scholarly journals THE DEVELOPMENT OF TOOLS FOR ASSESSING THE COGNITIVE-CONTENT READINESS OF PRE-SERVICE TEACHERS TO TEACH A SPECIALIZED SUBJECT IN A MULTILINGUAL ENVIRONMENT

2021 ◽  
pp. 180-180
Author(s):  
I.M. Babich
Keyword(s):  
Cognitive Content ◽  
Specialized Subject

Cognitive content of maternal moods assessed with self-report and recall procedures

2008 ◽  
Author(s):  
Phyllis S. Ohr ◽  
Allen Grove ◽  
Richard Lopez ◽  
Candice Lalima ◽  
Jeninne McNeill ◽  
...  
Keyword(s):  
Self Report ◽  
Cognitive Content

Repetitive Thought in Psychopathology: The Relation of Rumination and Worry to Depression and Anxiety Symptoms

2008 ◽  
Vol 22 (3) ◽  
pp. 271-288 ◽  
Author(s):  
Megan E. Hughes ◽  
Lauren B. Alloy ◽  
Alex Cogswell
Keyword(s):  
Anxiety Symptoms ◽  
Self Report ◽  
Depression And Anxiety ◽  
Regression Analyses ◽  
Cognitive Content ◽  
Future Outlook ◽  
Repetitive Thought ◽  
Partial Correlations ◽  
Secondary Analyses ◽  
Looming Maladaptive Style

The relation between repetitive thought and depression and anxiety symptoms was examined in an undergraduate sample. Individuals completed self-report measures of rumination, worry, depression, and anxiety as well as other related constructs including private self-consciousness, looming maladaptive style, cognitive style, cognitive content, and future outlook. Regression analyses and tests for significant differences between partial correlations were utilized to assess the study hypotheses. The results indicated that rumination and worry overlap in their association with depression and anxiety symptoms, and that rumination may be an especially important component of this overlap. Secondary analyses demonstrated that rumination and worry are two distinct constructs, as their patterns of associations with related constructs were different.

scholarly journals Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ezgi Yesilyurt ◽  
Hasan Deniz ◽  
Erdogan Kaya
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Relative Importance ◽  
Cognitive Content ◽  
Methods Courses ◽  
Content Mastery ◽  
Engineering Intervention

Abstract Background The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs. Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit. Results The participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers. Conclusion Our study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

The Teaching of Machine-Tool Technology at University Level

1970 ◽  
Vol 185 (1) ◽  
pp. 83-93 ◽  
Author(s):  
F. Koenigsberger
Keyword(s):  
Machine Tool ◽  
Internal Combustion Engines ◽  
Manufacturing System ◽  
Full Time ◽  
Combustion Engines ◽  
Human Aspects ◽  
University Level ◽  
Time Courses ◽  
Tool Technology ◽  
Specialized Subject

In this paper the problems of introducing the teaching of a specialized subject into undergraduate courses are discussed with particular reference to the specific features of machine-tool technology. These cover the facts that the machine must be considered as part of an overall manufacturing system, so that the concept of performance differs from that encountered in other types of machinery such as internal-combustion engines, and that technological, economic, and human aspects must also be considered. Comparisons are made between Continental, particularly German, practice and present practice in some British universities. Some typical approaches to the organization of postgraduate full-time courses and short-term specialized courses are given. Finally, a comparison is made between the employment of university trained engineers in the machine-tool manufacturing and using industries in Great Britain and in Germany.

scholarly journals Mere fugl end fisk. Sproglige ligheder og forskelle bag typologisering af tekster

2017 ◽  
Vol 11 (20) ◽  
pp. 79
Author(s):  
Lita Lundquist
Keyword(s):  
Computer Program ◽  
Linguistic Expression ◽  
Cognitive Content ◽  
Linguistic Features ◽  
Contrast Model ◽  
Text Types

The work reported here explores a cognitive-communicative hypothesis of text ty-pology that text types defined on external communicative criteria also exhibit typical constellations of linguistic features text-internally. Inspired by Tversky's (1981) math-ematical "contrast model of similarities", a French contract, a law and a judgment were analyzed using the computer program 'Cohérelle' into sets of syntactic, semantic, pragmatic, and textlinguistic features. Subsequent computations showed that reliable similarities (in the linguistic expression of cognitive content) and differences (in the use of communicative grounding expressions) could in fact be distinguished among the linguistic features of the three text exemplars, thus permitting the postulation of dif-ferent types on text-internal linguistic grounds.

scholarly journals Cognitive content structure of anxious and depressive patients

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 327-343
Author(s):  
Zdenka Novovic ◽  
Vesna Gavrilov ◽  
Miklos Biro ◽  
Snezana Tovilovic
Keyword(s):  
Three Dimensions ◽  
Divergent Validity ◽  
Check List ◽  
Cognitive Content ◽  
Cognitive Triad ◽  
Content Specificity ◽  
Components Analysis ◽  
Depressive Cognitions ◽  
The Relationship ◽  
Depressive Patients

There were three aims of the study: to determine psychometric properties of Serbian translation of Beck's Cognition Check List, to analyze factor structure of both subscales of Check List and to check the relationship among determined dimensions of the subscales. Patients with depressive anxiety and mixed diagnoses participated. Results suggest that subscale of depressive cognitions is of satisfactory reliability and both concurrent and divergent validity. Subscale of anxious cognitions has satisfactory internal consistency, but is weakly correlated with anxiety symptoms and is not discriminatively valid. Principal components analysis of depressive cognitions subscale yielded three factors that corresponded to the elements of Beck's "Negative Cognitive Triad". Analysis of anxious subscale did not provided dimensions hypothesized by Beck, but three dimensions, which correspond to three groups of anxious symptoms, where identified. Results indicate possibility of applying Beck?s Content Specificity Hypothesis on separation of specific anxiety or phobic disorders.

scholarly journals ETHNOCULTURAL PREFERENCES OF LOGIC AND INTUITIVE THINKING

2020 ◽  
Vol 14 (4) ◽  
pp. 745-753
Author(s):  
Vera Yuryevna Khotinets ◽  
Yulia Raisovna Sabrekova
Keyword(s):  
Life Experience ◽  
Cognitive Conflict ◽  
Training Sample ◽  
Cross Cultural ◽  
Traditional Values ◽  
Cognitive Content ◽  
Intuitive Thinking ◽  
Cross Cultural Differences ◽  
Necessary And Sufficient ◽  
Categorization Model

The paper analyzes the results of an experimental study of the preferences of logical and intuitive thinking of Udmurt and Russian students (a total of 121 people). In logical thinking, an object is selected from its context and assigned to categories based on necessary and sufficient functions, with the preferred use of rules, including rules of formal logic. Intuitive thinking based on life experience is characterized by integrity and contextuality with a dialectical resolution of obvious contradictions. The research program, developed on the basis of a conceptual categorization model, consisted of a training phase and an experiment phase. In the computer program, categorization “by rule” was performed by determining how much a new object satisfies a rule that defines categories by their necessary and sufficient characteristics; categorization “by pattern” - by similarity of the new object with existing samples. The experiment created a cognitive conflict between thought strategies. The experiment results show that Russian students prefer to classify objects “by rule” in case of positive and negative matches of characteristics, while Udmurt students prefer “by pattern” There were no significant cross-cultural differences between negative match indicators, when the images “according to the rule” were very similar to the training sample from the opposite category. The explanation of the obtained data was carried out in comparison with the “world pictures”, with their cognitive content about the ways of cognition of the surrounding world, embodied in the traditional values of peoples.

Sign in / Sign up

Export Citation Format

Share Document