scholarly journals Knowledge of the self-control benefits of high-level versus low-level construal.

2017 ◽  
Vol 112 (4) ◽  
pp. 607-620 ◽  
Author(s):  
Karen E. MacGregor ◽  
Jessica J. Carnevale ◽  
Nicole E. Dusthimer ◽  
Kentaro Fujita
Keyword(s):  
The Self ◽  
Self Control ◽  
Low Level ◽  
Level Versus ◽  
High Level

scholarly journals Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research

2020 ◽  
Vol 210 ◽  
pp. 18126
Author(s):  
Tatiana Skripkina
Keyword(s):  
Communicative Competence ◽  
Student Interaction ◽  
Self Control ◽  
Low Level ◽  
Teacher Student ◽  
Professional Success ◽  
Competence Structure ◽  
Set Up ◽  
High Level ◽  
The Given

The theoretical analysis of home and foreign research shows that teacher's ability to set up trusting atmosphere in educational space is the most important factor of professional success and the guarantee of occupational health. The given research is based on the author`s concept that human trust in others is inseparable from self-trust, and the ratio of the level of expression of these two oppositely directed attitudes creates the features of trusting relations between a teacher and his (her) students. The mentioned trusting attitudes are included by the author into the teacher's communicative competence structure. A study of self-trust and trust in others among teachers revealed six different models of expression of trusting relations among teachers a model with high self-trust and trust in others; a model with high level of trust in others and medium self-trust; a model with high level of trust in others and low self-trust; a model with low level of trust in others and high self-trust; a model with low level of trust in others and medium self-trust; a model with low self-trust and low level of trust in others. An analysis of the relationships of trusting relations indicators in each of the identified models was then carried out with such qualities of communicative competence as strategies of behaviour in conflict, communicative tolerance, self-control in communication and empathy. The results showed that each empirical model of trusting relationships inherent to different teachers had different relationships with other indicators of communicative teacher`s competence included in the study. The results of the study enabled to obtain six different models of teacher-student interaction.

scholarly journals Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

2020 ◽  
Vol 19 (11) ◽  
pp. 88-108
Author(s):  
Hyun Joo ◽  
Jinju Lee ◽  
Dongsik Kim
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Interaction Effect ◽  
Conceptual Knowledge ◽  
Complex Problem ◽  
The Self ◽  
Complex Problem Solving ◽  
Low Level ◽  
High Level

This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

scholarly journals SELF-ORGANIZATION AND SELF-CONTROL OF REMOTE WORK SPECIALISTS WITH DIFFERENT INDIVIDUAL TYPOLOGICAL CHARACTERISTICS DURING COVID-19

2021 ◽  
Vol 5 (11(75)) ◽  
pp. 66-71
Author(s):  
M. Shirokaya ◽  
O. Zhukova
Keyword(s):  
Cognitive Style ◽  
High Efficiency ◽  
Personality Type ◽  
Self Control ◽  
Self Organization ◽  
Practical Significance ◽  
Remote Work ◽  
Low Level ◽  
High Level ◽  
Individual Typological Characteristics

This article presents materials which are a continuation of our research publication in 20192020. The first part of the research, devoted to working conditions and the subjective attitude of specialists with different individual typological characteristics to changed remote work due to COVD-19 conditions, is described in the article by Shirokaya M.Yu. and Zhukova O.I. (East European Science Journal, Vol. 3, N 9(73), 2021).  This article is devoted to the study of the features of self-organization and self-control among specialists with different individual typological styles in the conditions of universal remote work, as a necessary measure to ensure health safety during the COVID-19 pandemic. 120 respondents took part in the study. A professional psychological questionnaire, the methodology "Individual typological characteristics of personality" (Sobchik, 2005), "Questionnaire of self-organization of activity" (Mandrikova, 2010) and the scale of "Self-control" (Ishkov, 2004) were used to obtain the results. It was found that all specialists in the conditions of universal remote work have a reduced level of purposefulness as a meaningful vision of the purpose of life with satisfaction with the process of achieving it. This disrupts the overall self-organization, its strategic component, which forms a temporary perspective for the future. Specialists with visual-imaginative cognitive style are distinguished by a high level of self-organization and self-control; the conditions of remote work do not cause such specialists to change either the strategy or tactics of doing work. Remote work specialists with an intuitive cognitive style are distinguished by a low level of selforganization. Remote work specialists with the formal-logical personality type also showed a low level of selforganization and an increase in working time despite the previously revealed experience. The verbal personality type is characterized by the worst indicators of remote work self-organization. Specialists with an accentuated type have a high level of self-organization; however, they spend a lot of effort and energy to maintain it.  At the end, the practical significance of the study is given: the identification of an individual personal contribution to the formation of specialist’s with different cognitive styles self-organization allows you to find an individual approach to a specialist and help him realize and unlock the potential of self-organization for high efficiency in the conditions of remote work.

scholarly journals Change detection: the role of low-level versus high-level image representations

2016 ◽  
Vol 16 (12) ◽  
pp. 335
Author(s):  
Wietske Zuiderbaan ◽  
Jonathan van Leeuwen ◽  
Serge Dumoulin
Keyword(s):  
Change Detection ◽  
Low Level ◽  
Level Versus ◽  
Image Representations ◽  
High Level

scholarly journals Disentangling bottom-up versus top-down and low-level versus high-level influences on eye movements over time

2019 ◽  
Vol 19 (3) ◽  
pp. 1 ◽  
Author(s):  
Heiko H. Schütt ◽  
Lars O. M. Rothkegel ◽  
Hans A. Trukenbrod ◽  
Ralf Engbert ◽  
Felix A. Wichmann
Keyword(s):  
Eye Movements ◽  
Top Down ◽  
Bottom Up ◽  
Low Level ◽  
Level Versus ◽  
High Level ◽  
Over Time
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