Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Wyszukujesz frazę "cognitive analysis" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Structural-Linguistic and Cognitive Models of Metonymy in English and Azerbaijani Literary Texts
Структурно-лингвистические и когнитивные модели метонимии в английских и азербайджанских художественных текстах
Autorzy:
Hasanova, Medina Murad
Powiązania:
https://bibliotekanauki.pl/articles/28850496.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
metonymy
association
model
cognitive analysis
linguistics
метонимия
ассоциация
модель
когнитивный анализ
лингвистика
Opis:
The article is devoted to lingua-cognitive models of metonymy in English and Azerbaijani literary texts. First, metonymy and metonymic models were reported. Speaking about metonymic models, we turned to the concepts of J. Lakov, R. Jacobson, J. Raden, Z. Kovaks, E. Paducheva, etc., and analyses were carried out on their basis. The works of such prominent writers as T. Dreiser, F. Karimzadeh, V. Scott, and V. Somerset were used as factual material. From the conducted typological studies, it is concluded that metonymic models in English and Azerbaijani are similar and universal. The scientific results of linguistic research have played an important role in studying this problem in a psychological, philosophical and social context. It turned out that the ancient variants of meaning transfers arose based on abstraction and generalisation of meaning that arose in the minds of primitive people. Their formation as a model of consciousness occurred in developing people’s life experiences from simple to complex. The appearance of elements of logical cognition in primitive people was an incentive for the formation of more advanced models of consciousness.
Статья посвящена лингвокогнитивным моделям метонимии в английских и азербайджанских художественных текстах. Во-первых, сообщалось о метонимии и метонимических моделях. Говоря о метонимических моделях, мы обратились к концепциям Дж. Лакова, Р. Якобсона, Дж. Радена, З. Ковакса, Е. Падучевой и др., и на их основе был проведен анализ. В качестве фактического материала были использованы произведения таких выдающихся писателей, как Т. Драйзер, Ф. Каримзаде, В. Скотт, В. Сомерсет. Из проведенных типологических исследований сделан вывод, что метонимические модели в английском и азербайджанском языках схожи и универсальны. Научные результаты лингвистических исследований сыграли важную роль в изучении этой проблемы в психологическом, философском и социальном контексте. Оказалось, что древние варианты передачи смысла возникли на основе абстрагирования и обобщения смысла, возникшего в сознании первобытных людей. То есть их формирование как модели сознания происходило в процессе развития жизненного опыта людей от простого к сложному. Появление элементов логического познания у первобытных людей послужило стимулом для формирования более совершенных моделей сознания.
Źródło:
Studia Orientalne; 2023, 3(27); 60-70
2299-1999
Pojawia się w:
Studia Orientalne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Impact of Preschool Education Experience on Multidimensional Non-Cognitive Abilities and Personality Development of Adolescents
Autorzy:
Zhang, Guohui
Chayanuvata, Anchalee
Powiązania:
https://bibliotekanauki.pl/articles/2191740.pdf
Data publikacji:
2023-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
preschool education
non-cognitive skills
personality development
analysis of variance (ANOVA)
student’s t-test
Opis:
The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.
Źródło:
The New Educational Review; 2023, 71; 101-113
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Goals and an Analysis of Teaching Projects
Autorzy:
Doušková, Alena
Powiązania:
https://bibliotekanauki.pl/articles/28766333.pdf
Data publikacji:
2006-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Teaching goals
teaching project
project analysis
indicator of an operational goal
cognitive ambitions of a goal
the relation “teaching goal – learning task”
Opis:
In the pupil–oriented teaching there is a clearly defined priority of the teaching goal – a concretized teaching requirement as a means for actuation of the development of all the aspects of pupils’ personality and, at the same time, of the control to reach a good level of this development. The author of this article presents the results of an analysis of teaching projects. She pays attention to a qualitative description of content categories – the occurrence of the determined indicators of a teaching goal and the occurrence of teaching tasks.
Źródło:
The New Educational Review; 2006, 9; 53-65
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

    Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies