Wyniki wyszukiwania - Biblioteka Nauki

1

Kvantová psychológia?

100%

Stríženec M.

E-psychologie (E-psychology)

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2011

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tom 5

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nr 1

33-51

EN

Based largely on foreign literature, the first part of the paper offers a simplified version of some basic knowledge of quantum theory to comply with the tendencies to apply quantum theory in psychology. The paper contains description of basic terminology in this field (quant, superposition, complementarity, complementary logic) and in the neo-Copenhagen interpretation of the original theory. Application of the aforementioned knowledge is focused primarily on defining quantum psychology (R. Dalrymple) and secondarily on questions of consciousness (M. Bancroft), cognitive processes (E. Conte) and such. The paper concludes with criticism of unsubstantiated applications (mere renaming of present psychological terminology, metaphors, reductionism in understanding human psyche). On the other hand, a reliable scientific approach is necessary in this field of study (clear formulation of themes, references to the specific physical interpretation of quantum theory).

SK

V súvislosti s tendenciami aplikovať kvantovú teóriu aj v psychológii sa na základe najmä zahraničnej literatúry podávajú v prvej časti príspevku niektoré základné poznatky kvantovej teórie a to v zjednodušenej forme. Ide o popis základných pojmov z tejto oblasti (kvant, superpozícia, komplementarita, komplementárna logika) a východiskovej teórie (neokodaňská interpretácia). Aplikácia uvedených poznatkov sa zameriava najprv na vymedzenie kvantovej psychológie (R. Dalrymple) a potom na otázky vedomia (M. Bancroft), kognitívnych procesov (E. Conte) ap. V závere príspevku sa kritizujú nezdôvodnené aplikácie (časté len premenovanie doterajších, psychologických termínov, metafory), redukcionistické chápanie psychiky). Na druhej strane je potrebný seriózny vedecký prístup v tejto oblasti (jasné formulovanie východisiek, odvolávanie sa na konkrétnu fyzikálnu interpretáciu kvantovej teórie).

2

[unknown2]

88%

Scheja B. , Castelli S.

Didactica Mathematicae

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2018

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tom 40

3

Transmucosal in addition to transdermal fentanyl, administered in exacerbations of cancer pain, does not change the emotional status of patients

88%

Jakubów P. , Rucińska M. , Cydzik M. , Jabłoński J. , Malarewicz –Jakubów, A , Moniuszko-Jakoniuk J. , Braszko J.

Progress in Health Sciences

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2013

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tom 3

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nr 2

33-39

EN

Introduction: Opioids, regardless of the route of administration, are essential analgesics for the treatment of cancer pain. The transmucosal route of fentanyl administration is a relatively new but widely used technique. Purpose: The authors attempted to assess the effectiveness of a submucosal dose of fentanyl, indicated for the control of breakthrough pain in patients who are on the transdermal fentanyl patch, and to evaluate the impact of both opioids on the emotional state of the patient. Materials and methods: 48 patients were assigned to different analgesia groups, and the VAS pain scale and Beck Depression Inventory, before and after submucosal analgesia, were used to evaluate their pain. Results: It has been shown that fentanyl provides dose-dependent analgesia. This analgesia is independent of the concentration of fentanyl in the blood serum. The method of administration of fentanyl has no effect on the level of depression, according to the BDI inventory. Furthermore, there is no statistically significant effect on the mood of the patient group based on the analgesia used. Conclusions: Submucosal fentanyl added to the basic analgesic therapy is effective, well tolerated, and does not alter patient mood.

4

Řešení problémů: společné znaky prosociálního chování a řešení některých logických úloh

75%

Patočka J. , Záškodná H.

Psychologie a její kontexty

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2015

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tom 6

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nr 1

3-15

EN

The Tower of Hanoi is a mathematical puzzle invented by the French mathematician Edouard Lucas. The objective of the game is to move the entire stack to another rod, while obeying the game rules. The puzzle plays an important role in the assessment of frontal lobe function. A number of studies have demonstrated that with respect to this test, performance is impaired among patients with frontal lobe lesions. The tree-dimensional Tower of Hanoi has become popular instrument in neuropsychology and gain importance for working memory, planning a problem solving theories. It can be used to practice strategies to solve problems. This can help in emergency in case naturalistic decision making is applicable. What makes the difference when deciding in various types of the problem situations? While practicing problem solving, an individual creates and improves systematic solution plan which consists according to Plhakova of identification of the problem, definition and formulation, generation of possible solutions, exploring the viable strategy, considering the short and long term advantages and disadvantages of various solutions, choice of the solution and its implementation and finally evaluation of the result. Practicing the problem-solving strategies improves according Plhakova the general problem-solving skills of an individual. Some of these cognitive steps are described in the famous model of providing assistance to a person in emergency by Schwarz and Howard. The model shows multiple faces of human altruism and referees to factors which presence can stop a person from helping others. For a person who helps others it means to solve a certain problem. According to the model by Schwarz et al, helping in difficult situations as well as with common problems, is a complex event that may take place in different ways depending on the type of the task, situation as well as personality. By solving the puzzle general cognitive skills can be improved. These skills make an important aspect of prosocial behavior. But we cannot ignore the fact that prosocial behavior in emergency situations related to emotional stress has its significant decisions specifics. It goes without saying that the understanding of cognitive emergency strategies is not enough to make a person to provide help in emergency. Furthermore, the real situations require effective decisions even if sufficient quantity reliable information is not available. The question is therefore how the decision-making process in real situations differs from the decision made while solving the puzzle. The classic normative decision-making theory (Frisch, Baron) relates to rational thinking human being. According to the normative theory man chooses such behavior, which is the best in a given situation and is associated with maximum profit. However in the real life, people are facing situations in which they do not fully understand and the problem is not clearly defined. Naturalistic decision is a process in which the knowledge is sequentially transformed until the decision point. Decision is adaptive cognitive activity which contains according to Payne certain assumptions: a) Strategies for decision-making are typically at different level of precision; b) Strategies are determined by the context within which the task is solved; c) There are several strategies for solving the problem at different levels of complexity; d) Selection of the strategy might not be conscious. Overall we can state that both prosocial behavior and successful Hanoi tower puzzle solving are related to problem solving abilities. While the naturalistic decision making is often accompanied by time stress, incomplete ambiguous information, difficult risk assessment and high emotional impact under artificial conditions the problem is solved without stress, with clear information with well-defined objectives and low emotional impact. Naturalistic decision making involves complex cognitive processes repeated evaluation and processing of complex dynamic stimuli in situations of high uncertainty often under time and emotional pressure. While the Tower of Hanoi is an example of a structured issue, emergency aid is an example of not well structured problem. It is a task that requires intuitive thinking, motivation, evaluation of optional steps and involves emotions. Naturalistic decision made in emergency is similar to decision made by rescuers or firefighters. The present study shows how personal helping skills can be improved as well as studied further. The naturalistic decision theory is discussed as well as strategies used to achieve effective decisions (Wiggins, Henley).

5

Deconstructing the I and SLA in ISLA: One curricular approach.

75%

Leow R. P. , Cerezo L.

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2016

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tom 6

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nr 1

43-63

EN

Instructed second language acquisition (ISLA) has been referenced in the larger field of the SLA literature for over two and a half decades. Currently, there are several theoretical underpinnings accounting for processes assumed to play a role in ISLA and quite an impressive number of studies have empirically addressed some aspect(s) of ISLA. Recently, a lengthy and relatively cohesive treatise of this substrand of SLA research in relation to both theoretical, empirical, and pedagogical perspectives has been published in two books (cf. Leow, 2015a; Loewen, 2015), and a new model of the L2 learning process in ISLA has been proposed (Leow, 2015a). These publications are timely and important given that the concept of ISLA not only needs to be clearly defined but also situated contextually. To this end, this article (a) revisits current definitions of ISLA in the SLA literature with the aim of identifying specific features of ISLA that underlie such definitions, (b) deconstructs ISLA by probing deeper into what comprises the termsinstructed andSLA in ISLA, (c) provides a brief summary of the cognitive processes and variables postulated by the theoretical underpinnings of ISLA and pertinent empirical research, (d) recommends that ISLA be observed from one curricular approach together with its empirical and pedagogical ramifications, and (e) provides some measure of direction future ISLA research may follow.

6

Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

63%

Nowotnik A.

Edukacja

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2014

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nr 2(127)

7–20

PL

W artykule przedstawiono potencjał teorii przywiązania w zakresie przewidywania i wyjaśniania zjawisk związanych z funkcjonowaniem społecznym i osiągnięciami szkolnymi uczniów. Omówione zostały dwie ścieżki wpływu wczesnodziecięcych relacji z opiekunami na późniejsze osiągnięcia szkolne: bezpośrednia, związana z wpływem przywiązania na rozwój procesów poznawczych, i pośrednia, związana z wpływem reprezentacji przywiązania na późniejsze relacje ucznia z nauczycielami i rówieśnikami, które ze swej strony oddziałują na poziom osiągnięć szkolnych.

EN

The paper presents attachment theory as applied to the psychology of education. It is aimed to show the potential of attachment theory to anticipate and explain phenomena associated with social functioning and achievement at school. The author puts forward a thesis for two paths by which attachment quality would impact on school achievement. The indirect path is in the relationship between quality of attachment and the development of cognitive processes, while the direct path follows the impact of attachment style on the quality of a child’s relationships with teachers and peers. This in turn influences level of educational attainment.

7

Influence of the Internet on the Cognitive Abilities of Man. Phenomenological and Hermeneutical Approach

63%

Gálik S. , Tolnaiová S. G.

Communication Today

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2015

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tom 6

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nr 1

4–15

EN

In this article, the authors study the influence of the Internet on human cognitive abilities using a phenomenological and hermeneutical approach. They characterize the Internet as an electronic or technological form of media communication facilitating nearly instantaneous and active dissemination of information, in particular image-based information. The authors study the Internet’s influence on the cognitive abilities of humans using a definition of the Internet as multilaterally connected information networks. Applying the theoretical approach, they reach the conclusion that newly formulated thinking strategies feature a network-like character to the detriment of the ability to observe, remember and other higher levels of thinking. The empirical approach is based on neurological and sociological studies which reveal the fact that new ways or strategies of thinking are being fixed in the brain, thereby driving long-term and permanent changes in human thinking. In such a case, the inability to concentrate on one idea for an extended period of time in order to reach a deeper state of contemplation proves to be at risk. In connection to this, we may encounter, as the authors believe, symptoms of knowledge deficiency resulting from a loss of interest in linear, chronological thinking. The authors claim that knowing these risks should lead to a more careful and more critical approach to the Internet, or even Internet communication, which may partially mitigate its negative influence.

8

ПЕДАГОГІЧНИЙ СУПРОВІД ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МОЛОДШИХ ШКОЛЯРІВ

63%

Криволап О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 5(49)

272-279

XX

The article attempts to reveal the essence of the concept of pedagogical support of the process of future teachers training; lit philosophical, pedagogical, psychological perspectives on the process of pedagogical support and development of creative abilities, development of creative potential; proved the importance and necessity of creating and implementing a process of pedagogical support of future primary school teachers to developing creative potential of junior pupils in the process of professional training. The need to ensure conditions (in particular the creation of pedagogically comfortable learning environment as close as possible to professional) to prepare future teachers to develop the creative potential of young learners is proved. It is stressed that pedagogical support of students during their professional development in the educational process helps to realize the needs of society and to adjust the professional activities of the individual. The peculiarity of pedagogical support is the need to solve problems related to personal development and education of the student in the difficult conditions of modernization of the education system, changes in its structure and content. Future primary school teacher needs to be ready for quick changes, active and creative activities, to adapt quickly to new professional environments. On a future teacher of primary school will depend the quality of knowledge of pupils and their compliance with the state order. Responsibility of pedagogical support includes the task of creating in educational institution the successful process of education, socialization of the student, his self-realization, because the full development of the personality is the guarantee of social welfare. Pedagogical support is needed for training the students, as the social adaptation of people should pass on their own, and in the case of outside help this process becomes more successful. Quick entering students in academic life, creating optimal conditions for this is a basic requirement for the learning process. Successful adaptation in the study group serves as a prerequisite for productive social activity, professional self-determination and development of the personality.

9

Stimulation of Children’s Text Comprehension in Primary Education – On One Educational Strategy

63%

Liptáková Ľ. , Cibáková D.

Journal of Preschool and Elementary School Education

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2014

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nr 6

67 - 80

EN

The paper explores the possibilities for developing reading comprehension by a pupil in primary education in the Slovak Republic. The need for scientific research into developing reading literacy in Slovakia, with its educational implications, is growing as a result of the unsatisfactory state of the current educational context. In this paper, we present an educational strategy focused on the development of comprehension of an informational text in primary school pupils. The strategy is based on the outcomes of previous research on the effectiveness of developing text comprehension on the basis of parallel stimulation of linguistic and cognitive processes. The presented stimulation programme offers a model for school education and for teachers how to proceed with the systematic development of comprehension of an informational text. At the same time, we offer the presented strategy for developing the reading literacy of a pupil for comparison with educational strategies in different countries.

10

Zaburzenia pamięci operacyjnej i wybranych funkcji poznawczych u chorych leczonych na schizofrenię paranoidalną

63%

Giętkowski D.

Psychiatria i Psychologia Kliniczna

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2012

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tom 12

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nr 1

26-33

EN

Already since the times of Baddeley and Hitch the dorsolateral part of the frontal lobe was regarded as the functional centre of the working memory. Working memory disorders are, on the other hand, one of the basic and consolidated disorders in the course of paranoid schizophrenia. The concept of neurodevelopmental schizophrenia combines these elements and associates the illness with the changes occurring in the brain in the prenatal period. The efficiency of the working memory system, which acts as a buffer manipulating with the possessed and inflowing information, influences the quality of other cognitive processes, such as long‑term memory, short‑term memory, concentration and thinking. A study was performed on two groups: one experimental consisting of 31 people suffering from paranoid schizophrenia and one control group of 31 healthy people. In both groups a replica of Wisconsin Card Sorting Task was used in order to measure the efficiency of the working memory and selected tests from WAIS‑R (PL): the Polish adaptation of Wechsler Adult Intelligence Scale to assess the functioning of concentration, memory and thinking. The results of the study showed that in the experimental group the efficiency of the working memory is very low and that the illness affects the performance of concentration, memory and thinking. Moreover the tests proved that the working memory disorder increases with time.

PL

Grzbietowo‑boczna część płata czołowego już od czasów Baddeleya i Hitcha uważana była za funkcjonalny ośrodek pamięci operacyjnej (roboczej). Z kolei zaburzenia pamięci operacyjnej są jednym z podstawowych i utrwalonych zaburzeń w przebiegu schizofrenii paranoidalnej. Koncepcja neurorozwojowa schizofrenii łączy te elementy, tłumacząc zachorowania zmianami powstałymi w mózgu w okresie prenatalnym. Poziom funkcjonowania pamięci operacyjnej, która spełnia funkcję bufora manipulującego napływającymi oraz posiadanymi informacjami, rzutuje bezpośrednio na jakość innych procesów poznawczych, takich jak pamięć długotrwała, krótkotrwała, uwaga, koncentracja czy myślenie. W celu wykazania różnic w poziomie funkcjonowania pamięci operacyjnej przebadano dwie grupy: eksperymentalną (31 osób chorujących na schizofrenię paranoidalną, leczonych na oddziale psychiatrycznym) oraz kontrolną (31 osób zdrowych). W dwóch grupach do oceny poziomu funkcjonowania pamięci operacyjnej posłużyła replikacja testu Sortowania Kart z Wisconsin – Test KFL (Kolor Figura Liczba) oraz do oceny jakości funkcjonowania uwagi, myślenia oraz pamięci – wybrane testy z WAIS‑R (PL) (Polska Adaptacja Skali Inteligencji Wechslera): arytmetyka, powtarzanie cyfr, symbole cyfr, klocki, braki w obrazkach oraz podobieństwa. Wyniki badań wskazywały na znaczne obniżenie poziomu funkcjonowania pamięci operacyjnej w grupie eksperymentalnej oraz wpływ tego zaburzenia na inne procesy poznawcze, w tym myślenie, uwagę oraz pamięć. Wykazano ponadto, iż poziom zaburzenia pracy pamięci roboczej wzrasta wraz z czasem trwania choroby.

11

Psychologia poznawcza w testach wiedzy - co można zrobić, aby zwiększyć prawdopodobieństwo celnego strzału?

51%

Starkowska A.

Ogrody Nauk i Sztuk

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2015

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nr 5

221-227

PL

Praca opisuje poznawcze prawidłowości, którymi kierują się osoby układające pytania do testów wiedzy, a znajomość których zwiększa prawdopodobieństwo odgadnięcia poprawnej odpowiedzi. Analiza nagrań teleturniejów wiedzy oraz testów na prawo jazdy ukazała, że w pytaniach typu „prawda czy fałsz” częściej prawidłowa jest odpowiedź twierdząca (p<0,001, N=235). W pytaniach typu „A czy B” częściej poprawna jest odpowiedź A (p<0,01, N=274). W pytaniach o jedną z trzech wartości liczbowych najczęściej poprawna jest wartość środkowa (p<0,01, N=106). Wyniki uzasadniane są przez prawo człowieka jako skąpca poznawczego, efekt pierwszeństwa i heurystykę zakotwiczenia.

EN

This study describes the cognitive laws which guide people in compiling questions in knowledge tests, and the factors which increase the probability of guessing the correct answer. An analysis of recorded TV quizzes and driving tests showed that: in "true or false" questions the correct answer is often "true" (p <0.001, N = 235). In "A or B" questions the correct answer is often A (p <0.01, N = 274). In questions of a choice of three numbers, the median value is most commonly correct (p <0.01, N = 106). These results are justified by the right of human as a cognitive miser, primacy effects and heuristic anchoring.

12

Роль оппозиции свой/чужой в организации концептосферы «когнитивная деятельность»

44%

Руденко Е.

Etnolingwistyka. Problemy Języka i Kultury

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2007

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tom 19

203-210

PL

Artykuł poświęcony jest sposobom motywacji w nominacjach procesów mentalnych. W szczególności dotyczy zagadnienia metafory konceptualnej oraz zjawiska konkurowania różnych modeli konceptualizacji pojęć. Analiza prowadzona jest na materiale czasowników współczesnego języka białoruskiego i starobiałoruskiego. Punktem wyjścia jest założenie, iż nominacje procesów intelektualnych motywowane są przede wszystkim trzema znaczeniami: mieć, dawać, brać. W systemie nominacji działalności kognitywnej najbardziej rozpowszechnione jest trzecie z przedstawionych znaczeń. Artykuł zawiera ponadto zestawienie postulatów onomazjologii kognitywnej i kognitywnej onomazjologii diachronicznej. Omówione jest jednocześnie zjawisko konkurowania metafor konceptualnych w aspekcie synchronicznym i diachronicznym. Wnioski autorki: modele konceptualne powtarzają się na różnych etapach rozwoju tego samego języka. Są one powtarzane również w językach pokrewnych, ale rzadko zastępują inne modele.

EN

The article deals with motivation in the naming of mental processes. In particular, it is concerned with conceptual metaphor and the competition of various models of conceptualization. The data are Byelorussian and Old-Byelorussian verbs. The starting point is the assumption that the naming of intellectual processes is primarily motivated by three meanings: ‘have’, ‘give’ and ‘take’. The last of the three is the most widespread in the system of the nomination of cognitive activity. The article also contains a juxtaposition of the postulates of cognitive onomasiology and diachronic cognitive onomasiology. A discussion is offered, too, of the competition between conceptual metaphors in the synchronic and diachronic aspect. The following conclusions are drawn: conceptual models reappear at different levels of development of a language. They also appear in related languages but rarely replace other models.