these questions to themselves. In such a way we help the formation of awareness and wider thinking that makes a person more sineere and independent. The using of the technologies of the development of critical thinking promote the formation of communicative competence of junior schoolchildren diversify the learning process and contribute to the comprehensive development of personality.

The Encoding-Specificity Paradigm indicates that memory recall will be superior when contextual factors are congruent between memory encoding and memory retrieval. However, unlike other contextual conditions (e.g., verbal context, mental operations, global feature context, mood dependency, and physical operations), this paradigm has nearly been ignored in the exercise domain. Thus, the purpose of this study was to examine the Encoding-Specificity Paradigm in the context of exercise and rest conditions. 24 young adults (age: M = 21 years) completed a within-subject, counterbalanced experiment involving four laboratory visits, including 1) R-R (rest-rest) condition, 2) R-E (rest-exercise) condition, 3) E-R (exercise-rest) condition, or 4) E-E (exercise-exercise) condition. The exercise bout included a 15-minute moderate-intensity walk on a treadmill. Memory recall was assessed via a 15 word-list task. Memory recall was greater for R-R (8.71 ± 3.1) versus R-E (7.46 ± 2.8), and similarly, for E-E (8.63 ± 2.7) versus E-R (8.21 ± 2.7). The mean word recall for the congruent and incongruent conditions, respectively, was 8.67 (2.4) and 7.83 (2.4). There was a statistically significant condition effect (F = 5.02; P = .03; partial η² = .18). This experiment provides direct support for the Encoding-Specificity Paradigm in the exercise domain.

In his many writings, John Cacioppo stressed how neural and physiological events could reveal psychological phenomena. Far from merely "physiologizing" psychology, John advocated social neuroscience in service of theory development and causal inference. These themes can be seen in his ERP work, which he began in the early 1990s to answer basic questions about attitudes. Fortuitously, his foray into ERP research overlapped with the dominance of the social cognition perspective in social psychology, which argues that complex thoughts and behaviors can be understood by breaking them into their underlying elements. ERPs are a natural methodological complement to this perspective, assuming that complex thoughts and behaviors are composed to separable information processing stages that manifest on the scalp as ERPs. Social cognitive theories, with their roots in mental chronometry, are thus fertile ground for researchers possessing a way to quantify underlying mental operations. This review illustrates John's influence by tracing its impact on our own research.

La presente investigación tiene como objetivo analizar la incidencia de la teoría de la modificabilidad estructural cognitiva en la competencia lectora a través de los módulos de aprendizaje en los estudiantes de grado 6° de la I. E. Liceo Mayor de Soacha. Se buscará en un primer momento diagnosticar el nivel de competencias lectoras de los estudiantes de grado 6° de la Institución Educativa Liceo Mayor de Soacha, de acuerdo a los componentes y competencias descritas en las Pruebas Avancemos 4°, 6° y 8° en la fase inicial y final de la investigación. En un segundo momento, se establecerá la incidencia de las funciones cognitivas y las operaciones mentales en la competencia lectora a través de la implementación de módulos de aprendizaje, mediante la metodología de las fases de entrada, elaboración y salida, propuestas por la Teoría de la Modificabilidad Estructural Cognitiva desarrollada por Reuven Feuerstein. El tipo de investigación que se propone será de carácter cualitativo, de tipo descriptivo no experimental. RESUMEN. XV ABSTRACT XVI PALABRAS CLAVE XVI KEY WORDS XVI INTRODUCCIÓN. 1 CAPÍTULO I. PLANTEAMIENTO DEL PROBLEMA 4 1.1 Descripción. 4 1.2 Delimitación del problema. 12 1.3 Justificación 15 1.4 Objetivos 18 1.4.1 Objetivo General 18 1.4.2 Objetivos específicos 18 1.5. Límites y alcances. 18 1.5.1. Límites. 18 1.5.2. Alcances 19 1.6. Formulación del problema 19 CAPÍTULO II ANTECEDENTES 20 2.1. ANTECEDENTES DEL PROBLEMA 20 CAPÍTULO III MARCO TEÓRICO 27 3.1 Teoría de la Modificabilidad Estructural Cognitiva de Reuven Feuerstein 27 3.1.2 Orígenes teóricos. 30 3.1.3 Las funciones cognitivas. 31 3.1.3.1 Funciones cognitivas de la fase de entrada (input). 32 3.1.4 Operaciones mentales de Reuven Feuerstein. 36 3.1.5 La Experiencia de Aprendizaje Mediado-EAM. 39 3.1.5.1 Criterio de Intencionalidad y reciprocidad. 40 3.1.5.2 Criterio de significado. 41 3.1.5.3 Criterio de trascendencia. 42 3.1.5.4 Criterio de sentimiento de competencia 42 3.1.5.5 Criterio de auto-regulación y control del comportamiento. 44 3.1.5.6 Criterio de sentimiento de compartir 44 3.1.5.7 Criterio de individualidad y diferenciación psicológica 45 3.1.5.8 Criterio de planeación de objetivos 46 3.1.5.9 Criterio de búsqueda de la novedad y complejidad. 47 3.1.5.10 Criterio de auto-modificación 48 3.2 Teoría de corte constructivista para el desarrollo del pensamiento. 49 3.2.1 Desarrollo Humano de Jean Piaget. 49 3.2.2 Teoría de la Zona del Desarrollo Próximo de Lev Vigotsky 50 3.2.3 Teoría del Aprendizaje Significativo. 51 3.2.4 Estrategias Cognitivas. 52 3.2.5 El aprendizaje una mirada desde el enfoque de la sicología cognitiva del aprendizaje. 54 3.3 Lectura 59 3.3.1 La competencia lectora una interpretación histórica, para su entendimiento 59 3.3.2 La estructura de la prueba avancemos en la competencia lectora. 62 3.4 Módulos de aprendizaje. 66 3.4.1 Concepción y conceptualización de módulo a partir de la experiencia del Liceo Mayor de Soacha “Bienestar para todos”. 66 3.4.2 Estructura conceptual del módulo. 69 CAPITULO IV. ESTRATEGIA METODOLÓGICA. 73 CAPITULO V. ANÁLISIS DE RESULTADOS. 77 Resultados de la Prueba tipo ICFES Avancemos 6° aplicada a los estudiantes del curso grado sexto 601 de la I. E. Liceo Mayor de Soacha. 78 Desarrollo de Funciones Cognitivas y Operaciones Mentales observadas en la competencia lectora en los estudiantes del curso 601 de la I. E. Liceo Mayor de Soacha. 92 Evidencias del desarrollo de Funciones cognitivas descritas en el Diario de campo del Módulo 1. Texto literario. 93 Evidencias del desarrollo de Funciones cognitivas descritas en el Diario de campo del Módulo 2 Textos Científicos. 99 Evidencias del desarrollo de Funciones cognitivas descritas en el Diario de campo del Módulo 3 Texto informativo. 102 Operaciones Mentales 104 Análisis de Contenido del Focus Group aplicado en el grupo curso 601 de la I. E. Liceo Mayor de Soacha. 108 Evidencia de la mejora en las Competencias Lectoras a partir de la implementación de los módulos de lectura en el grupo curso 601 de la I. E. Liceo Mayor de Soacha. 122 CAPITULO VI. CONCLUSIONES. 147 Bibliografía 15758 REFERENCIAS BIBLIOGRÁFICAS 16061 ANEXOS 163 The objective of this research is to analyze the incidence of the theory of Cognitive Structural Modifiability in reading competence through the learning modules in the 6th grade students of the I. E. Liceo Mayor de Soacha., it seeks for instants to diagnose them according to the components and competences described in the Avancemos 4°, 6° y 8° Tests in the initial and final phases of the investigation. In a second phase, the incidence of cognitive functions and mental operations in the reading competence will be established through the implementation of learning modules, through the application of the input, elaboration and output methodology phases, proposed by the Theory of Cognitive Structural Modifiability developed by Reuven Feuerstein. The type of research proposed will be from a qualitative perspective and non-experimental descriptive criteria.

Uncertainty is ubiquitous in cognitive processing, which is why agents require a precise handle on how to deal with the noise inherent in their mental operations. Previous research suggests that people possess a remarkable ability to track and report uncertainty, often in the form of confidence judgments. Here, we argue that humans use uncertainty inherent in their representations of value beliefs to arbitrate between exploration and exploitation. Such uncertainty is reflected in explicit confidence judgments. Using a novel variant of a multi-armed bandit paradigm, we studied how beliefs were formed and how uncertainty in the encoding of these value beliefs (belief confidence) evolved over time. We found that people used uncertainty to arbitrate between exploration and exploitation, reflected in a higher tendency towards exploration when their confidence in their value representations was low. We furthermore found that value uncertainty can be linked to frameworks of metacognition in decision making in two ways. First, belief confidence drives decision confidence—that is people’s evaluation of their own choices. Second, individuals with higher metacognitive insight into their choices were also better at tracing the uncertainty in their environment. Together, these findings argue that such uncertainty representations play a key role in the context of cognitive control.

International audience; The paper presents a new logic for reasoning about the formation of beliefs through perception or through inference in non-omniscient resource-bounded agents. The logic distinguishes the concept of explicit belief from the concept of background knowledge. This distinction is reflected in its formal semantics and axiomatics: (i) we use a non-standard semantics putting together a neighborhood semantics for explicit beliefs and relational semantics for background knowledge, and (ii) we have specific axioms in the logic highlighting the relationship between the two concepts. Mental operations of perceptive type and inferential type, having effects on epistemic states of agents, are primitives in the object language of the logic. At the semantic level, they are modelled as special kinds of model-update operations, in the style of dynamic epistemic logic. Results about axiomatization, decidability and complexity for the logic are given in the paper

Статья посвящена актуальной проблеме активизации социальнопсихологической адаптации студентов к обучению в вузе в соответствии с требованиями, которые предъявляет к ним новая среда; в работе рассматриваются различные формы адаптации: внешняя и полная, создающая возможность организации совместной деятельности. В статье представлены особые возможности совершенствования языковой компетентности студентов как способа активизации процесса адаптации и его основные направления: улучшение коммуникативных навыков, умения структурировать мыслительный процесс; активизация интеграции в социум согласно выдвигаемым им требованиям., The article is devoted to the urgent problem of activating the socio-psychological adaptation of students to study at a university in accordance with the requirements that the new environment establishes; it examines various forms of adaptation: superficial and complete, creating the possibility of organizing successful joint activities. The article presents the special possibilities of improving the language competence of students as a way to activate the adaptation process and its main directions: improving communication skills, the ability to structure mental processes; assistance in integration into society in accordance with the requirements put forward by it.

In an innovative knowledge economy in Russia there must be a unified complex of bachelors’ training based on integral interaction in the system “bachelor-faculty member – an engineer at the enterprise”. The purpose of the study is to enhance the level of a new engineering thinking of future engineers, as the bases for professional competences formation. The results of the study: (1) the concept has been developed and tested to select individual educational trajectory, that provides the development of a new engineering thinking with the account of regionalism; (2) the importance of the concept is proved by scientific ideas, approaches, and principles; (3) it has been proved that a new engineering thinking creates flexible and dynamic systems responding fast to the regional market requirements; (4) the peculiarities of the process have been determined, by criteria-estimating component based on the integration principle, allowing to analyze mental operations, develop creativity, research scientific problems in stages thus entering a new level of thinking development; (5) conditions of methodological system are justified.

Even in primary school, mathematics achievement depends upon the efficiency of cognitive, metacognitive and self-regulatory processes. Thus, for pupils to carry out a computation, such as a written calculation, metacognitive mechanisms play a crucial role, since children must employ self-regulation to assess the precision of their own thinking and performance. This assessment, in turn, can be helpful in the regulation of their own learning. In this regard, a body of literature suggests that the application of psychoeducational interventions that promote the development of mathematics-related metacognitive (e.g., control) processes, based on the analysis of the students’ errors, can successfully influence mathematics performance. The main objective of the current study was to investigate the impact of a metacognitive and cognitive training program developed to enhance various arithmetic skills (e.g., syntax, mental and written calculation), self-regulatory and control functions in primary and secondary school students exhibiting atypical mathematical development. Sixty-eight Italian children, 36 male and 32 female (mean age at pretest = 9.3 years, SD = 1.02 years), meeting the criteria for the diagnosis of dyscalculia or specific difficulties in mathematics, took part in the study. Of these, 34 children (i.e., experimental group) underwent the cognitive and self-regulatory intervention enhancing mathematics skills training for 16 weekly sessions. The remaining students were assigned to the control group. For a pre-test and post-test, a battery of standardized mathematical tests assessing different mathematics skills, such as written and mental operations, digit transcription and number ordering skills, was administered and provided a series of measures of calculation time and accuracy (i.e., number of errors). In the post-test, the experimental group exhibited better accuracy in written calculation and in digit transcription. Overall, the current outcomes demonstrate that psychoeducational interventions enriching metacognitive and mathematical achievements through error analysis may be an effective way to promote both the development of self-regulatory and control skills and mathematical achievement in children with atypical mathematical development.

Previous correlational studies have suggested that the approximate number system (ANS) may be foundational to the acquisition of formal math abilities. In this chapter, I review evidence from training studies that provide support for a causal link between the ANS and math. However, the extant findings can neither be fully explained by the shared reliance on similar mental operations between the ANS and math nor by the notion that symbolic number representations rely at least to some extent on ANS representations. Thus I propose that individual differences in the ANS may instead lead to differences in an individual's attention to and engagement with math-related information, which in turn affects math ability. Preliminary support for this hypothesis comes from recent studies showing that parents’ ANS acuity correlates with the amount of math talk they engage in while playing with their child and children's math abilities.

Феномен родного языка : коммуникативно-лингвистический, социокультурный, философский и психологический аспекты : сб. науч. статей [по материалам II Междунар. науч.-практ. конф., посвящ. Международному дню родного языка, 20-22 февраля 2019 г.]. - Витебск : ВГУ имени П. М. Машерова, 2019. - С. 241-244. - Библиогр.: с. 244 (7 назв.)., Статья посвящена проблеме развития интеллектуальной сферы учащихся в процессе овладения русским языком. Определены параметры интеллектуальной сферы личности, проявляемые в речемыслительной деятельности. Описаны критерии высокого уровня развития интеллектуальной сферы учащихся применительно к области русского языка. Обсуждаются пути создания эффективной образовательной среды, стимулирующей включение учащихся в активную умственную деятельность. = The article deals with the problem of developing students' intellectual sphere while teaching Russian. The parameters of the intellectual sphere, revealed through verbal and cogitative activity, are determined. The criteria for a high level of development of students' intellectual sphere in frames of Russian language learning are described. Ways of creating effective educational environment which stimulates students' involvement in a dynamic thinking activity are discussed.

This chapter provides a perspective for understanding and interpreting the existing cognitive research concerning algebra problem solving and learning. It presents a model of the related processes of algebra problem solving and understanding and utilizes this model to discuss the cognitive research on algebra learning. The chapter suggests that some points where mathematics educators may have to take up interpretive work to translate the cognitive research on algebra into their practice of designing instructional activities. In practice, educators may want to include other considerations in their designs, such as student interests and capabilities, as well as classroom constraints. The goal of problem-solving research reflects the goal of cognitive psychology in general: to understand the sequence of mental operations and their products in performing a cognitive task. Cognitive studies of algebra learning tend to examine issues from the point of view of cognitive performance models.

Admission of a child to an educational organization is a difficult period for him. What should be considered when creating an educational environment at school and home? What determines successful adaptation of first-graders to new academic activities, which require from child certain knowledge about the world, good visual-motor coordination, possession of mental operations, planning skills and self-regulation of behavior, verbal communication, and the manifestation of volitional efforts to fulfill educational tasks? The successful adaptation of a child largely influences his further socialization. Modernization of education, aimed at ensuring its accessibility, individualization, and differentiation, creating conditions for achieving new contemporary quality of primary level of general education, leads to heterogeneity in the composition of pupils in terms of their psychophysical development. This complicates the adaptation of both first-graders with health limitations (HL) and children with regular development. Attracting intellectual and socio-cultural resources of the city in education, socialization, and adaptation of children with HL to new social conditions are becoming an urgent issue. The purpose of the research is to study the parental assessment of adaptation of a first-grader with HL to the educational organization in the urban environment. The authors of the article compiled a questionnaire for parents to determine the features of adaptation to the school life conditions of their children. The article presents the analysis results of the conducted survey. Research methods include quantitative assessment and qualitative analysis of the survey, as well as content analysis of relevant literature sources. The present research is caused by the insufficient theoretical study and practical development of issues related to the adaptation of first-graders with HL by parents.

The cognitive processes of the human mind are not perceived directly, the information about them can be received through the analysis of their representation in the language means. The article is devoted to the cognitive study of the English syntactic structures with the disjunctive conjunctions used in speech, in the contextual environment. The inherent meaning of alternative which these conjunctions possess is modified under the influence of the lexical-grammatical context. It makes the English syntactic structures containing these conjunctions applicable not only for the description of the situation of choice, but also for the depiction of the situations of deficient knowledge, alternation, distribution, motivation. Due to the neutralization of the inherent meaning of the conjunctions in the context the constructions which contain them can convey in English such mental operations as enumeration, approximation and addition. The analysis of English syntactic structures with the conjunctions reveals the cognitive work of the human mind. The results of the research are useful for the English language acquisition as the syntactic structures with the disjunctive conjunctions help the speaker to achieve the variety of communicative goals.

Research on the emotional brain has often focused on a few structures thought to be central to this type of processing—hypothalamus, amygdala, insula, and so on. Conceptual thinking about emotion has viewed this mental faculty as linked to broader brain circuits, too, including early ideas by Papez and others. In this article, we discuss research that embraces a distributed view of emotion circuits and efforts to unravel the impact on emotional manipulations on the processing of several large-scale brain networks that are chiefly important for mental operations traditionally labeled with terms such as “perception,” “action,” and “cognition.” Furthermore, we describe networks as dynamic processes and how emotion-laden stimuli strongly affect network structure. As networks are not static entities, their organization unfolds temporally, such that specific brain regions affiliate with them in a time-varying fashion. Thus, at a specific moment, brain regions participate more strongly in some networks than others. In this dynamic view of brain function, emotion has broad, distributed effects on processing in a manner that transcends traditional boundaries and inflexible labels, such as “emotion” and “cognition.” What matters is the coordinated action that supports behaviors.

Buscou-se abordar como jovens estudantes do segundo ano do ensino médio em escolas públicas de quatro cidades brasileiras mobilizaram as operações mentais da consciência histórica por meio de conceitos substantivos (LEE, 2006) em narrativas históricas gráficas. O objetivo foi compreender como os conceitos substantivos, dos quais alguns são na forma de nomes próprios (RÜSEN, 2007) ligados a sujeitos históricos, relacionam-se com as categorias mobilizadas por estes jovens para expressarem os conceitos de intersubjetividade e verdade. Com isso, pretendeu-se analisar as respostas dos estudantes a uma questão referente ao reconhecimento da existência de personagens históricos. Os resultados foram organizados por meio de categorias ligadas às três operações mentais da consciência histórica. Como resultado, verificou-se que o modo como esses sujeitos compreendem a verdade histórica e a intersubjetividade influenciaram na forma como as operações mentais da consciência histórica estruturam o seu sentido de orientação no tempo fornecido às ideias substantivas presentes nos quadrinhos.

Ideological liberals may focus on mental operations to a greater extent than bodily operations, whereas this pattern may be reversed among conservatives. Although there are suggestive sources of evidence, prior research has not directly examined relations between political ideology and this mind–body distinction. The present investigation did so by content-coding texts using the Linguistic Inquiry and Word Count program and its cognitive and bodily process categories. Three studies involving posts to political news websites (Study 1), presidential State of the Union addresses (Study 2), and writing samples by laypersons (Study 3) converged on the hypothesis that texts produced by those with liberal ideologies would score positively in mind–body terms (reflecting a greater relative mental focus), whereas texts produced by those with conservative ideologies would score negatively in mind–body terms (reflecting a greater bodily focus), a novel linguistic signature of political ideology.

The Standards for Educational and Psychological Testing indicate that validation of assessments should include analyses of participants’ response processes. However, such analyses typically are conducted only to supplement quantitative field studies with qualitative data, and seldom are such data connected to quantitative data on student or item performance. This paper presents an example of how data from an analysis of mental operations collected using a sociocognitive approach can be quantitatively integrated with other data on student and item performance to validate in part an assessment of higher education students’ competency in business and economics. Evidence of forward reasoning and paraphrasing as mental operations is obtained using the think-aloud method. As part of the validity argument and to enhance credibility of the findings, the generalized linear models are expressed as multilevel models in which the analyses of response processes are aligned with quantitative findings from large-scale field studies.