Search results for "Cognitive science"
showing 10 items of 6580 documents
The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European C…
2021
This study was funded by a project Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems (#4120034) in the framework of Erasmus+ KA3 program (582955-EPP-1-2016-2-LT-EPPKA3-PI-POLICY). We are also grateful for funding by the Academy of Finland (#308352) and Finnish Strategic Research Council (#327242).
Friends, academic achievement, and school engagement during adolescence : A social network approach to peer influence and selection effects
2018
Abstract Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents' emotional (i.e., flow in schoolwork, school burnout, school value), cognitive (i.e., school effort), and behavioral (i.e., truancy) engagement in school. A social network approach was used to examine students of post-comprehensive education in Finland (N = 1419; mean age = 16). Students were asked to nominate peers to generate peer networks and to describe their own school engagement at two time points (one year apart). Network analyses revealed that the degree to which peer influence and selecti…
Self-regulation and Beyond: Affect Regulation and the Infant–Caregiver Dyad
2016
In the available psychological literature, affect regulation is fundamentally considered in terms of self-regulation, and according to this standard picture, the contribution of other people in our affect regulation has been viewed in terms of socially assisted selfregulation. The present article challenges this standard picture. By focusing on affect regulation as it unfolds in early infancy, it will be argued that instead of being something original and fundamental, self-regulation developmentally emerges from the basis of a further type of affect regulation. While infants’ capacities in recognizing, understanding, and modifying their own affective states are initially immature and undeve…
L'apport de la communication engageante et des représentations sociales dans le cadre de la promotion de l'éco-mobilité
2011
The purpose of this thesis was to test the applicability of binding communication in the case of car use reduction. The first two studies (1 & 2) bring out the relationship between an individual and his mobility. Our results lead us to consider a system of double bind between the challenges of sustainable development and daily obligations. The individual recognizes the negative impact of car use on the environment but justifies his behavior by an important need for flexibility. Three studies have tested the effectiveness of procedures such as commitment (Study 3) and binding communication (studies 4 and 5). A procedure of binding communication has been particularly effective. It combined a …
Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence
2019
This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situa…
Heterogeneity versus Homogeneity in Schools: A Review of the Educational Value of Classroom Interaction
2020
The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions
Seeking understanding of the textbook-based character of Finnish education
2021
This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before addressing different ways in which pupils and student-teachers are socialized into textbook-based practices of schooling. The later sections critically consider the importance of textbooks as part of Finnish education, as well as the implications for educational research, the ongoing development of Finnish education and in particular teacher educa…
El jurista, colaborador necesario en la traducción jurídica. Reflexiones sobre su intervención en el proceso de traducción
2020
espanolEn este articulo presentamos los resultados de un proyecto colaborativo entre juristas y alumnos de traduccion de la Universitat de Valencia. De los resultados se desprende que el especialista, que interviene desde el inicio del proceso traductor, juega un papel destacado en la fase de comprension. La consulta al experto no solo se limita a cuestiones terminologicas, sino tambien a la comprension del genero textual, los destinatarios y la finalidad de los textos. La intervencion en la fase de traduccion es mas anecdotica, cobrando especial protagonismo en la fase de revision de las traducciones finales. El proyecto contribuyo a reforzar la autoeficacia de los alumnos, entendida como …
Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts
2017
This paper investigates the behavior of children from low socioeconomic status families and examines the effects of a socioemotional education program on aggression in children. The results of the program are compared according to the children’s gender and age, the family structure, the parents’ educational attainment, and social status. The results show that applying socioemotional education programs reduces children’s aggression and encourages positive development during adolescence. This positive development fosters open, expressive behavior.
Theory of mind development from adolescence to adulthood: Testing the two-component model
2020
The ability to infer mental and affective states of others is crucial for social functioning. This ability, denoted as Theory of Mind (ToM), develops rapidly during childhood, yet results on its development across adolescence and into young adulthood are rare. In the present study, we tested the two‐component model, measuring age‐related changes in social‐perceptual and social‐cognitive ToM in a sample of 267 participants between 11 and 25 years of age. Additionally, we measured language, reasoning, and inhibitory control as major covariates. Participants inferred mental states from non‐verbal cues in a social‐perceptual task (Eye Test) and from stories with faux pas in a social‐cognitive t…