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Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the acceleration of its internationalization, China is faced with epochal task of optimizing its international-standard linguistic environment, which is especially impending for Chengdu, the host city for the Universiade. The neo-analysis, at first, sorts out and analyzes different versions of official translation norms for toponyms through document research, as well as from the first-hand resources on public signs of rail transit from TFL and MTA, and then, continues the empirical case study under the theoretical guidance of Cognitive Translatology. This paper has proposed several translation principles and a new method - Conceptual Motivation Mapping - for public signs, attempting to explore the way to build up its international discourse system consistent with the status of Chengdu as a global hub.

As an important outcome of team innovation, team creativity has become an important issue in academia and industry. Meanwhile, the horizontal leadership model has been preliminarily proven to be effective in improving the output of innovation performance. Multiple chain mediating effects of team psychological safety climate, cognitive motivation and social motivation on shared leadership and team creativity in innovative teams were proposed on the basis of social network theory and group dynamics theory. In this study, 178 innovation teams and 2011 innovation team members were given questionnaires, and the obtained data were empirically analyzed. The results show that shared leadership has a significant positive effect on team creativity in innovative teams; team psychological safety climates, cognitive motivation and social motivation play a partial mediating role between shared leadership and team creativity, and play a chain mediating role together. At the team level, the study verifies the positive effect of shared leadership on team creativity and reveals the complex team process. [ABSTRACT FROM AUTHOR]

Copyright of Al-Fatih Journal is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Stable individual differences in cognitive motivation (i.e., the tendency to engage in and enjoy effortful cognitive activities) have been documented with self-report measures, yet convergent support for a trait-level construct is still lacking. In the present study, we used an innovative decision-making paradigm (COG-ED) to quantify the costs of cognitive effort, a metric of cognitive motivation, across two distinct cognitive domains: working memory (an N-back task) and speech comprehension (understanding spoken sentences in background noise). We hypothesized that cognitive motivation operates similarly within individuals, regardless of domain. Specifically, in 104 adults aged 18–40 years, we tested whether individual differences in effort costs are stable across domains, even after controlling for other potential sources of shared individual variation. Conversely, we evaluated whether the costs of cognitive effort across domains may be better explained in terms of other relevant cognitive and personality-related constructs, such as working memory capacity or reward sensitivity. We confirmed a reliable association among effort costs in both domains, even when these other sources of individual variation, as well as task load, are statistically controlled. Taken together, these results add support for trait-level variation in cognitive motivation impacting effort-based decision making across multiple domains.

This qualitative study explores the influence of learning emotions on the sustainment of cognitive motivation in multilingual development. Specifically, it examines whether positive emotions experienced during the learning process contribute to the maintenance of cognitive motivation in future language use. The study adopted a multiple-case design, involving nine multilingual learners in China, and utilised individual interviews and written documents as data sources. The findings of this study reveal a subtle relationship between positive emotions and the sustainment of cognitive motivation for multilingual development. Specifically, it was observed that not all positive emotions necessarily contributed to the maintenance of cognitive motivation from the learning process to later stages of language use. Rather, the sustainment of cognitive motivation appeared to be more closely linked to positive emotions that were directly related to the learner's sense of self such as self-satisfaction or an enhancement of their self-efficacy. This study thus highlights the need for a more precise approach to fostering positive emotional experiences that are specifically tied to learners' sense of self, in order to promote long-term language learning success and effective language use in professional settings. [ABSTRACT FROM AUTHOR]

The purpose of this paper isto rationing the cognitive motivation scale on a sample of young volleyball players aged (17-19) years; the researchers used the descriptive approach using the survey method, because it fits the research problem. As for the research sample, scale forms were distributed to young players to know their cognitive motivation. The results of the scale that had been prepared were entered, the raw scores were entered into the (Spss) program and then standard scores and levels were determined to determine the degree and level of the players. The conclusions were reached, and the cognitive motivation scale, which was built for the first time by researchers on players, was reached. The researchers recommend that this scale should be used and applied to different players in order to identify the levels of cognitive motivation to enable them to reach the highest levels by knowing the levels of cognitive motivation among the teams. [ABSTRACT FROM AUTHOR]

Abstract Stable individual differences in cognitive motivation (i.e., the tendency to engage in and enjoy effortful cognitive activities) have been documented with self-report measures, yet convergent support for a trait-level construct is still lacking. In the present study, we use an innovative decision-making paradigm (COG-ED) to quantify the costs of cognitive effort, a metric of cognitive motivation, across two distinct cognitive domains (working memory and speech comprehension). We hypothesize that cognitive motivation operates similarly within individuals, regardless of domain. Specifically, we test whether individual differences in effort costs are stable across domains, even after controlling for other potential sources of shared individual variation. Conversely, we evaluate whether the costs of cognitive effort across domains may be better explained in terms of other relevant cognitive and personality-related constructs, such as working memory capacity or reward sensitivity.

Представлены результаты исследования уровня развития познавательной мотивации и учебно-познавательного интереса младших подростков. Выявлены особенности мотивации учебной деятельности младших подростков, описаны условия обеспечения высокой активности учебно-познавательной деятельности. Авторы отмечают, что мотивация учебной деятельности выступает одним из главных факторов ее успешности и представляет собой многокомпонентное и разноуровневое образование. Мотивация учебной деятельности не формируется сама по себе, ее развитие предполагает длительную, совместную деятельность учащихся и учителя, а для этого в школах необходимо вести постоянную работу по повышению уровня познавательной мотивации к учебной деятельности, активизации учебно-познавательного интереса обучающихся на уроке. Показано, что применение на уроках предложенных универсальных педагогических приемов способствует повышению познавательной мотивации к учебной деятельности у школьников. Результаты исследования могут быть использованы в практической деятельности учителей по развитию познавательного интереса младших подростков и устойчивости учебных мотивов.

Stable individual differences in cognitive motivation (i.e., the tendency to engage in and enjoy effortful cognitive activities) have been documented with self-report measures, yet convergent support for a trait-level construct is still lacking. In the present study, we used an innovative decision-making paradigm (COG-ED) to quantify the costs of cognitive effort, a metric of cognitive motivation, across two distinct cognitive domains: working memory (an N-back task) and speech comprehension (understanding spoken sentences in background noise). We hypothesized that cognitive motivation operates similarly within individuals, regardless of domain. Specifically, in 104 adults aged 18–40 years, we tested whether individual differences in effort costs are stable across domains, even after controlling for other potential sources of shared individual variation. Conversely, we evaluated whether the costs of cognitive effort across domains may be better explained in terms of other relevant cognitive and personality-related constructs, such as working memory capacity or reward sensitivity. We confirmed a reliable association among effort costs in both domains, even when these other sources of individual variation, as well as task load, are statistically controlled. Taken together, these results add support for trait-level variation in cognitive motivation impacting effort-based decision making across multiple domains. [ABSTRACT FROM AUTHOR]

The aim of our article is: to characterize a phase character of the educational activity at secondary schools, to describe a cognitive sphere of the person, which has a fundamental load in terms of constructing a model of the world, modeling the stages of logical memorization, to distinguish some routes of cognitive process according to psychological principles of providing deductive techniques, to propose psychological principles, which are the basis of providing deductive models at the English lessons at secondary schools. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. Educational activity has a phase character. The first phase is characterized by awareness of the situation, the general conscious¬ness increases to perform a long period of mental activity. In the measures of the second phase there is a process of unstable adaptation – the system of motives, needs and interests in close interaction with volitional activity having been created the preconditions for further adaptation to the whole process of educational activity. The third phase is a period of stable adaptation, when the goal is fully realized and conditions for its realization appear, the entire system of levels of the activity comes in line with the main goal of learning. It was shown that emphatic types of memory are motion, emotional, verbal-logical, sensory (visual, auditory, olfactory), figurative, mechanical, logical, long-term, short-term, involuntary, non-voluntary, etc. All of them, one this way or another one, are involved into the process of perception and processing the information. Sometimes the classification is used by different types of the analyzers: visual, auditory, motion, mixed, etc. It should be fixed in mind that the efficiency of logical memory is twenty times higher, better than mechanical one. In the article it was proposed the authors’ own vision of the stages of logical memorization. Conclusions. Cognitive motivation is recommended by us to be formed on the basis of the following psychological principles, which are the basis of providing deductive models at the English lessons at secondary schools: with the help of specially organized didactic actions; by creation of problem situations; by introduction of special forms and methods of active learning, in which the principle of problem education is realized; by development of cognitive motivation in communication between a teacher and pupils, as well as schoolchildren with each other; by revitalization of teacher’s pedagogical skills, his / her ability to organize correctly the activities of pupils.

This article discusses the use of a scientific calculator in teaching calculus by using representations of mathematics notions in different sub-languages (analytical, graphical, symbolical, verbal, numerical and computer language). Our long-term experience shows that this may have a positive and significant effect on the enhancement of conceptual understanding of mathematical concepts and approaches. This transcends the basic computational uses, and implies a potential for real improvement in the learning success, cognitive motivation and problem solving skills of the student. We illustrate the steps we have taken towards doing this through some examples.

Introduction. In the conditions of modern Russian education, the emphasis is shifted to the ability of students to carry out non-standard professional duties and to work independently. All this leads to an increase in the number of studies to identify thinking styles in the student age.The aim of the current publication is to present the results of an empirical study focusing on identification of the relationship of thinking styles and academic performance among the students of Astrakhan State University.Methodology and research methods. In order to achieve the aim, the authors used the following research methods: Methods of Thinking Style (by A. K. Belousova), Learning Styles Questionnaire (by P. Honey, A. Mumford), Implicit Theories and Learning Goals Questionnaire (by C. Dweck), Scale of Academic Motivation (by T. O. Gordeeva, O. A. Sychev, E. N. Osin). To process the data, mathematical-statistical methods were employed: the One-Sample Kolmogorov-Smirnov Test, the Independent Samples t Test (Student Test), the Mann-Whitney U Test, the Pearson’s Correlation Coefficient, the Spearman’s Rank Correlation Coefficient. All calculations were performed using the IBM SPSS Statistics 21 computer program.Results. In the course of empirical study, 82 students of five faculties of Astrakhan State University (40 boys and 42 girls aged 20 to 23 years old) were involved. As a result of empirical research, it was revealed that an initiative style of thinking with the variable “enriched personality” has a positive correlation, and critical thinking has a positive correlation with the variable “introjected motivation” and “external motivation”. Managerial and practical thinking styles positively correlate with the variables “achievement motivation”, “growing in telligence”, “enriched personality”, “cognitive motivation”, “adoption of learning goals”.Scientific novelty. The tendency to a reliable connection of thinking styles and academic performance was revealed. A positive correlation between managerial, practical thinking styles and cognitive motivation, achievement motivation is found out. Students with proactive, practical, managerial thinking styles have an above-average academic performance.Practical significance. The materials of the publication are of practical importance for teachers and students, as the study of the stylistic peculiarities of the individuality of students directly contributes to the effectiveness of the process of skills and knowledge development.

The use of an elaborate system of co-verbial constructions is the hallmark of the Hungarian language and one of the biggest challenges a translator or a learner of this language has to face. Co-verbial constructions consist of verbs, or their derivates, accompanied by a limited number of prefixes or particles that modify their meanings. They not only perform numerous syntactic and lexical functions, which is important in terms of language production, but also are able to change the meaning of the verb completely. The aim of this study is to trace the cognitive motivation behind the use of Hungarian co-verbial constructions with össze/szét and to show that the meanings developed by these constructions can be organized with reference to prototypical scenes structured in the form of a radial category.

People's motivation to engage in cognitive effort is a variable which is relevant in different psychological domains (e.g., social cognition research). Despite its potential benefits, a psychometrically sound state measure of cognitive motivation is still lacking. We therefore developed the 10-item motivation for cognition (MFC) state scale based on the established conceptualization and measure of trait need for cognition (NFC). In two studies, we examined the psychometric properties of the new measure. Study 1 revealed that the MFC scale reliably measures a one-dimensional construct. Moreover, the MFC scale was related to NFC and choice of task effort in an expected manner. In Study 2, relationships with NFC, achievement motives, self-control capacity, subjective vitality, momentary affect, and choice of task effort provide further preliminary support for the MFC scale as being a valid measure of momentary cognitive motivation. We discuss the utility of the new scale in psychological research and practice. [ABSTRACT FROM AUTHOR]

Many psychological studies have shown that human‐generated sequences are hardly ever random in the strict mathematical sense. However, what remains an open question is the degree to which this (in)ability varies between people and is affected by contextual factors. Herein, we investigated this problem. In two studies, we used a modern, robust measure of randomness based on algorithmic information theory to assess human‐generated series. In Study 1 (N=183), in a factorial design with task description as a between‐subjects variable, we tested the effects of context and mental fatigue on human‐generated randomness. In Study 2 (N=266), in online research, in experimental design, we further investigated the effect of mental fatigue on the randomness of human‐generated series and the relationship between the need for cognition (NFC) and the ability to produce random‐like series. Results of Study 1 show that the activation of the ability to produce random‐like series depends on the relevance of the contextual cues (χ2(2)=7.9828,p=.0192), whether they activate known representations of a random series generator and consequently help to avoid the production of trivial sequences. Our findings from both studies on the effect of mental fatigue (Study 1 – t(47,529.5568)=−18.62,p<.001; Study 2 – F(edf=3.587,Ref.df=3.587)=11.863,p<.0001) and cognitive motivation (t(180)=2.66,p=.009) demonstrate that regardless of the context or task's novelty people quickly lose interest in the random series generation. Therefore, their performance decreases over time. However, people high in the NFC can maintain the cognitive motivation for a longer period and consequently on average generate more random series. In general, our results suggest that when contextual cues and intrinsic constraints are in optimal interaction people can temporarily escape the structured and trivial patterns and produce more random‐like sequences. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People's motivation to engage in cognitive effort is a variable which is relevant in different psychological domains (e.g., social cognition research). Despite its potential benefits, a psychometrically sound state measure of cognitive motivation is still lacking. We therefore developed the 10-item motivation for cognition (MFC) state scale based on the established conceptualization and measure of trait need for cognition (NFC). In two studies, we examined the psychometric properties of the new measure. Study 1 revealed that the MFC scale reliably measures a one-dimensional construct. Moreover, the MFC scale was related to NFC and choice of task effort in an expected manner. In Study 2, relationships with NFC, achievement motives, self-control capacity, subjective vitality, momentary affect, and choice of task effort provide further preliminary support for the MFC scale as being a valid measure of momentary cognitive motivation. We discuss the utility of the new scale in psychological research and practice.

Background: Depressive symptoms compromise cognitive and self-regulating capacities. Overcoming associated deficits (e.g., attentional bias) demands cognitive effort and motivation. Previous studies on healthy individuals have found cognitive motivation to positively relate to self-regulation and negatively to depressive symptoms. A test of these associations in a clinical sample is lacking. Methods: We assessed cognitive motivation, self-regulation and depressive symptoms by means of well-validated questionnaires in N = 1,060 psychosomatic rehabilitation in-patients before and after treatment. Data were split and analyzed in two steps: We tested previously reported cross-sectional and longitudinal associations of all variables as well as their longitudinal changes in a first sample. Afterward, findings and derived hypotheses were replicated and tested in a second sample. Results: Analyses of both samples confirmed earlier reports on positive associations between cognitive motivation and self-regulation, and negative associations of both with depressive symptoms. While the change in all variables was predicted by their baseline scores, higher baseline cognitive motivation was found to predict stronger improvements in self-regulation, and lower baseline depression scores to predict smaller changes in cognitive motivation and self-regulation. In addition, the change in cognitive motivation partially mediated the association between the changes in depressive symptoms and self-regulation. Conclusion: Based on a large longitudinal data set, the present study expands previous findings and suggests a resource allocation model in which decreasing depressive symptoms lead to a release of capacities benefitting self-regulation directly, and indirectly via cognitive motivation. [ABSTRACT FROM AUTHOR]

Stable individual differences in cognitive motivation (i.e., the tendency to engage in and enjoy effortful cognitive activities) have been documented with self-report measures, yet convergent support for a trait-level construct is still lacking. In the present study, we use an innovative decision-making paradigm (COG-ED) to quantify the costs of cognitive effort, a metric of cognitive motivation, across two distinct cognitive domains (working memory and speech comprehension). We hypothesize that cognitive motivation operates similarly within individuals, regardless of domain. Specifically, we test whether individual differences in effort costs are stable across domains, even after controlling for other potential sources of shared individual variation. Conversely, we evaluate whether the costs of cognitive effort across domains may be better explained in terms of other relevant cognitive and personality-related constructs, such as working memory capacity or reward sensitivity. [ABSTRACT FROM AUTHOR]

Native deaf signers express epistemic modality by different means: mental-state words, clause-internal particles, signs indicating hypothesis, and nonmanually. The data for this study come from two unrelated sign languages, Danish Sign Language and Japanese Sign Language. In dialogues the signers use both calques of majority-language words and signs that appear to have emerged in the sign languages only. Based on the multifunctionality of some word forms, the origin of the epistemic modal particles may be traced back to tags, interjections, and lexical signs, a route motivated by interaction and also found in unrelated spoken languages. Furthermore, in both sign languages, the first-person pronoun can be used, without a verb, as an epistemic "anchor" of a proposition, a construction that seems specific to languages in the gestural-visual modality. Another modality-specific feature is the possibility of transferring the expression of a marker of epistemic uncertainty from one articulator to another. [ABSTRACT FROM AUTHOR]

This study explores how digital technologies can benefit older adults' cognitive health. The need for cognition (NFC) refers to an individual's tendency to engage in and enjoy cognitive endeavors and is an explanatory variable for behavioral outcomes. To date, little scholarly literature has examined how NFC can be affected by our behavior; therefore, this study explored whether practicing digital skills can help to improve or maintain NFC. Utilizing age as an instrumental variable, we analyzed data from 8,824 respondents (mean age = 49.43) to the 2015 Korea Media Panel survey and discovered that enhanced digital skills led to stronger NFC. This causal effect was stronger for the older cohort (baby boomers and older, who were born before 1963). These findings suggest that older adults' NFC may not necessarily decline with age if they practice more digital skills. This study could ultimately contribute to the transformation of the older population from a digital minority to a digital beneficiary. [ABSTRACT FROM AUTHOR]

The article presents a cognitive account of the NP+de(的)1+VP structure in Mandarin. By making its syntactic functions and cognitive motivations explicit, it shows that the relationship between the constituents of the structure is subject-predicate rather than modifier-head as claimed by previous studies. Based on the new proposals that the structure is exocentric and the particle de is a nominalizing infix, the article offers a possible solution for the long-debated contradiction between the overall nominal functions of the structure and its constituents' verbal part of speech. We conclude that a cognitive linguistic approach to analyzing structures in Mandarin can be useful in producing a picture of the formation of the structures and revealing how they are cognitively motivated. This study contributes to the development of cognitive studies on Chinese grammar and sheds light on Chinese language instruction in the long run. [ABSTRACT FROM AUTHOR]

Son yıllarda meydana gelen küresel nüfus artışı, artan yaşam standartları, modanın etkisinde kalma, ürünlere daha kolay ulaşım ve reklamların yoğunluğu gibi birçok sebepten dolayı tekstil üretimi, tüketimini ve giyim atıkları artmıştır. Bu durum kaynakların tükenmesine, çevresel konular hakkında endişelere, aşırı ve gereksiz tüketim gibi birçok probleme yol açmıştır. Meydana gelen bu sorunlarına karşı alınması gereken tedbirlerden biri ise sürdürülebilir giysi tüketim davranışının geliştirilmesidir. Sürdürülebilirlik önemli bir konudur çünkü bugün insanların yaptığı tüm seçimler ve eylemler gelecekte her şeyi etkileyecektir. Gelecek nesillere daha yaşanılabilir bir dünya bırakmak için insanların sürdürülebilirlik konusunda farkındalıklarını artırmak gerekmektedir. Sürdürülebilir giysi tüketimi ise; giyim ürünlerinin satın alınması, depolanması, kullanımı, muhafaza edilmesi ve atılması gibi birçok aşamayı içeren bir davranıştır. Giysilerin sürdürülebilirliğini geliştirmek için organik olarak üretilen giysiler satın alma, daha düşük ısılarda yıkanan, daha kısa sürede kuruyan ve daha az ütü gerektiren giysilerin seçimi, kullanılmış giysilerin giyim tüketim döngüsü içinde ikinci bir perakende satış mağazasına yeniden satılması ya da bağışlanması gibi birçok seçenek vardır. Bununla birlikte, günümüzün giyim endüstrisi temel fizyolojik ve psikolojik ihtiyaçları karşılamanın ötesine geçmiştir ve özellikle modadaki yükseliş giyimin toplumsal ve kültürel önemini büyük ölçüde değiştirmiştir. İnsanlar da bir ürün satın alırken genellikle planlı ve düşünerek satın alma yerine duygusal güdülerin etkisinde kalarak satın alma kararını vermektedirler. Bu bağlamda bu araştırma ile tüketicilerin duygusal ve bilişsel güdülerinin sürdürülebilir giysi tüketim davranışı üzerindeki etkilerinin incelenmesi amaçlanmıştır. Kolayda örnekleme yöntemi ile 366 anket verisi elde edilmiştir. Yapılan açıklayıcı faktör analizi sonucunda "Sürdürülebilir Giysi Tüketim Davranışı" giysi atma, giysi bağışlama, yeniden kullanma ve sorumlu giysi satın alma davranışı şeklinde dört faktöre ayrılmıştır. Regresyon analizi sonucunda duygusal güdülerin giysi atma, giysi bağışlama, yeniden kullanma ve sorumlu giysi satın alma davranışı üzerinde; bilişsel güdülerin ise giysi bağışlama ve sorumlu giysi satın alma davranışı üzerinde etkisinin olduğu tespit edilmiştir. Ayrıca bu araştırma sonucunda bireylerin sürdürebilir giysi tüketim bilinci kazanmaları ve artırmaları için gerekli önerilerde bulunulmuştur.

Рассматривается проблема развития познавательного интереса у обучающихся старших классов негуманитарного профиля в овладении английским языком в средней общеобразовательной школе. Обращается внимание на то, что сформировавшиеся новые научные направления способствуют появлению новых профессий, что вносит изменения в систему школьного обучения и повышает познавательный интерес старшеклассников. Цель работы статьи – показать необходимость овладения английским языком для обучающихся старших классов негуманитарного профиля в связи с активно входящими в нашу жизнь новыми профессиями. Иностранный язык является полипредметным по своей сути и способен обогащать обучающихся старших классов негуманитарного профиля знаниями предметов естественно-математического цикла и развивать познавательный интерес. Повышенный интерес к предмету «иностранный язык» в последнее время объясняется его проникновением в различные сферы деятельности и неязыковые специальности. Действительно, сферы применения иностранного языка расширились. Согласно «Атласу новых профессий», к 2025–2035 гг. появятся десятки новых профессий, многие из которых будут требовать знания иностранного языка. В современное школьное образование активно входят межпредметные связи. Межпредметность значительно расширяет зону предметного знания по профилю обучения в результате взаимопроникновения разнопредметных знаний. Интеграция иностранного языка с предметами естественно-математического цикла предоставляет возможности приобретения нового знания по профильным предметам, усиливает развитие познавательного интереса у обучающихся старших классов негуманитарного профиля. Интеграция разнопредметных знаний развивает мотивацию школьников к изучению иностранного языка, развивает разные виды мышления, формирует умения анализировать, обобщать, синтезировать, сравнивать, делать выводы и др.

Copyright of Journal of College of Education / Wasit is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prace Jezykoznawcze is the property of University of Warmia & Mazury in Olsztyn and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Finance & Business Economies Review is the property of Finance & Business Economies Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of an elaborate system of co-verbial constructions is the hallmark of the Hungarian language and one of the biggest challenges a translator or a learner of this language has to face. Co-verbial constructions consist of verbs, or their derivates, accompanied by a limited number of prefixes or particles that modify their meanings. They not only perform numerous syntactic and lexical functions, which is important in terms of language production, but also are able to change the meaning of the verb completely. The aim of this study is to trace the cognitive motivation behind the use of Hungarian co-verbial constructions with ossze/szet and to show that the meanings developed by these constructions can be organized with reference to prototypical scenes structured in the form of a radial category. [ABSTRACT FROM AUTHOR]

Introduction: The epidemic of sleep deprivation among college students is alarming. Prior studies of college students' sleep deprivation have focused on academic outcomes and mental health problems. This study considers the impact of college students' sleep deprivation on two key, developmental outcomes: leadership and need for cognition.Methods: This study is a secondary analysis of longitudinal data from the Wabash National Study of Liberal Arts Education (N = 3,690), using random-effects and fixed-effects models to estimate the association between chronic sleep deprivation from freshman year to senior year and developmental outcomes.Results: Results from the random-effects model show that chronic sleep deprivation is negatively associated with lower scores in leadership skills (β=-.09P<.001) and need for cognition (β=-.08P<.001), after accounting for potential confounders. Results from the fixed-effects model that accounts for time-invariant unobserved variables show similar patterns for leadership skills (β=-.09P<.01) and need for cognition (β=-.06P<.01).Conclusions: This study demonstrates that chronic sleep deprivation has consequences for critical skills, suggesting that steps to promote college students' sleep health may also enhance their positive development in leadership skills and need for cognition. [ABSTRACT FROM AUTHOR]

This article first surveys the current, somewhat unproductive state of research into potential universals of translation. Then it considers in specific the "first translational response universal" (Malmkjær 2011), suggesting that it may be rooted in the cognitive mechanism of priming. Empirical evidence for this is next sought in the analysis of a set of 34 novice translations of the same short passage from Swedish into Polish, which are shown to exhibit the effects of priming to a considerable extent. Overall, the objective is to illustrate a possible way of investigating postulated translation universals: fi rst identifying a cluster of cognitive mechanisms to motivate the universal, then determining the linguistic structures that are concrete manifestations of such mechanisms in languages meeting in translation. The proposed research procedure thus proceeds from a cognitive process to a detailed language structure, allowing for the examination of phenomena observed in the "third code" on the supra-cultural level. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided) activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided) activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided) activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.

This article provides an overview of the main trends in the creation of educational programs for gifted students in schools in Europe, USA and Canada. It is focused on general principles in developing the content of curricula for gifted students, such as taking into account individual features of the development of talent, high-level cognitive motivation and specific educational interests. It also describes the strategies of accelerating, expanding and enriching school material and features of their use in various models of educational programs for gifted students.

Abstract Technology-rich educational environments are argued to facilitate immersion, which can subsequently contribute to students' increased learning; however, empirical evidence is often contradictory. The subjective nature of immersion, which can be influenced by students' individual differences, can provide a plausible explanation which may account for such contradictory findings. Despite the widespread positive claims, research on the relation between immersion and learning is still in its infancy. This study investigates whether the impact of immersion on learning in location-based Augmented Reality (AR) settings is influenced by student motivation. More specifically, this study is focused on the effects of domain-specific motivation and cognitive motivation on experienced immersion in relation to students' subsequent learning gains in environmental science. Data were collected from a cohort of 135 10th graders, who used an AR app for environmental science learning; data were analyzed using multiple statistical analyses (pretest-posttest comparisons, correlations, regression analyses, cluster analysis). The results demonstrated that immersion was positively predicted by domain-specific motivation and cognitive motivation. In turn, conceptual learning gains were positively related to the level of immersion that students achieved. Implications are discussed along with future research pathways. Highlights • We examine if student motivation can predict immersion in location-based AR settings. • We examine the relation between immersion in AR settings and environmental science learning. • Data were collected from 135 10th graders and subjected to multiple statistical analyses. • Domain-specific and cognitive motivation positively predicted immersion. • Students' conceptual understanding was related to the level of immersion achieved. [ABSTRACT FROM AUTHOR]

The research aims at identifying the effect of the strategy of the Roving reporter on the development of the cognitive motivation of the students. The researcher adopted the method of empirical research as a method of research, which includes an independent variable and a dependent variable, The researcher was rewarded between the two research groups for the purpose of obtaining accurate and objective results in the following variables (age of the time, months of the previous school year, Danilez test of memory) To verify that his experience was applied in the first half of the academic year (2017-2018) They were randomized to two groups of 30 students per group. After the equivalence between the two groups, the researcher prepared the application requirements of the behavioral plans and objectives, of the (40) of the type of choice of the multimeter The researcher has achieved the characteristics of the test for the test, and continued application of the experiment (8) weeks. The results were then analyzed using statistical methods by t-test and showed the superiority of the experimental group that studied the Roving reporter strategy on the control group studied in the cognitive development test. [ABSTRACT FROM AUTHOR]

As windows through which people get in touch with the world, English news headlines are extensively studied in both journalistic and linguistic fields. However, little literature has been found to approach their demonstrations and motivations behind. Cognitive Linguistics devotes itself to find out the motivations behind language demonstrations. From the perspective of prominence, one dimension of cognitive construal, this paper discusses the demonstrations and motivations of the news headlines of five different e-papers reporting the same news events. It is concluded that (1) different headlines in different e-papers give prominence to different parts of news events. (2) e-papers' different attitudes towards the news events cognitively motivate the different demonstrations in terms of prominence. [ABSTRACT FROM AUTHOR]

Copyright of Selcuk University Social Sciences Institute Journal is the property of Selcuk University Social Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

В статье говорится о возможностях формирования познавательной мотивации старших дошкольников в игровой и творческой деятельности. Автор рекомендует на этапе предшкольного образования для развития познавательных процессов использовать игры по правилам и метод моделирования сказок с помощью заместителей, что поможет обеспечить успешность формирования учебной деятельности в дальнейшем. Сделан акцент на наиболее интересный и менее разработанный для формирования учебной мотивации метод моделирования игровых проблемно-практических ситуаций. Обращается внимание на практику использования данного метода в предшкольном образовании.