Academic literature on the topic 'Cognitive grammar – Research – Methodology'
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Journal articles on the topic "Cognitive grammar – Research – Methodology"
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Khoshbakht, Sahel, Arsalan Golfam, Alie Kord Zaferanloo Kamboozia, and Ferdows Aghagolzadeh. "Conceptualization of Persian Relative Structure in Cognitive Grammar." JOURNAL OF ADVANCES IN LINGUISTICS 8, no. 1 (November 10, 2017): 1255–67. http://dx.doi.org/10.24297/jal.v8i1.6406.
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In the cognitive approach to linguistics, language is considered as a part of the cognitive system which mirrors the conceptual organization as well as the world within the speakers' mind. According to this view, the outside world experience is reflected in the language structure and language forms. This modern approach includes a variety of principles, perspectives, assumptions and models, among which the Cognitive Grammar Model is recognized as the most noticeable one. This grammar considers a symbolic nature for a language which symbolizes the meaning and thought. On the other hand, relativization as a notion in every individual's mind and cognition is considered as a universal manifested in all languages. Thus, the present research tries to clarify the conceptualization and symbolization of Persian relative structure from the cognitive point of view and by the use of cognitive means. It, also studies different types of relative structures in Persian, on the basis of Langacker (2008) model and differentiates the restrictive and non-restrictive relative clauses in Persian. The methodology used in the analysis of this research is the descriptive-analytical methodology. For the data collection, the corpus methodology is used and examples of Persian relative structures are studied. The present research findings show that Persian conceptualization of the relative structures can be clarified in the cognitive approach and Persian relative structures can be studied on the basis of Langacker model.
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Medina, Jazmín Marisol, and Jazmina Ivonne Mena Mayorga. "Graphic organizers to empower the teaching-learning process of grammar tenses in higher education." Ciencia Digital 5, no. 3 (June 5, 2021): 6–19. http://dx.doi.org/10.33262/cienciadigital.v5i3.1730.
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Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.
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Amalia, Dian Risky, and Nanda Fitriana Lukya. "Tahlil al-Akhta’ an-Nahwiyyah fi at-Ta’bir at-Tahririy fi IAIM Metro Lampung." International Journal of Arabic Language Teaching 2, no. 01 (June 23, 2020): 66. http://dx.doi.org/10.32332/ijalt.v2i01.2088.
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The writing as a language skill is not a simple skill. However, writing skills are the most difficult language skills to master because writing is a very complex cognitive process. One of the rules of writing that should be taken into account is the writing of grammar (grammar). The purpose of this study was to determine how grammatical errors in the editorial expression of the third mannequin of the University of Islamic Knowledge Metro Lampung. Based on an analysis of the data that was conducted. Type of this research It is qualitative and descriptive the researcher used methodically, qualitative research is a process of research and understanding based on the methodology that investigates the social phenomenon and human problems. The results of the research found that there are 20 errors in the editorial expression of students of the third stage of the University of Islamic Knowledge metro Lampung with details of 5 errors in the category of al ism almarfu’ (2 errors in the mubtada’, 1 errors in the na’at, 1 errors in the‘athaf, 1 errors in the fa’il), 5 errors In the category of al ismu almanshub (2 errors in the maf’ul bih, 3 errors in the ‘athof), 10 errors in the category of al ism almajrur (4 errors in the idhafah, 1 errors in the badal, and 4 errors in the syibh aljumlah). The final result presentation result is 25% erors in the category of al ism almarfu’, 25% errors In the category of al ismu almanshub and 50% in the category of al ism almajrur.
Key words: writing, grammar, error analysis
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ALMEIDA, SANDRA APARECIDA FARIA DE, and Iván de Jesús Davis Ulloa. "A conceptual approach to the –ING construction: aspects of radiality and subjectification." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 443–58. http://dx.doi.org/10.5007/2175-8026.2020v73n1p443.
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The –ING construction has a number of uses in the English language and teaching it to speakers of other languages poses some challenges, as learners tend to interpret the construction as a verbal one, in the progressive aspect, which is only one part of the picture. Bearing this in mind, we have developed a corpus-based research into the form-meaning/function pairing (Goldberg, 1995, 2006) of the construction, relying on Construction Grammar (Fillmore; Kay, 1999; Goldberg, 1995, 2006) and Cognitive Grammar (Langacker, 1987, 1990, 1991, 2008), apart from a semantic approach to the –ING construction (Wierzbicka, 1988), essential for describing the –ING construction from a conceptual perspective within the wide-ranging scope of Cognitive Linguistics (Geeraerts, 2006), which also included Prototype Theory (Rosch, 1973) and Radial Categories (Brugman, 1981; Lakoff, 1987). In regard to methodology, we have taken both a quantitative and qualitative approach to data (Cook; Reichardt, 1979; Richardson, 1985; Creswell, 2010) compiled from an English/Spanish parallel corpus of 1199 verbal –ING occurrences. Our main hypothesis is that the –ING construction, in its verbal function, is more central or prototypical (Rosch, 1973; Brugman, 1981; Lakoff, 1987; Langacker, 2008) in respect to its conceptual network and its other functions, namely nominal, adjectival and adverbial. These functions, in turn, exhibit a more peripheral role and are linked to the verbal function through metaphorical extension relationships (Goldberg, 1995, 2006). By performing a corpus-based analysis of the data (Berber-Sardinha, 2002, 2004) we finally argue that there is a radial organisation (Brugman, 1981; Lakoff, 1987) for the –ING construction, which goes from a more concrete level, being this more situated or grounded and thus more objectified (as a “here and now process”), until it gets to a more abstract level, therefore, less situated and more subjectified (taken as a “thing”).
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Smoleń-Wawrzusiszyn, Magdalena. "TOC logical branch as a tool in teaching Polish as a foreign/second/heritage language to children." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 26 (December 19, 2019): 259–70. http://dx.doi.org/10.18778/0860-6587.26.18.
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This article is devoted to the presentation of the author`s solutions in adapting one of the TOC thought tools to teaching Polish as a foreign/second/heritage language, specifically to children. TOC tools were primarily developed for the business sector as a tool for diagnosing areas which should be modified or improved. Applied in the sphere of education, the tools turned out to be universal methods of supporting students’ cognitive processes. In the existing research on the possible applications of the TOC methodology, no attention was paid to its use in the field of Polish as a non-native language didactics, and the TOC tools seem to be a useful solution in teaching foreign languages to children. The article presents proposals for the use of the so-called logical branch to explain grammar rules in teaching Polish to children. The discussed tool may perform this function well as it conforms to the standards of the methodology appropriate in children’s language education: It is attractive as a graphic tool, it shows the structure of the Polish language system in a transparent and orderly manner, it has mnemonic values, it can be also used for games, as well as allowing for flexibility (differentiation) of the didactic process.
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Johannessen, Janne Bondi. "Factors of variation, maintenance and change in Scandinavian heritage languages." International Journal of Bilingualism 22, no. 4 (March 27, 2018): 447–65. http://dx.doi.org/10.1177/1367006918762161.
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Aims and objectives/purpose/research questions: I investigate variation and change in heritage languages, focusing on descendants of 19th-/early 20th-century North Germanic immigrant languages in America. A battery of predictors (e.g. token frequency, language attitude) are compared against a baseline grammar, something often framed in terms of ‘transfer’, ‘incomplete acquisition’ and ‘attrition’. I examine which particular changes have been attributed to which factors. Design/methodology/approach, data and analysis: I synthesise and draw new conclusions from previous research on heritage Scandinavian. Findings/Conclusions: Relevant factors belong to two main categories: those favouring maintenance and those more likely to trigger change. Factors that support maintenance are structural ones (typically syntax, phonology and morphology), frequency of use and external factors. Factors that contribute to change are articulation, language attitudes and a series of cognitive aspects: incomplete acquisition and attrition, transfer and convergence, processing, memory, complexity and overgeneralisation. Originality: I undertake a comparative synthesis of patterns of change and non-change from baseline varieties. Significance and implications: This opens a door to investigating how factors correlate, what causal connections can be found and what levels of language are affected by what factors.
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Cui, Yanying, and Yidong Wei. "Reduction: The Solution to Mind Representation?" Chinese Semiotic Studies 15, no. 3 (August 27, 2019): 303–15. http://dx.doi.org/10.1515/css-2019-0019.
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Abstract Chomsky is an evolutionary figure in linguistics. His greatest contribution lies in transformational generative grammar, which put an end to the leading position structuralism had held in language for more than 30 years. His naturalistic methodology has greatly influenced the research of both linguistics and psychology, and he is also considered to be the first to study language from the cognitive perspective. He insists on a naturalistic methodology; therefore, he was even considered by some to be a physicalist. However, this is not the case. On the contrary, TGG, as a critique of the behaviorist view of language, is intertwined with a critique of physicalism. On the one hand, he thinks the mind, like chemical elements and electrons, can be approached from a third-person perspective; on the other hand, he again admits there exists consciousness, which can be merely approached in terms of a first-person authority, which, therefore, is a fatal challenge to his core theory. Now there remains a new solution to this dilemma, that is, to admit that the mind is a special natural phenomenon with two means of existence: one is involved in physical aspects with the brain, and the other is concerned with something mental, with the former approached by a third-person perspective and the latter better researched via a first-person authority.
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Wang, Sung-Lan. "The PF Disjunction Theorem to Southern Min/Mandarin code-switching." International Journal of Bilingualism 21, no. 5 (March 21, 2016): 541–58. http://dx.doi.org/10.1177/1367006916637677.
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Aim and research question: The aim of this study is to test Macswan’s ((1999). A minimalist approach to intrasentential code switching. New York, NY: Garland; (2000). The architecture of the bilingual language faculty: Evidence from intrasentential code-switching. Bilingualism: Language and Cognition, 3, 37–54; (2005). Codeswitching and generative grammar: A critique of the MLF model and some remarks on “modified minimalism”. Bilingualism: Language and Cognition, 8, 1–22.) PF Disjunction Theorem (PFDT), which was proposed based on Chomsky’s ((1995). The minimalist program. Cambridge, MA: MIT Press.) minimalist programme, to answer the following question: Is code-switching (CS) behaviour governed by CS-specific grammar or an innate mechanism that produces monolingual and bilingual utterances in our language faculty? Methodology: A quantitative approach was adopted to test the PFDT with the Southern Min/Mandarin CS data. Data and analysis: 811 lexical items extracted from 343 bilingual clauses in my Southern Min/Mandarin CS corpus, and almost no violation against this model (i.e., a word-internal switch) was found, except one example that was regarded as the informant’s slip of tongue. Findings/conclusions: The results of this study confirm the prediction of the PFDT that phonological systems cannot be mixed within a word. Originality: Although the morphosyntactic structures and in some cases the pronunciations of morphemes are identical, tonal differences of these two languages still prohibit word-internal switches. Significance/implications: This study thus supports the PFDT and argues that CS behaviour is governed by a single innate mechanism that governs both monolingual and bilingual language production and that the so-called CS-specific grammar/mechanism is not necessary.
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Devos, Anastasiia Oleksandrivna, Iryna Oleksiivna Torbenko, Tetiana Volodymyrivna Doroshenko, Viktoriia Volodymyrivna Revenko, and Andrii Volodymyrovych Shuhaiev. "The Application of the Simulation Method in the in Foreign Language Teaching in Higher Education Institutions, the Cognitive Linguistic Approach." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 1. http://dx.doi.org/10.36941/jesr-2021-0072.
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This article presents the results of the research aimed at proving the efficiency of using the simulation method in combination with the cognitive linguistic approach in teaching students a foreign language. The experimental group students studied the foreign (English) language course during the semester of the 2019-2020 academic year using simulations. The methodology consisted of the performance of roles by the students who actively interacted for the implementation of assigned tasks. Kravchenko's cognitive linguistic algorithm was used to develop the skills of English grammar. This allowed us to establish the similarities between the temporal forms of English and Ukrainian words in discourse. The efficiency was evaluated through the test, developed by the author based on the exercises from the book by Holitsynskyi. Diagnostics of the students' level of motivation to learn a foreign language using simulations and cognitive linguistic approach was performed with the help of the Self-Assessment Form Student test, described in the EU manual. The statistical significance of the study results was established using Pearson's χ2 test. The correlation between the factor and resultant characteristics was established using Tschuprow's contingency coefficient. This was revealed through the methodology of applying the cognitive linguistic approach regarding the training of the skills in choosing the tense forms of a verb in English and the method of simulations in the development of language competencies of the business foreign language. It was found that the proportion of experimental group students with a high and sufficient level of success in learning a foreign language doubled, exceeding the same indicator in the control group. The total number of students with very high, high and average levels of development of skills in choosing the tense forms of the verb in English increased by 36%. The influence of the skills of choosing the tense forms of the verb on the development of the skills of using grammatical structures found in the process of the simulation was recorded. The results of the study can be applied in teaching students a foreign language in the institutions of higher and secondary education, as well as in the system of post-graduate education. The problems of individual students' passivity regarding their participation in simulations, failure to use a foreign language in group work require further research. Received: 19 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021
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Halim, Abdul, and Sofia Ulfa Eka Hadiyanti. "Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 28, 2021): 1175–84. http://dx.doi.org/10.35445/alishlah.v13i2.571.
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The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.
Dissertations / Theses on the topic "Cognitive grammar – Research – Methodology"
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Armentano, Ana Luiza Teixeira 1958. "A tarefa 'dictogloss' : aspectos cognitivos e interacionais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269443.
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Orientador: Linda Gentry El-DashDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-07T22:20:39Z (GMT). No. of bitstreams: 1 Armentano_AnaLuizaTeixeira_M.pdf: 24731292 bytes, checksum: b14232318057e7b745682681e2635a8a (MD5) Previous issue date: 2006
Resumo: Esta pesquisa partiu da nossa observação que muitos aprendizes apresentam fluência, mas não precisão lingüística, em seu desempenho em contexto de aula comunicativo de inglês de nível intermediário como LE. Uma alternativa encontrada na literatura de ASL para promover a precisão lingüística é o uso de tarefas que promovam o esforço cognitivo de produzir e refletir sobre a produção, estendendo e indo além do nível de competência real do aprendiz, ou seja, uma produção mais exigente (pushed output) (Swain, 1985, 1995). A reflexão sobre a produção (output) pode estimular o aprendiz a perceber (notice) formas lingüísticas e fazer uma comparação cognitiva entre as formas de sua interlíngua e as formas de L2/LE (notice the gap), o que pode facilitar a re-estruturação de interlíngua. Nosso objetivo nesta pesquisa é investigar a tarefa dictogloss pelo seu potencial em promover uma produção mais exigente. Para tal levamos em conta aspectos cognitivos e interacionais. Sob a perspectiva cognitiva, nos apoiamos nos estudos sobre tarefas de Skehan (1996, 1998), o modelo de processamento de insumo de VanPatten (1996, 2002), a Hipótese da Produção de Swain (1985) e as diferenças individuais segundo Robinson (2002, 2005). Sob a perspectiva sócio-cultural, levamos em conta o construto do diálogo colaborativo de Swain (2000) e os padrões de interação de Storch (2002). Os instrumentos de pesquisa foram um mini-questionário, uma tarefa dictogloss, cujos procedimentos foram adaptados de Wajnryb (1990), e entrevistas semi-estruturadas com os sujeitos. Cinco pares de alunos universitários do nível intermediário de um centro de línguas de uma universidade pública paulista fizeram parte da pesquisa. Sem a intervenção da pesquisadora, as duplas reconstruíram uma passagem escutada por três vezes. Após a reconstrução em pares, os sujeitos receberam o texto por escrito e compararam as suas versões com a do original. Todas a interações foram gravadas em áudio. Dentre os aspectos cognitivos, os resultados das análises apontam para a complexidade da tarefa implementada em termos do código lingüístico, processamento cognitivo e o stress comunicativo. Observa-se que alguns pares abordaram a tarefa focando mais no significado eoutros na forma, sugerindo um efeito trade-off nos recursos de atenção. Nota-se grandes diferenças individuais entre os sujeitos, entre elas o nível de proficiência e habilidades cognitivas dos sujeitos, tais como a aptidão para notice the gap. Dentre os aspectos interacionais, constatamos que o padrão colaborativo prevalece nas interações, mas que com o decorrer da tarefa, algumas interações mudam para os padrões dominante/passivo, e outras para o padrão dominante/dominante, com alguns momentos de conflito. O diálogo colaborativo gerou construção de conhecimento nos padrões colaborativos mas demonstrou seus limites em outros padrões de interação, como no menos experiente/menos experiente, não geralmente relatado na literatura. Os depoimentos dos sujeitos sugerem que esses perceberam a complexidade da tarefa, mas que a consideram de potencial utilidade para a aprendizagem. Além disso, relataram que o trabalho em pares foi positivo
Abstract: In our teaching practice and within a communicative-oriented instruction of intermediate levelleamers of English as a foreign language, we have noticed that many leamers become fluent but lack accuracy. It has been suggested in SLA that in order to promote accuracy certain kinds of tasks can be used: those that encourage pushed output, defined as the cognitive effort to produce and reflect on production, stretching and going beyond the actual competence of the leamer. This reflection on production may encourage the leamer to notice linguistic form and make cognitive comparisons between their interlanguage form and the L2 form, i.e., notice the gap, which may encourage the restructuring of the interlanguage. Bearing this in mind, this research was designed to investigate cognitive and interactional factors involved in the implementation of the pedagogical task known as dictogloss. Five dyads of college students attending an intermediate leveI course in a language center in a state university in the state of São Paulo in Brazil took part of the experiment. The interaction of the dyads was audiotaped as they carried out the task. It required them to listen, take notes, and produce a written reproduction of the oral text with their partners. After that they received a copy of the written text, and went on to compare and notice differences between their versions and the original. From a cognitive perspective, the theoretical background comes from task-based research of Skehan (1996, 1998), the modeI of input processing of VanPatten (1996, 2002), the Output Hypothesis of Swain (1985, 1995) as well as the investigation of individual differences of Robinson (2002, 2005). From a socio-cultural perspective, the theoretical background comes from the collaborative dialogue proposed by Swain (2000) and the interaction pattems by Storch (2001, 2002). From a cognitive perspective, the findings suggest that the high complexity of the task produced a trade-off effect in attentional resources: attention was either allocated to the meaning or to the formoThe oral comprehension and production and the written comprehension and production revealed individual differences in the subjects' cognitive abilities, such as noticing the gap. From a socio-cultural perspective, the collaborative pattem of interaction prevails, but over time, some of the pairs changed to other pattems such as dominant/passive and dominant/dominant, indicating some conflict in their interactions. The collaborative dialogue shows the co-construction of knowledge, but this does not take place in all interaction pattems, such as novice/novice, which is rarely discussed in the literature. In follow-up interviews, the subjects reported that they found the task complex but useful and that working with a partner helped them perform the task
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada
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Sypher, Sloan M. "Fuzzy Cognitive Maps: A Design Research Tool to Address Systems of Scaled Complexity." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin14958079287318.
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Oosthuizen, Rudolph. "Modelling methodology for assessing the impact of new technology on complex sociotechnical systems." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/45924.
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Developing complex sociotechnical systems often involves integrating new technology into existing systems by applying systems engineering processes. This requires an understanding of the problem space and the possible impact of the new technology. Systems engineering uses modelling to explore the structural, functional, and operational elements of the problem and solution space (Hitchins 2008). Historically, systems engineering has however struggled with complex sociotechnical systems projects, as it cannot cope with the dynamic behaviour of complex sociotechnical systems.
The hypothesis of this thesis is that addressing the contribution of humans performing work in a complex, constrained and dynamic environment using modelling will result in a better understanding in the analysis phase; it should also lead to improved requirements, designs, selection of technologies, and implementation strategies, enabling sociotechnical systems to cope with complex operating environments.
A sociotechnical system consists of humans applying technology to perform work through processes within a social structure (organisation) aimed at achieving a defined objective (Bostrom & Heinen 1977, Walker et al. 2009). Work can become complex due to non-linear and dynamic interaction among the people themselves, among people and technology, as well as among people and the environment. Complexity may lead to “wicked and messy” problems, as many unintended or unpredicted consequences may be experienced. The new technology may also lead to new task possibilities that evolve user requirements (Carroll & Rosson 1992).
Systems engineering, as developed in the 1950s, forms the basis of developing systems, including sociotechnical systems. Classic systems engineering processes assume that problems can be isolated and decomposed, making the development of complex sociotechnical systems difficult. One way to improve the success of systems engineering is to ensure that the problem to be solved is properly understood. Analysis of the problem and solution space involves capturing and modelling the knowledge and mental models of the stakeholders, to support understanding the system’s requirements. A good description of the problem situation through a model is the first step towards designing and developing a solution.
The aim of this study is to develop and demonstrate a modelling methodology for complex sociotechnical systems, in support of the systems engineering process. The two approaches used in the modelling methodology are cognitive work analysis and system dynamics. Cognitive work analysis is a framework for analysing the way people perform work in an organisation, while taking the environmental constraints into consideration. The outputs of cognitive work analysis are constructs or models that capture the structure of the problem. Functions provided by different technological elements are linked to the functional requirements of the system, to achieve its purpose (Lintern 2012). However, cognitive work analysis is limited in investigating the dynamic effect of decisions and policies on the system (Cummings 2006). The dynamic behaviour of complex sociotechnical systems can be analysed using system dynamics, which uses the structure of the system in simulation. System dynamics analyse the effect of feedback and delays on operating the system, as a result of decisions based on policies (Sterman 2000).
The design science research framework, which also supports the research design of this thesis, is used to implement the modelling and structure the methodology. Design science research aims at creating technology for a human purpose, unlike the natural sciences, which are geared towards attempting to understand and define reality (March & Smith 1995). The proposed methodology is demonstrated in a case study using modelling and analysis of the impact of a new collaboration technology on command and control systems. Command and control is a good example of a complex sociotechnical system, as humans use technology to assemble and analyse information for situation assessment in support of planning operations (Walker et al. 2009). These systems are also used to control the successful implementation of plans in constrained and variable operating environments. The modelling methodology is demonstrated by modelling and assessing the effect of a new command and control technology for border safeguarding operations, anti-poaching operations and community policing forums. The new technology to be implemented in these complex sociotechnical systems is called “Cmore”. It is a web-based collaboration system that uses smartphones to capture information and track users. Even though the three demonstrations constitute similar systems, the different contextual situations result in diverse behaviour and issues to be investigated.
The demonstrations centre on the functions of situation awareness and decision support. The different output models for the command and control systems are used in system dynamics simulations to assess the effect of new technology on the operating and effectiveness of a system. The case studies demonstrated that the modelling methodology support learning about the implementation of a new technology in various complex sociotechnical systems. The developed models and constructs also supported developing evaluation templates during the planning of experiments through identifying key issues.
The system dynamics simulations used parametric inputs to investigate the behaviour of the system. In most cases, the simulation outputs identified interesting and counter-intuitive behaviour for deeper assessment. The community policing forum case study also gathered qualitative empirical evidence on the system's behaviour, during a field experiment. The outcomes are compared with the models and simulation outputs to improve the system behavioural models. The learning and improved understanding of the complex sociotechnical system behaviour gained through the modelling methodology, demonstrated its utility.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Graduate School of Technology Management (GSTM)
PhD
Unrestricted
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Olivier, Hannelore. "Musical networks : the case for a neural network methodology in advertisement music research." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16618.
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Thesis (M.Mus.)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: Countless scientists had been struggling for centuries to find a significant connection between cognition, emotion and reasoning – resulting in today’s rather embarrassingly imperfect understanding of even the most basic human cognition. We should apprehend that it is unlikely that major breakthroughs in the Cognitive Sciences, Psychology, Sociology or the Medical Sciences will elucidate everything about the human brain and -behaviour in the very near future. Realizing this, it is realistic that we should transfer our attention to things that we do know and understand, and reconsider the power that lies in the integration of results and an interdisciplinary perspective in research. Using the tools we have to our disposal today – digital tools such as ANNs which did not exist a few decades before – this is actually readily viable today. This thesis demonstrates that it is possible to break the traditional boundaries that have periodically prevented the Humanities and the Natural Sciences to join forces towards a greater understanding of human beings. By using ANNs, we are able to merge data from any subfield within the Humanities and Natural Sciences in a single study. The results, interpretations and applications which could develop from such a study would certainly be more inclusive than those derived from research conducted in one or two of these fields in isolation. Sufficient evidence is provided in this dissertation to support a methodology which employs an artificial neural network to assist with decision-making processes related to the choice of advertisement music. The main objective of this endeavour is to establish the feasibility of combining data from many diverse fields, in the creation of an ANN that can be helpful in research regarding South African advertisement music. The thesis explores the notion that knowledge from many interdisciplinary study fields ought to play a leading role in the creation and assessment of effective, target-group-specific advertisement music. In obtaining this goal, it examines the probability of producing a computer-based tool which can assist people working in the advertising industry to obtain an educated match between product, consumer, and advertisement music. Taking a multidisciplinary point of view, the author suggests a methodology for the design of a digital tool in the form of a musical network model. It is concluded that, by using this musical network, it is indeed possible to guarantee a functional musically-paired commercial, which effectively addresses its target-group and has an appropriate emotional effect in support of the marketing goals of the advertising agent. The thesis also demonstrates that it is possible to gain new insights regarding a fairly unstudied discipline, without necessarily conducting new research studies in the specified field. The thesis proves that - by taking an interdisciplinary approach and by using ANNs - it is possible to attain new data that is scientifically valid, even in an unacknowledged field such as South African advertisement music. Although the scope of the thesis does not provide for the actual implementation of the musical network, the feasibility of the conceptual idea is thoroughly examined, and it is concluded that the theory in it’s entirely is definitely feasible, and can be implemented in a future study.
AFRIKAANSE OPSOMMING: Vir eeue al probeer wetenskaplikes ‘n betekenisvolle verwantskap tussen denke, emosie en redenasie vind. Nietemin het ons vandag slegs ‘n beperkte begrip van selfs die mees basiese menslike kognisie. Ons moet besef dat dit onwaarskynlik is dat deurbrake in die Kognitiewe Wetenskappe, Sielkunde, Sosiologie of die Mediese Wetenskap in die nabye toekoms die volle funksionaliteit van die menslike brein en gedrag sal bekendmaak. Met inagname hiervan, is ‘n aandagsverskuiwing geoorloof - na die dinge wat ons wel weet en verstaan. Die enorme potensiaal opgesluit in die integrasie van resultate en ‘n interdissiplinêre navorsingsperspektief behoort gevolglik heroorweeg te word. Ons beskik tans oor meer as voldoende digitale hulpbronne, waaronder kunsmatige neurale netwerke, wat wel so ‘n benadering kan bewerkstellig. In hierdie tesis word daar gedemonstreer dat dit moontlik is om die grense wat tradisioneel ‘n samewerking tussen die Geestes- en Natuurwetenskappe beperk het, af te breek - ‘n werkswyse wat noodwendig sal lei tot ‘n beter begrip van die mens. Kunsmatige neurale netwerke maak dit moontlik om navorsingsdata uit die Geestes- en Natuurwetenskappe te kombineer in ‘n enkele onderneming. Die bevindinge, interpretasies en toepasings wat potensieel uit so ‘n metodologie sou kon voortspruit, is sonder twyfel meer omvattend as dié afkomstig vanuit ‘n eendimensionele studie. Voldoende bewyse word deur die loop van hierdie studie voorgehou ter ondersteuning van ‘n kunsmatige neurale netwerk-metodologie in die assistering van besluitnemingsprosesse rakende advertensiemusiek. Die hoofdoelwit van die onderneming is om te toets of die ontwerp van ‘n kunsmatige neurale netwerk - deur die kombinasie van data uit diverse studierigtings - wel geoorloof en funksioneel sou kon wees. Die aanname dat inligting uit ‘n aantal interdissiplinêre studierigtings ‘n prominente rol behoort te speel tydens die skep en beoordeling van effektiewe, teikengroep-gerigte advertensiemusiek, word gevolglik ondersoek. Om hierdie objektief te bewerkstellig, word die waarskynlikheid bestudeer na die ontwerp van ‘n rekenaargebaseerde hulpbron - wat mense in die advertensiewese behulpsaam kan wees om ‘n berekende en ingeligte keuse uit te oefen om produk, verbruiker en advertensiemusiek te laat pas. Die outeur benader die probleem vanuit ‘n multidissiplinêne oogpunt, en stel ‘n werkswyse voor vir die ontwerp van ‘n digitale hulpbron – in die vorm van ‘n musikale netwerk model. Daar word bevind dat - deur die gebruik van die voorgestelde model, dit wel moontlik is om die funksionaliteit van ‘n musiekgepaarde advertensie te verseker. Verder word daar gedemonstreer dat nuwe insigte rakende ‘n grotendeels afgeskeepte studierigting soos Suid-Afrikaanse advertensiemusiek moeiteloos bekom kan word, sonder om noodwendig navorsing binne die spesifieke gebied te loods. Laasgenoemde is doenbaar deur ‘n interdissiplinêre navorsingsbenadering, gekombineerd met ‘n kunsmatige neurale netwerk-metodologie. Die omvang van hierdie studie maak nie voorsiening vir die implementering van die musikale netwerk nie. Nietemin word die werkbaarheid van die konseptuele idee in diepte ondersoek, met die gevolgtrekking dat die teorie in sy geheel sonder twyfel prakties is, en in ‘n toekomstige studie geïmplementeer kan word.
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Sweeney, Shelley Toni. "The source-seeking cognitive processes and behavior of the in-person archival researcher." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3086712.
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Skulmowski, Alexander, and Günter Daniel Rey. "Adjusting Sample Sizes for Different Categories of Embodied Cognition Research." Frontiers Media SA, 2018. https://monarch.qucosa.de/id/qucosa%3A34289.
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Introduction
Research in the field of embodied cognition is occupied with a variety of research questions stemming from the idea that cognition is deeply connected with bodily aspects such as perception and action (Barsalou, 1999, 2008). However, some embodiment studies have been identified to exhibit problems such as non-replicable results (Lakens, 2014). With this article, we wish to accomplish three aims: exemplifying ways of categorizing embodied cognition research in an informative manner; providing guidelines on how to identify problematic study designs; suggesting solutions for potentially problematic designs.
Within the field of embodied cognition, several aspects are investigated as outlined by Wilson (2002). One example for embodiment mentioned by Wilson (2002) is gesturing (for an overview on gesturing, see Hostetter and Alibali, 2008). Embodied cognition theory can be used to analyze the relation between gestures and mental processes (e.g., Hostetter and Alibali, 2008). Furthermore, there is a debate around the question whether language and meaning are grounded in perceptual contents experienced through the body (e.g., Borghi et al., 2004; for an overview on grounded cognition, see Barsalou, 2010). Besides research on cognition, principles of embodied cognition have been applied to fields such as social psychology (see Meier et al., 2012, for an overview) and educational psychology (see Paas and Sweller, 2012, for an overview). For instance, research on embodiment in the context of social cognition has provided evidence for the claim that bodily sensations such as weight can alter judgments on importance (e.g., Ackerman et al., 2010). In educational psychology, one application of embodiment theory is the design of interactive learning environments (e.g., Johnson-Glenberg et al., 2014).
In response to the current replication crisis in psychology (for discussions, see Pashler and Wagenmakers, 2012; Maxwell et al., 2015), several solutions have been proposed to improve the quality of psychological research (e.g., Chambers, 2013; Simons, 2014; LeBel, 2015; for overviews, see Ferguson, 2015; Zwaan et al., 2017). Benjamin et al. (2018) argue for a change of the standard 0.05 alpha level and instead support to lower the default alpha value for novel findings in the field of psychology to 0.005. Importantly, the sample size and power of studies have been described as pivotal contributors to replicable results (Fraley and Vazire, 2014).
Multiple types of embodied cognition research are facing the problem of delivering non-replicable results as discussed in the literature (e.g., Rabelo et al., 2015). Perugini et al. (2014) present a method for the calculation of sample sizes for replication studies and confirmatory research that takes into account that observed effect sizes may be inaccurate estimates. They suggest to conduct sample size calculations using an effect size that is based on the lower bounds of the confidence interval computed for an observed effect size (Perugini et al., 2014). Another method is presented by Simonsohn (2015), who makes the argument that sample size calculations for replication studies should not merely use the effect sizes reported in the original research that is to be replicated. He explains that by increasing the sample size by the factor of 2.5, a replication study can be used to assess whether an effect is too small to have been appropriately captured in the original study (Simonsohn, 2015). This method has already been used in a recent replication study on embodied cognition effects (Ronay et al., 2017). We suggest to use one of the aforementioned methods of sample size calculation for studies involving embodiment-based manipulation types that are known for potential problems. In the following, we will present three important aspects that can be used to check whether an embodied cognition study design will need amendments such as an increased sample size.
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Mostert, Ingrid Elizabeth. "Research for the learning and teaching of mathematics : an emergent design /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/687.
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Vernon, Theresa Lynn. "La enseñanza de la lectura en una segunda lengua : la importancia de la conciencia y el control metacognitivo en la comprensión del texto narrativo (versión cuento) y el texto expositivo." Thesis, 2014. http://hdl.handle.net/1805/4524.
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Indiana University-Purdue University Indianapolis (IUPUI)Sin duda la lectura tiene un papel importante en el aula de segunda lengua. No solo es una manera efectiva de adquirir vocabulario y gramática sino también es un buen instrumento para presentar la cultura de la lengua meta. Por lo tanto, es necesario que los estudiantes puedan leer bien. No obstante, los problemas de comprensión surgen cuando a los estudiantes les falta competencia lingüística o conocimiento previo o, las diferencias en las aptitudes de leer, varían en cada estudiante. Entonces es importante que los maestros les den a los estudiantes los instrumentos que les permitan acceder a las estrategias de comprensión. La meta de este trabajo es probar que entre más conciencia metacognitiva tenga un estudiante de segunda lengua, mejor será su comprensión del texto. En general, los maestros de segunda lengua entienden la importancia del conocimiento de vocabulario y gramática en cuanto al éxito de lectura, pero quizás no se dan cuenta de que la conciencia metacognitiva tiene un papel igualmente importante. Por ello, este trabajo es tanto para los maestros que no están familiarizados con la instrucción de las estrategias de la comprensión de lectura como para los que dudan del valor en el currículo, ya lleno de lecciones y ejercicios comunicativos.
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McFall, Andrew. "Developing a methodology for cognitive research with socially-housed chacma baboons." Thesis, 2004. http://hdl.handle.net/10413/10413.
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Testing on laboratory-housed primates has long been the standard for research in cognitive
psychology and other areas. As an alternative to this, a group of socially housed chacma
baboons (Papio hamadrayas ursinus) at the Centre for Animal Rehabilitation and Education
near Phalaborwa in Limpopo Province, South Africa, were the subjects for a set of basic
cognitive tests. The purpose of the tests was to explore the importance of analogical reasoning
by means of testing perceptual and conceptual skills in baboons. The main aim of this
research is to investigate the degree to which captive but socially housed baboons are useful
as experimental subjects, and to develop an apparatus and protocol to perform these tests in
situ in the baboons' home cages. Five baboons were chosen as the subjects for
experimentation. All subjects completed three groups of tasks to a criterion of at least 80%
success over four successive experiments. The tasks tested baboons' discrimination ability
between two coloured tiles, a reversal of that same discrimination task, and a simple match to-
sample task. As a result of time constraints, further tasks testing conceptual ability had to
be abandoned. A record was kept of environmental and social factors that may have
influenced the motivation of the subjects. The time taken to complete each experiment
correlated in many cases with the number of distractions experienced by the subjects. There
appeared to be no significant correlation between the score attained by a subject and the
number of distractions experienced by that subject. The greater number of distractions
experienced by the subjects was a result of the more engaged social world in which these
baboons exist. Consequently, their motivation to perform repetitive cognitive tests was
decreased, and needed to be countered in novel ways. An apparatus and a protocol for testing
under these conditions were developed. Testing baboons' cognitive skills in these
circumstances is both possible and desirable for ethical reasons, though the process takes
longer than under laboratory conditions.Thesis (M.Soc.Sc.)-University of Natal, Durban, 2004
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Glover, Marewa. "The Effectiveness of a Maori Noho Marae smoking cessation intervention: utilising a kaupapa Maori methodology." 2000. http://hdl.handle.net/2292/3159.
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Maori smoking prevalence rates are double those of non-Maori. Despite recent government funded health promotion targeting Maori, this disparity appears to be widening. Smoking prevalence rates for Pakeha New Zealanders continue to fall, whereas Maori smoking prevalence rates remain stable at 50% of all Maori adults over the age of 15. In response to community demand for smoking cessation assistance, some Maori health providers developed a residential intervention based on marae. This study examined the effectiveness of that approach to aiding smoking cessation among Maori. A secondary purpose of the study was to support the development of uniquely Maori approaches to research, by utilising a kaupapa Maori methodology. The literature on kaupapa Maori health research methodology was reviewed. Consequently, Te Whare Tapa Wha, a contemporary Maori paradigm is used as the central organising framework for analysing and understanding both the act of research and smoking behaviour. Two groups of smokers were interviewed, a group undertaking a Noho Marae smoking cessation programme (n=26) and a group of unaided quitters (n=104). Participants were interviewed prior to their quit attempt and again four months later. Nineteen of the unaided quitters were lost to follow-up. Both quantitative and qualitative data was collected. Few significant differences existed between the groups at the first interview. Among participants who completed both interviews, point prevalence at follow-up was 35% for the Noho Marae group versus 14% for the unaided group. The findings support the effectiveness of Noho Marae smoking cessation interventions. Recommendations on how to strengthen New Zealand's tobacco control programme are made. A greater emphasis on delivering to whanau, rather than focusing interventions on individuals, is recommended. Priority is currently given to groups identified as having higher smoking rates. Decline in smoking prevalence may be hastened by identifying and serving the groups most ready to change smoking behaviour. Further research is indicated, for example, to better understand the smoking cessation needs of pregnant Maori women.
Books on the topic "Cognitive grammar – Research – Methodology"
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Li, Thomas Fuyin. Compendium of cognitive linguistics research. Hauppauge, N.Y: Nova Science Publisher's, 2012.
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Rice, Sally. Empirical and experimental methods in cognitive/functional research. Stanford, Calif: CSLI Publications / Center for the Study of Language and Information, 2010.
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Conceptual Structure, Discourse, and Language Conference (7th : 2004 : Alberta, Canada), ed. Empirical and experimental methods in cognitive/functional research. Stanford, Calif: CSLI Publications / Center for the Study of Language and Information, 2010.
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Data structure in cognitive metaphor research. Frankfurt am Main: Peter Lang Edition, 2014.
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M, Bradburn Norman, and Schwarz Norbert Dr phil, eds. Thinking about answers: The application of cognitive processes to survey methodology. San Francisco: Jossey-Bass Publishers, 1996.
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Pauwels, Paul. Put, set, lay and place: A cognitive linguistic approach to verbal meaning. Muenchen: LINCOM EUROPA, 2000.
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The Theta system: Argument structure at the interface. Oxford: Oxford University Press, 2012.
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Elen, Jan. Blocks on the road to instructional design prescriptions: A methodology for I.D.-research exemplified. Leuven, Belgium: Leuven University Press, 1995.
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universitet, Rossiĭskiĭ gosudarstvennyĭ gumanitarnyĭ, ed. Kognitivnai︠a︡ istorii︠a︡: Kont︠s︡ept︠s︡ii︠a︡, metody, issledovatelʹskie praktiki : chtenii︠a︡ pami︠a︡ti professora Olʹgi Mikhaĭlovny Medushevskoĭ = Cognitive history : conceptual foundation, methodology, research practice. Moskva: Rossiĭskiĭ gosudarstvennyĭ gumanitarnyĭ universitet, 2011.
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Research design and methodology in studies on L2 tense and aspect. Boston: De Gruyter Mouton, 2013.
Find full textBook chapters on the topic "Cognitive grammar – Research – Methodology"
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Langacker, Ronald W. "Chapter 1 Cognitive Grammar." In Cognitive Linguistics Research, 29–68. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110199901.29.
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Goldberg, Adele E. "Chapter 11 Construction Grammar." In Cognitive Linguistics Research, 401–38. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110199901.401.
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Baena, Isabel Benitez, and José-Luis Padilla. "Cognitive Interviewing in Mixed Research." In Cognitive Interviewing Methodology, 133–52. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118838860.ch9.
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Uehara, Satoshi. "Zibun reflexivization in Japanese: A Cognitive Grammar approach." In Cognitive Linguistics Research, 389–404. Berlin, New York: Mouton de Gruyter, 2003. http://dx.doi.org/10.1515/9783110197150.9.389.
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Harder, Peter. "Partial Autonomy. Ontology and methodology in cognitive linguistics." In Cognitive Linguistics Research, 195–222. Berlin, New York: DE GRUYTER MOUTON, 1999. http://dx.doi.org/10.1515/9783110803464.195.
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Słoń, Anna. "The ‘impersonal’ impersonal construction in Polish. A Cognitive Grammar analysis." In Cognitive Linguistics Research, 257–90. Berlin, New York: Mouton de Gruyter, 2007. http://dx.doi.org/10.1515/9783110198799.3.257.
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Podlesek, Anja, Manja Veldin, Cirila Peklaj, and Matija Svetina. "Cognitive Processes and Eye-Tracking Methodology." In Applying Bio-Measurements Methodologies in Science Education Research, 1–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71535-9_1.
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Kochańska, Agata. "Conflicting epistemic meanings of the Polish aspectual variants in past and in future uses: are they a vagary of grammar?" In Cognitive Linguistics Research, 149–80. Berlin, New York: Mouton de Gruyter, 2007. http://dx.doi.org/10.1515/9783110198799.2.149.
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Drożdż, Grzegorz. "The Cognitive Grammar-Based Pedagogical Grammar—Tenses as Coherent Categories." In Foreign Language Pedagogy in the Light of Cognitive Linguistics Research, 29–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58775-8_3.
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Stricker, Lawrence J. "Research on Cognitive, Personality, and Social Psychology: I." In Methodology of Educational Measurement and Assessment, 391–412. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_13.
Full textConference papers on the topic "Cognitive grammar – Research – Methodology"
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Fomina, Tatyana Anatolievna. "Explanatory potential of the cognitive-communicative grammar at English lesson (at Present Perfect Example)." In VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112515.
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Zhang, Shucui, and Yulin Zhang. "Research on System Methodology and Cognitive Methods in Computation Subject." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.428.
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Brooks, Andrew, and Louise Scott. "A Methodology from Software Engineering Inspection which Supports Replicable Mental Models Research." In 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341882.
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Rebrina, Larisa N. "Modern Protest Communication In Russia And Germany: Important Issues In Research Methodology." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.174.
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Davankov, Aleksey Yuryevich. "Features Of The Conceptual Construct And Methodology Of Socio-Ecological And Economic Research." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.37.
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Gardina, Diana. "THE PHENOMENA OF SOCIAL BEHAVIOR IN RESEARCH OF COGNITIVE NEUROSCIENCE: THE METHODOLOGY OF MULTYLEVEL ANALYSIS." In XV International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2019. http://dx.doi.org/10.29003/m356.sudak.ns2019-15/134.
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Takai, Shun. "A Research Roadmap Toward a Holistic and Structured Top-Down Concept Selection Methodology." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67555.
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In the field of human cognition, thinking consists of problem-solving and decision-making. In cognitive thinking, top-down processing is an approach used by experts that enables them to solve problems and make decisions efficiently. This paper attempts to apply cognitive top-down thinking process to the concept evaluation of systems and their components. In the top-down concept evaluation approach, engineers first evaluate system concepts. Once a system concept is selected, engineers then identify system components (modules) that they can design independently for the chosen system concept. Engineers generate concepts for system modules and select one concept for each module. The objective of this paper is first to identify characteristics needed for a holistic and structured top-down concept evaluation methodology for a system and its components, and second to propose a research roadmap for establishing the proposed framework.
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sadani, khalid, and Emad Ismaeel. "Classifying the Heritage Elements Using Shape Grammars." In INTERNATIONAL CONFERENCE ON ARCHITECTURAL AND CIVIL ENGINEERING 2020. Cihan University-Erbil, 2021. http://dx.doi.org/10.24086/aces2020/paper.240.
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Traditional architecture style represents the evolutionary style and experienced characteristics of an urban environment that give a sense of place and identity. This style includes a mixture of technical and cognitive values that are difficult to conserve compared to other material resources. The process of organizing and classifying the architectural elements of these constructions in virtual digital manner is one of the means of preventive conservation for such elements and their values, which is essential in conservation operations of the built heritage. The study analyzes a number of international experiments that have employed shape grammar in studying and classifying the heritage elements in digital technique with specific rules. That because of the ability of these systems to examine the structure of the historic elements as it offers the possibility to combine their dimensional and morphological values, to classify them into a variety of categories with common characteristics in a specific style according to the local architectural language. The study seeks to determine the approaches of using the shape grammar as a mechanism of analyzing the structure of the elements of the Built heritage for classification. Next, to derive the rules and relationships that are used for the digital virtual reconstruction of the Built heritage according to the traditional architectural principles, and highlighting the digital applications and software that deals with the shape grammar in this field. The methodology of this study adopted the analysis of a number of studies that employed the shape grammar in the built heritage domain in order to review the potential of this digital systems and applications, to be presented as a documentation procedure for information management of preventive conservation projects of the urban environment in ancient cities.
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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.
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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discussion, it seems that teachers need to apply training strategies and implement permanent monitoring in students to promote learning. On the other hand, they must recognize the lower skills that are not internalized in the learners, because these are the starting base to achieve the higher taxonomies. It is concluded that formative evaluation and feedback are effective actions to generate higher taxonomies.
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Aberšek, Boris, Kosta Dolenc, and Andrej Flogie. "RESEARCH BASED LEARNING AND PROPRIOCEPTION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.11.
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Much of the discussion is currently connected with our thought, our judgements, with our brain, especially connected with the learning process and methodology how to effectively learn. Most of our judgments and actions are appropriate most of the time. As we navigate our lives, we normally allow ourselves to be guided by impressions and feelings, and the confidence we have in our intuitive beliefs and preferences is usually justified. But not always. We are often confident, even when we are wrong, and an objective observer is more likely to detect our errors than we are. But a problem arises if we neglect comments or proposals of this observer. In this case you must take into account proprioception. It could also say “self-perception of thought”, “self-awareness of thought” or “thought is aware of itself in action”. Whatever terms could be used, thought should be able to perceive its own movement, be aware of its own movement and if so, at the process of problem solving (problem and research based learning) we are developing the system of thinking in an intuitive, heuristic and slow, systematical thinking. Keywords: cognitive education, research based learning, proprioception.
Reports on the topic "Cognitive grammar – Research – Methodology"
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Buathong, Thananon, Anna Dimitrova, Paolo Miguel M. Vicerra, and Montakarn Chimmamee. Years of Good Life: An illustration of a new well-being indicator using data for Thailand. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.dat.1.
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While Thailand has achieved high levels of economic growth in recent decades, poverty at the local level has been increasing. Indicators of human development at the national level often mask the differences in well-being across communities. When responding to the need for sustainable development research, the heterogeneity of a population should be emphasised to ensure that no one is left behind. The Years of Good Life (YoGL) is a well-being indicator that demonstrates the similarities and differences between subpopulations in a given sociocultural context over time. The data used in this analysis were collected from Chiang Rai and Kalasin, which are provinces located in regions of Thailand with high poverty rates. Our main results indicate that the remaining years of good life (free from physical and cognitive limitations, out of poverty and satisfied with life) at age 20 among the sample population were 26 years for women and 28 years for men. The results varied depending on the indicators applied in each dimension of YoGL. Our analysis of the YoGL constituents indicated that cognitive functioning was the dimension that decreased the years of good life the most in the main specification. This study demonstrates the applicability of the YoGL methodology in investigating the wellbeing of subpopulations.