جستجوی مقالات مرتبط با کلیدواژه « cognitive development » در نشریات گروه « علوم تربیتی »

Metaphor is an effective tool in understanding abstract concepts. The present study examines the use of metaphor in the second and third elementary school books of heavenly gifts and its role in understanding intangible concepts. In this regard, information about "domains of origin and destination","generalization of multiple meanings" and"partial mapping" were collected in two separate tables and analyzed. According to the findings of the research,the authors in the second grade have used 38metaphors to understand abstract concepts,16 lessons and in the third grade 46 metaphors to understand the concepts of 16lessons. Therefore, in each of the foundations, four out of 20lessons are completely devoid of metaphor. This, along with lessons where metaphor is not used, shows that the scattering of metaphors does not follow a regular diagram for use in all lessons; therefore, in a significant number of lessons, this tool has not been used properly. Considering the diversity of the origin domains used, it shows that the authors used 24 types of source domains to understand 23 species of destination in second grade of primary school and 36types of origin for objectifying 35 species of destination in third grade of primary school. As a result, with the advancement of students to higher level and their cognitive development, frequency and variety of metaphor usage in the book of heavenly gifts has increased. It is better to take a balanced look at the frequency and variety of metaphor usage in all courses by authors to facilitate the learning of intangible concepts.

Children with Down syndrome have delays in motor, language, self-support, cognitive and social development. Knowing the cognitive and behavioral phenotype of people with Down syndrome informs us about the psychological nature of people with Down syndrome. Finally, it helps to treat, educate and rehabilitate and provide intervention to these children to increase the cognitive development of this group of people. Therefore, this study was conducted to investigate the cognitive profile of Down syndrome students in comparison with normal students and also the evolution of the cognitive profile of this group in comparison with normal students.

For this purpose, 100 students of Down syndrome and normal age were randomly selected from exceptional and normal schools in the age group of 10-14 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. Finally, the age groups of Down syndrome students and students with normal growth were classified into 3 groups of 6-8 years, 11-9 years, 14-12 years. The tool used in this study is the fifth version of the Stanford Binet Intelligence Test.

The results of statistical analysis of this study using multivariate analysis of variance and Tukey's follow-up test show that in people with Down syndrome compared to normal children, non-verbal fluid reasoning, non-verbal knowledge and working memory are reduced with increasing age. If there are no significant changes in the cognitive profile in the rest of the subscales. However, Down syndrome, like the group of people with normal growth, did not change with the general growth of verbal and nonverbal intelligence and general intelligence with increasing age.

Therefore, in the rehabilitation of people with Down syndrome, can be considered their cognitive defects and their cognitive development and intelligence.

The purpose of this study was presenting a model of the role of teachers in developing and nurturing the minds of primary school students in the classroom. To achieve the purpose of the research, the qualitative-documentary method was used. The research population included all documents related to specialized keywords in the field of mind nurturing in the valid scientific databases and related scientific-research sites and publications inside and outside of Iran. Finally, 411 documents were obtained, which were reduced to 67 documents through theoretical saturation and purposive sampling method. Then, using note-taking in single and wavy form from the selected sample, a database was provided, and the process of inductive content analysis began by reading the sentences line by line and conducting the coding steps manually. Finally, findings were extracted in three steps. As a result, 87 sub-categories were placed under the seven intermediate categories which also were classified around two main categories called teacher’s self-nurture (moral-behavioral; knowledge-scientific-research; skill-ability) and development and nurturing of the mind (cognitive development; metacognitive development; healthy mental habits; self-awareness). To validate the coding steps, a validity check by a colleague was used, and the interrater agreement was 89%. Also, to validate the model, the point of view of experts (n=14) who were purposefully selected were used and, in this way, the numerical value of CVR (above 51%) and mean numerical value of judgments (equal to or greater than 1.57) were obtained. Finally, findings were discussed and concluded considering their applications in terms of teacher role through presenting a conceptual model.

One of the important expectations from parents in the family system is the education of their children in line with moral, social, religious and cultural norms. In Islamic teachings, there are minimum and maximum expectations regarding the education of children. The basic question is this. What are the benefits of parents' awareness of the process of parenting and what are the minimum expectations (expectations) of Islam from parents in the process of parenting? In the present study, in addition to explaining the importance of parents' awareness of the parenting process from the perspective of Islam and psychological knowledge, to extract and infer the expectations of Islam from parents in relation to parenting. In the present study, descriptive-analytical and ijtihad methods have been used. From following and deep thinking and ijtihad in Islamic teachings and educational-psychological teachings, it can be concluded that different expectations from parents in terms of parenting There is. The minimum (not the maximum) expectations of Islam in the process of parenting are: 1. The need to interact responsibly with the child; 2. Observance of priorities in parenting; Using intelligent encouragement and punishment; 4. Emphasis on cognitive transformation; 5. Strengthening self-control in children; 6. Proper negligence; 7. Intimate treatment of children; 8. Observance of alignment with biological and psychological changes of children; 9. Tolerance and flexibility with children.

"Discourse analysis" is a way to study the formation of meaning in linguistic units larger than "sentence", which in addition to language, also takes into account metalingual factors. The subject of this research is not the story itself, but the sub-discourses within the story, which are formed between the subjects (i.e. between the characters of the story). Unlike language-based analysis-discourses, the method of analysis of this research focuses on cognitive psychology as metalingual aspect of discourse. Because the theme of "marriage" creates cognitive challenges to judgment, decision-making, and problem-solving for the parties involved in the sub-discourses of Aunt Beetle, the "cognitive processes" approach has been adopted for analysis. The present study seeks to reveal, in the social situations within the story, the hidden relationship of the characters' words and actions with their cognitive processes. In this regard, in a descriptive analytical method, it answers the question: how does the sub-discourse that is formed, in a social situation between characters, represent the hidden cognitive processes behind that discourse? The result shows that discourses are representations of hidden cognitions, which are cognitions constructed by the imposed process of subjectivity. The use of discourse analysis as a way to represent cognitions is unprecedented.

The aim of this study was the investigation of the effect of Vygotsky''s social-cultural approach to education on cognitive-social development of pre-school trainees in Sanandaj. Research method used in this study was of quasi-experimental type with pre-test، post- test and control group. The population of the study consisted of girl preschool students in Sanandaj in school year of 2011-2012. Out of this population a sample size of 60 students (30 in experimental group and 30 in control group) was selected using purposive sampling. Data was collected using Tehran-Stanford-Binet intelligence test and Vinland social growth questionnaire. First، a pre-test was administered to both experimental and control groups، then the experimental group went under 3 months training based on Vygotsky’s social-cultural approach and then the post- test was administered to two groups. For the purpose of data analysis descriptive (mean، standard deviation) and inferential statistics (ANCOVA) were used. The results showed significant difference between two groups in their cognitive- social development and the components of visual/abstract reasoning، verbal reasoning، and short-term memory. However، no significant difference was seen in their numerical reasoning. The findings also revealed that the experimental group had a better social development than control group which was obvious in their significantly different means.

The purpose of this research was to determine the effect of sandplay therapy on cognitive development of educable mentally disabled children. The statistical population of this study included all children with educable mental disability in preschool and children in grades 1، 2، 3 in city of Isfahan. The sample included 32 children (16 boys and 16 girls) who were randomly selected from 2 schools. Then they were randomaly assigned to 2 groups: the experimental and control groups. The material used in this research was: Kay Cognitive Diagnostic Test. A pretest was administered to both the experimental and control groups. Then sandplay therapy employed on experimental group. There post test was administered to both groups at the end of the training. The results analysis of covariance show that sandplay therapy significantly increased cognitive development among the experimental group as compared to the experimental group. The results also showed that there was a significant difference between the mean scores of Kay Cognitive Diagnostic Test of cognitive development in the experimental and the control group in the post test (P<0. 001)، and that sand play therapy intervention had a significant effect on conceptualization، symbolic thinking، social cognition، visuo_motor perception، attention span and mental_motor speed development (P<0. 001).