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One of the greatest challenges in education marketing is designing effective marketing messages, especially when targeting consumers with different cultural backgrounds. This research examines the impact of power distance belief (PDB) on the persuasiveness of affective appeal versus cognitive appeal in education marketing messages. The authors theorize that low-PDB consumers tend to prefer education products presented with affective appeal because of their process learning mindset, which focuses on self-discovery and self-development. By contrast, high-PDB consumers tend to prefer education products presented with cognitive appeal because of their outcome learning mindset, which focuses on acquiring skills and social/economic gains relevant to such skills. These effects were supported by converging results from four experiments, a field study, and a content analysis across 37 countries using a wide range of education products and services. This research contributes to the literature on PDB, education, and cross-cultural consumer behavior and provides guidelines for global education marketers. [ABSTRACT FROM AUTHOR]

The article focuses on the development of an effective educational program for the better management of a dental office. Experts state that the first step in formulating a program is to set a goal which will determine the overall purpose of the program. They state that the next step involves the formulation of behavioral objectives which is categorized as cognitive, psychomotor and affective. The topic of instruction, as stated, is the third step in the program formulation, which contains one or more segments related to each type of behavioral objective. In the evaluation process, the effectiveness of the dentist as a teacher is determined and results are used as a feedback. The remediation process, which is the preliminary step, provides additional time and resources to enhance learning.

Abstract Although metonymy has been the object of an outstanding amount of research, the issue of how it can accomplish mitigation or exaggeration effects has received scant attention from the perspective of Cognitive Linguistics. By analysing the underlying cognitive operations, the aim of this paper is to go beyond previous research in order to demonstrate how some cases of understatement and overstatement can be explained via metonymies in a systematic way. We shall show how (1) situational metonymies that stand for an initial/final stage in a given scenario, and (2) CAUSE FOR EFFECT and EFFECT FOR CAUSE metonymies respectively (the latter complemented by metaphors, similes, or other mechanisms that generate hyperbolic effects) may contribute to the creation of understatement and overstatement. Highlights • Via metonymies, contextual effects can be mitigated or strengthened. This can be systematised through: (1) situational metonymies that stand for an initial/final stage in a given scenario. (2) CAUSE FOR EFFECT or EFFECT FOR CAUSE metonymies. • These patterns may appear in metonymic chains, or combined with metaphor or the caused-motion construction. [ABSTRACT FROM AUTHOR]

Objective: This study examined the effects of total and partial sleep deprivation on subjective symptoms and objective neurocognitive performance, as measured by the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) in a sample of healthy adults. Method: One-hundred and two, right-handed, healthy participants (between ages 18 and 30 years old) completed three consecutive nights in the sleep laboratory with concurrent continuous polysomnography monitoring. Night 1 served as a baseline night. Prior to Night 2, they were randomly assigned to one of three sleep conditions: undisrupted normal sleep (N = 34), sleep restriction (50% of habitual sleep, N = 37), or total sleep deprivation (N = 31). Participants slept undisturbed on Night 3. ImPACT was administered on three separate occasions. Results: Sleep loss was associated with increased severity of subjectively reported affective, cognitive, physical, and sleep symptoms. Although objective neurocognitive task scores derived from the ImPACT battery did not corroborate subjective complaints, sleep loss was associated with significant differences on tasks of visual memory, reaction time, and visual motor speed over time. Conclusions: While self-report measures suggested marked impairments following sleep loss, deficits in neurocognitive performance were observed only on three domains measured with ImPACT. ImPACT may capture subtle changes in neurocognitive performance following sleep loss; however, independent and larger validation studies are needed to determine its sensitivity to acute sleep loss and recovery sleep. Neurocognitive screening batteries may be useful for detecting the effects of more severe or chronic sleep loss under high-stress conditions that mimic high-risk occupations. [ABSTRACT FROM AUTHOR]

This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide. [ABSTRACT FROM AUTHOR]

The principal aim of our study was to present norms for old and very old Czech adults on the Czech version of the Montreal Cognitive Assessment (MoCA) and investigate the influence of social and demographic factors on MoCA performance. We analyzed 540 adults aged ≥ 60 years (5-year age categories; nationally representative sample in terms of sex and educational level), who met strict inclusion criteria for the absence of neurodegenerative disorders and performed within normal range in neuropsychological assessment. Using multiple regression model, we found that MoCA performance was affected by age and education (bothp < .001) but not sex. The study provides normed percentile estimates for MoCA performance stratified by age (60–74 years; ≥ 75 years) and education lower versus higher. We also present percentile equivalents for the MoCA and Mini-Mental State Examination (MMSE) for use in clinical practice. We found age- and education-related effects on MoCA performance which support the use of culturally adapted normative data. [ABSTRACT FROM PUBLISHER]

The article focuses on a study to understand the cognitive-developmental path relating to how humans understand their experiences of beauty. Topics discussed include benefits of understanding stages of cognitive development in helping teachers designing curriculum appropriate to students' levels of development, cognitive-developmental stages of understanding beauty based on work of psychologist Jean Piaget, and analysis of Understanding Beauty Interview (UBI) transcripts.

Johnston & Pennypacker (1993) stated "Behavior" is defined as the action or activities of an organism that is anything that an organism does, including physical action, internal physiological and emotional processes and implicit mental activity. Teaching can in fact, be defined as conscious behavior that makes learning more probable and more efficient than it would have been without that behavior (as cited in Shafgat, 2009). The major purpose of the study was to investigate the relationship between EFL teachers' behaviors and the academic achievement of the high school students in Iran. Sixty two High school English teachers from Sistan and Baluchistan were selected via the purposive sampling procedure. One questionnaire, for EFL high school teachers was developed for the collection of data. The data of the study were collected and analyzed through appropriate statistical techniques such as descriptive statistics and inferential statistics (Pearson correlation and linear regression analysis).The results of the study showed that there is significant relationship between Iranian EFL teachers' behavior and academic achievement of high school students. The results also showed that cognitive and psychomotor behavior of EFL teachers could predict academic achievement of students. Therefore, it could be argued that all dimensions of teachers' behavior could not predict academic achievement of high school students. [ABSTRACT FROM AUTHOR]

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described. Without clear descriptions of these critical elements, it is difficult for school personnel to successfully identify, adopt, and implement research-based programs. The practical implications that study reporting has on the integration of research into practice is illustrated in the present study through a systematic review of a widely researched anxiety prevention program. Results indicated that study authors often did not provide sufficient detail on the intervention components used and whether those components were implemented with sufficient levels of treatment fidelity. Moreover, the supports used to facilitate the implementation of the intervention varied widely across studies. These findings are discussed in relation to evidence suggesting that descriptions of the independent variable are important for identifying the mechanisms of adult and student behavior change while reports of implementation features are needed to ensure school personnel are able to consider the feasibility of implementing research-based programs within applied settings. The authors conclude by describing implications for both research and practice. [ABSTRACT FROM AUTHOR]

The Montreal Cognitive Assessment (MoCA) is a brief cognitive screening instrument developed by Nasreddine et al. to detect mild cognitive impairment, a high-risk condition for Alzheimer's disease and other forms of dementia. In this study we report normative data on the MoCA-Italian version, collected on a sample of 225 Italian healthy subjects ranged in age between 60 and 80 years, and in formal education from 5 to 23 years. The global normal cognition was established in accordance with the Mini-Mental State Examination score and with the Prose Memory Test score (Spinnler and Tognoni, Ital J Neurol Sci 6:25-27, ). None of the participants had a history of psychiatric, neurological, cerebrovascular disorders or brain injury or took drugs affecting cognition. Linear regression analysis was performed to evaluate the potential effect of age, education and sex on the MoCA total performance score. We provide correction grids to adjust raw scores and equivalent scores with cut-off value to allow comparison between MoCA performance and others neuropsychological test scores that can be administered on the same subject. [ABSTRACT FROM AUTHOR]

Cognitive models of drawing are mainly based on assessment of copying performance of adults, whereas only a few studies have verified these models in young children. Moreover, developmental investigations have only rarely performed a systematic examination of the contribution of perceptual and representational visuo-spatial processes to copying and drawing from memory. In this study we investigated the role of visual perception and mental representation in both copying and drawing from memory skills in a sample of 227 typically developing children (53% females) aged 7–10 years. Participants underwent a neuropsychological assessment and the Rey-Osterrieth Complex Figure (ROCF). The fit and invariance of the predictive model considering visuo-spatial abilities, working memory, and executive functions were tested by means of hierarchical regressions and path analysis. Results showed that, in a gender invariant way, visual perception abilities and spatial mental representation had a direct effect on copying performance, whereas copying performance was the only specific predictor for drawing from memory. These effects were independent from age and socioeconomic status, and showed that cognitive models of drawing built up for adults could be considered for predicting copying and drawing from memory in children. [ABSTRACT FROM AUTHOR]

Although performance validity testing is becoming fairly routine in clinical settings, research protocols involving neuropsychological tests infrequently include assessments of performance validity. The current study utilized an embedded measure of effort over two administrations of CNS Vital Signs to determine the frequency of poor effort in non-clinical healthy undergraduate students participating in a research study for course credit. Results indicate that more than 1 in 10 college students participating in a cognitive test battery for research showed test scores consistent with inadequate effort, which was associated with poor performance on testing across many domains. This conclusion was supported by poor performance on many other subtests. Healthy college students with suboptimal effort (n= 11) had an overall score in the 15th percentile on average compared to the 48th percentile in the rest of the students (n= 66). Those who failed validity indicators on the baseline administration were more likely to fail validity indicators on the repeat administration. Those who were tested in the morning were also more likely to fail validity indicators. The current study provides evidence for the potential limitations of conducting research using neuropsychological tests with healthy college student volunteers in the absence of performance validity testing. Revised college-level cutoffs are proposed. [ABSTRACT FROM AUTHOR]

This study explores, from both constructivist and cognitive perspectives, teacher guidance in student-centered classrooms when addressing a common learning difficulty with equivalent fractions-lines or pieces-based on number line models. Findings from three contrasting cases reveal differences in teachers' facilitating and direct guidance in terms of anticipating and responding to student difficulties, which leads to differences in students' exploration opportunity and quality. These findings demonstrate the plausibility and benefit of integrating facilitating and direct guidance in student-centered classrooms. Findings also suggest two key components of effective teacher guidance including (a) using pretraining through worked examples and (b) focusing on the relevant information and explanations of concepts. Implementations are discussed. [ABSTRACT FROM AUTHOR]

Transferring one’s knowledge in new situations is usually associated with cognitively demanding processes. The paper explores an approach to facilitating transfer of knowledge by explicitly instructing learners in medium-level generalized but yet domain-connected knowledge structures that are applicable to a broader range of tasks in the domain and could be essential in managing the cognitive load associated with transfer. The paper includes a theoretical analysis of the potential role of the generalized domain knowledge in transfer and an experimental study designed to investigate the effectiveness of explicit instruction in a generalized domain knowledge structure (function–process–structure schema) in technical areas. Forty-nine undergraduate university students with low or no prior knowledge in the domain participated in the randomised 2 (schema-based vs. non-schema-based instruction) × 2 (general-to-specific vs. specific-to-general knowledge sequences) experiment investigating the effects of these two factors on posttest transfer performance and subjective ratings of learning difficulty (interpreted as indicators of cognitive load). The results indicated a significant ( p < 0.05) main effect of schema-based instruction; a possible trend ( p < 0.1) favouring general-to-specific instructional sequence for posttest test performance; and a significant interaction between the two factors for ratings of difficulty. The paper concludes that (a) transfer within a domain could be facilitated by explicitly instructing learners in generalized domain schemas; (b) general-to-specific approach could possibly be used as a preferred instructional sequence for enhancing transfer; and (c) cognitive load perspective could add some valid arguments to explain the role of generalized domain knowledge in transfer. [ABSTRACT FROM AUTHOR]

The article presents a study on the effects of School Garden Program (SGP) as one of the free activities courses on the attainment of mathematics objectives such as forming figures, tables, and graphs. The study examines if there be any difference between pre-test and post-test results of the students exposed to SGP and those under conventional methodology. It also involves a comparative analysis of the achievement scores in terms of gender, socio-economic level and intelligence areas.

This article analyze the discourse and practice of teachers in the didactics interaction associated with cognitive types at classroom. It's used qualitative analysis of interviews - Content Analysis of discourse-, and quantitative analysis of teacher-students dialogic structures, from 32 classes of 8 teachers with practices to promote learning. The results indicate effective teachers in vulnerable social contexts:1) Repeatedly explains the class content; 2) The content is orders in a gradual process of complexity, 3) They have two goals in the classroom: making learning, and train students in civic values, and 4) The percentage of dialogic structures of low cognitive demand, are majority in these teachers. These results are discussed. [ABSTRACT FROM AUTHOR]

An essay is presented on the significance of social, emotional, and moral growth along with the traditional set of doctrinal, theoretical, and practical skills associated with negotiation teaching. It reviews some of the ways teachers, trainers, and practitioners concerned with dispute resolution have proposed to teach empathy in its various forms. It offers a comprehensive overview of the role of two forms of empathy, that is, cognitive and affective.

The 5-choice serial reaction time task (5-CSRTT) is a valuable cognitive test that permits the simultaneous assessment of several different cognitive modalities, including attention, impulse control, processing speed, and cognitive flexibility. Increasing task difficulty on test days through various challenges can further enhance the versatility of this test by selectively enhancing the cognitive load on different aspects of the task. Systematic comparisons of the effects of different test day challenges on 5-CSRTT performance are essential to verify how these challenges affect different task measures and which manipulations are best suited for future studies of different aspects of cognition. We trained Wistar rats in the 5-CSRTT under standard conditions, then challenged them on the test days by (I) decreasing the duration of the stimulus to be detected, (2) increasing the time interval between trials (intertrial interval, ITI), (3) randomly varying the ITI, or (4) adding a flashing light distractor. All test day challenges produced distinct profiles of performance disruption that reflected differential effects on different cognitive modalities. Decreased stimulus duration selectively impaired attentional performance, while increased ITI increased impulsive-like premature responses and decreased trials completed. Variable ITI induced only mild, nonsignificant disruptions in response inhibition and processing speed, while the flashing light distractor produced comprehensive impairment affecting multiple aspects of 5-CSRTT performance, including disrupted attention and increased premature and timeout responses. This improved understanding of the effects of different test day challenges in the 5-CSRTT will allow researchers to use these manipulations of a valuable cognitive test to their full potential. [ABSTRACT FROM AUTHOR]

Introduction: Global cognitive and psychomotor assessment in simulation based curricula is complex. We describe assessment of novices' cognitive skills in a trauma curriculum using a simulation aligned facilitated discovery method. Methods: Third-year medical students in a surgery clerkship completed two student-written simulation scenarios (SWSS) as an assessment method in a trauma curriculum employing high fidelity human patient simulators (manikins). SWSS consisted of written physiologic parameters, intervention responses, a performance evaluation form, and a critical interventions checklist. Results: Seventy-one students participated. SWSS scores were compared to multiple choice test (MCQ), checklist-graded solo performance in a trauma scenario (STS), and clerkship summative evaluation grades. The SWSS appeared to be slightly better than STS in discriminating between Honors and non-Honors students, although the mean scores of Honors and non-Honors students on SWSS, STS, or MCQ were not significantly different. SWSS exhibited good equivalent form reliability (r=0.88), and higher interrater reliability versus STS (r=0.93 vs r=0.79). Conclusion: SWSS is a promising assessment method for simulation based curricula. [ABSTRACT FROM AUTHOR]

Abstract: This article presents the views of 24 nationally recognized authorities in the field of mathematics, and in particular the calculus, on student understanding of the first-year calculus. A framework emerged that includes four overarching end goals for understanding of the first-year calculus: (a) mastery of the fundamental concepts and-or skills of the first-year calculus, (b) construction of connections and relationships between and among concepts and skills, (c) the ability to use the ideas of the first-year calculus, and (d) a deep sense of the context and purpose of the calculus. Each end goal for student understanding is explored in detail and the potential for using the framework as an organizational tool is discussed. [Copyright &y& Elsevier]

The ecological valence theory (EVT) posits that preference for a color is determined by people's average affective response to everything associated with it (Palmer & Schloss, Proceedings of the National Academy of Sciences, 107, 8877-8882, 2010). The EVT thus implies the existence of sociocultural effects: Color preference should increase with positive feelings (or decrease with negative feelings) toward an institution strongly associated with a color. We tested this prediction by measuring undergraduates' color preferences at two rival universities, Berkeley and Stanford, to determine whether students liked their university's colors better than their rivals did. Students not only preferred their own colors more than their rivals did, but the degree of their preference increased with self-rated positive affect ('school spirit') for their university. These results support the EVT's claim that color preference is caused by learned affective responses to associated objects and institutions, because it is unlikely that students choose their university or develop their degree of school spirit on the basis of preexisting color preferences. [ABSTRACT FROM AUTHOR]

The article details an educational framework on students' dispositions concerning mathematics in the light of dispositional cognitive, affective and conative mental function. The author has come up with the following suggestions including one such as the essential role that teachers play in influencing students' disposition. It identifies teachers' attitudes, beliefs, and practices to be significant in role on shaping students' dispositional affective and cognitive functioning.

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school. [ABSTRACT FROM AUTHOR]

Increasingly, research has focused on the cognitive processes associated with various standard-setting activities. This qualitative study involved an examination of 16 third-grade reading teachers' experiences with the cognitive task of conceptualizing an entire classroom of hypothetical target students when the single-passage bookmark method or the yes/no method was used during a one-day mock panel meeting. Data were collected using in-depth focus group interviews with eight participants from each of the panel meetings, and a whole-text analysis revealed three categories. Most participants experienced difficulty in attempting to conceive of an entire classroom of target students. Most of them were ultimately unable to do so and made use of alternative cognitive strategies. More fundamental issues also contributed to the difficulties experienced in attempting to complete the required cognitive task. Implications of the findings for standard setting and for further research are also discussed. [ABSTRACT FROM AUTHOR]

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised learning services but fail to consider the difficulty level of course materials, learning order of prior and posterior knowledge and learner abilities while constructing a personalised learning path. As a result, these ignored factors thus easily lead to the generation of poor quality learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation owing to inappropriate curriculum sequencing during learning processes, thus, reducing the learning effect. With the advancement of artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent conceptual relationships between course materials. Ontology can be served as a structured knowledge representation scheme, capable of assisting the construction of a personalised learning path. This study thus proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by the pretest results of numerous learners, to plan appropriate learning paths for individual learners. The experimental results indicated that the proposed approach could create high-quality learning paths for individual learners. The proposed approach thus can help learners to learn more effectively and to likely reduce learners' cognitive overloads during learning processes. [ABSTRACT FROM AUTHOR]

An educational improvement and innovation project has been initiated in the Electrical Machines area of the Escola Universitària d'Enginyeria Tècnica Industrial de Barcelona (EUETIB) with the support of the Polytechnic University of Catalonia (UPC) and the assistance of its Department of Electrical Engineering. One of the main tasks performed within the project framework has been the design of a new active methodology for laboratory sessions. This methodology is an adaptation of the 'learning by doing' method to the singularities of practical work in electrical machines courses. The development and implementation of this active, student-centered methodology has yielded excellent results and allowed electrical machines courses to be accommodated to UPC's new educational models in the European High Education Area (EHEA) context. In this new environment, students play a more active role in the teaching and learning process. [ABSTRACT FROM AUTHOR]

The article offers information on the three cognitive issues related to the evaluation of higher educational institutions in China. The author stresses that the cognitive issues include the possibility and feasibility in the quality of higher educational institutions, it do not interfere with autonomy as well as help advances the development of special characteristics within the institution. It also cites the benefits, advantages and disadvantages on educational accountability in the administration in accordance to scientific teaching. The author notes that the implementation of evaluation has helped in the development of the country with increased awareness on quality and scientific orientation.

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth-grade science students' motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well-structured task (WST) and an ill-structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self-efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation - notably less intrinsic goal orientation in low academic achievers and higher task value and self-efficacy - predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self-regulated learning responses in students. [ABSTRACT FROM AUTHOR]

The article attempts to outline some new ideas pertinent to the question of justifying programs in educational debate. The list of informational and planning objectives which might be instituted for a general course of study in debate are given, including description of basic affirmative and negative strategies of debate and demonstration of an understanding of the nature of education debate. It notes that through the use of behavioral objectives, such as general, informational and planning objectives, a shift of emphasis in debate can be accomplished until the rationale for debate is not based on the idea of winning, but on the educational values which academic debate can provide.

The article offers proposals on the revitalization of art programs for art education. It is stated that the proposal focuses on the separation of the behavioral objectives from the testing and measurement that are usually attached to it in fact or by implication. The author claims that his suggested cognitive objectives are achievable and relevance to the students of art education. Moreover, the author stresses that the application of the proposed objectives is difficult and time-consuming, however, it makes art teaching more effective.

Because of the rapidly rising cost of research and the limited supply of textile chemists, Improvements in creativity and scientific productivity in textile finishing research are of great value. The author suggests techniques for more efficient research and describes a systematic and practical approach to the solution of research problems. Creative problem solving is discussed and includes the definition of the problem, information retrieval, creative thinking and methods of ideation. It is shown that a problem must be well-defined. The desirability of having a choice of several alternative solutions is reemphasized. Two methods of devising possible solutions—brainstorming and forced ideation—are described. Techniques for improved research efficiency are taken from the author's professional experience. Methods to improve personal and personnel efficiency are suggested. Listing jobs and setting goals are helpful in avoiding waste of time and limited objectives are strongly recommended. The chemist should always be alert to take advantage of unexpected (serendipitous) results. Finally, the responsibility of the supervisor to encourage creative thinking in those who work for him is pointed out. Employee suggestions are usually the primary source of new research projects. [ABSTRACT FROM AUTHOR]

So, you want to be a teacher. Some people will question your sanity or think you are just a glorified babysitter (Trunk, 2016). However, as an educator, I know that being a teacher can be exciting, scary, challenging, time consuming, and at times frustrating…but the rewards, which are numerous, make teaching worthwhile. [ABSTRACT FROM AUTHOR]

The author comments on the study of Downey and Condron, to further broaden the relevant comparison of schooling with its alternatives towards the principally summer learning. The author mentions the impact of education assessed by DC in comparing its cognitive effects with principally summer learning. The author stated the comparison between two inequalities of the variation in school settings which can be reduced by standardization, universalization and compulsion. Also suggest comparison in contrast with students and non-students due to the educational participation.

An introduction to the journal is presented in which the editor discuss the promotion, encouragement and advancement of cognitive education among children, youth, and adults.

An introduction to the journal is presented in which the editor discuss the promotion, encouragement and advancement of cognitive education among children, youth, and adults.

The article focuses on the development of key scientific ideas for students. It states that expression of cognitive aims in science education in the form of big ideas is a solution for over-crowded and over-detailed curriculum and exam specifications. It also mentions principles agreed upon by international educators from countries including Great Britain, China and the U.S., including development of learner's curiosity.

Abstract: Professor Pan Shu thought that the system of western psychology has the problem of an unbalanced treatment of the researches on cognition and intention. Pan's theory of the dichotomy of mental process into cognition and intention presupposes a balance between cognitive and intentional research in a scientific system of psychology. In addition, the psychological difference between human beings and animals is decided by the genetic difference, but the psychological difference between human beings is largely caused by cultural differences and the ways they relate themselves to objects. Western psychology gives priority to the relationship between man and his object, thus establishing a system of mental process characterized by the research on cognition; on the contrary, Chinese culture emphasizes the interpersonal relationship, hence the idea of mental process characterized by the investigation into intention. Therefore, a scientific system of psychology featuring a balance between cognition and intention should be based on the theoretic achievements of western psychology characterized by cognitive researches, but it also has to emphasize and reinforce the researches of Chinese traditional psychological thoughts with their focuses on the process of intention. [ABSTRACT FROM AUTHOR]

An abstract of the article "Validation of Cognitive Operations and Processes Across Ability Levels and Individual Test Items," by Dimiter M. Dimitrov is presented.