Cognitive-constructivist Approach Research Articles

Planteamiento de los estilos de enseñanza desde un enfoque cognitivo-constructivista

Understanding how teachers teach is to reflect on their ways of thinking and doing, and the relationship between the processes that allow the existence of teaching and learning. In this paper we present a theoretical reflection on the teaching methods of teachers, their Teaching Styles (EdE), based on a cognitive-constructivist approach that has as reference certain behaviors and Learning Styles (EdA). For this, a theoretical model is presented on the EdE from a cognitive view in which the behavior is influenced by several variables that determine it, such as personal characteristics and interests or the sociocultural context. Finally, it is emphasized the need for teaching and EHEs to be guided by processes of reflection and analysis of oneself and the realities that constitute them, keeping in mind how and in what way one acts with others and with educational agents with Which are shared daily the teaching task.

Cognitive-constructivist Approach in Medical Settings: The Use of Personal Meaning Questionnaire for Neurological Patients’ Personality Investigation

Objective: The cognitive-constructivist psychotherapy approach considers the self as a continuous regulation process between present and past experience, in which attributions of meaning is characterized by the use of internal rules. In this conception, everyone would be driven by a specific inner coherence called Personal Meaning Organization (PMO). Such approach has never been applied to neurological patients by means of ad hoc developed tools. We performed an explorative study aimed to characterize personality styles in different neurological conditions within the theoretical framework of cognitive-constructivist model.Materials and Methods: Three groups of neurological patients (Amyotrophic Lateral Sclerosis, Multiple Sclerosis, Primary Headache) and a sample of healthy participants, each composed by 15 participants, for a total of 60 participants, were recruited. The Personal Meaning Questionnaire (PMQ), an Italian questionnaire assessing PMOs construct, and other clinical tools for psychological and quality of life assessment were administered to all subjects.Results: The main finding concerned the detection, across all clinical conditions, of a higher prevalence of phobic personality style, with Amyotrophic Lateral Sclerosis showing a relevant prevalence of such PMO with respect to all other neurological conditions and controls. However, with respect to controls, in all clinical conditions, PMQ highlighted a tendency, even if not statistically significant, to codify experience by means of specific cognitive and emotional patterns.Conclusion: Our findings represent the first contribution towards understanding the personality profiles of patients affected by neurological conditions according to cognitive-constructivist theory.

Anorexia nervosa and bulimia nervosa — a psychotherapeutic cognitive-constructivist approach

Of the eating disorders, anorexia nervosa and bulimia nervosa are the ones that have made adolescent patients—often females and aged younger and younger—seek for help. This help is provided through a multidisciplinary treatment involving psychiatrists, psychologists and dietists. Psychotherapy has shown to be an efficient component for these patients' improvement. The present article aims at presenting a proposal of psychotherapeutic treatment based on a cognitive-constructivist approach.

Enfoques de enseñanza de profesores universitarios en México

Esta investigación se realizó con el objetivo de establecer el grado en el que profesores universitarios realizan, según su percepción, actividades acordes con un enfoque de enseñanza cognitivo-constructivista y de formación integral, así como explorar relaciones significativas entre el enfoque de enseñanza expresado por el profesor y variables de tipo socio-demográfico, académico y de carrera docente. Se elaboró un cuestionario para medir la frecuencia de actividades de enseñanza propias de un enfoque cognitivo-constructivista y de formación integral (Estévez, 2002; Reigeluth, 1983, 1999). Se seleccionaron, de manera no probabilística, 250 docentes de las dos universidades públicas más importantes de Sonora, México. El análisis de los resultados se realizó con pruebas Anovas de una vía y de medidas repetidas, post hoc y pruebas t de Student para muestras independientes. Se concluyó que los profesores encuestados desarrollan con una alta frecuencia actividades de planeación didáctica según un enfoque cognitivo-constructivista y de formación integral, sin embargo, manifiestan un nivel medio en la definición de objetivos y estrategias para enseñar a aprender. La realización de actividades con orientación cognitivo-constructivista fue mayor en las mujeres, en los docentes con contrato por asignatura, en los que cuentan con más horas de capacitación docente y en los que dedican menos tiempo a la investigación. Lo anterior implica que la práctica de actividades propias de un enfoque cognitivo-constructivista e integral es irregular en los docentes y que se encuentra afectada por variables personales, académicas y laborales.

Trabajo colaborativo y desempeño profesional: un caso práctico en la clase de accesibilidad audiovisual

Dentro del marco del Espacio Europeo de Educación Superior (EEES), que promueve enfoques cognitivo-constructivistas, el estudiante se convierte en protagonista de su proceso de aprendizaje, basado en la adquisición de competencias. Dentro de estos enfoques, el aprendizaje colaborativo y el acercamiento a la práctica profesional resultan instrumentos clave para que los alumnos adquieran las competencias deseadas. Siguiendo estas premisas, las autoras de este artículo desarrollaron un proyecto de innovación educativa aplicado a la formación de traductores en el ámbito de la accesibilidad audiovisual (audiodescripción para personas con discapacidad visual y subtitulado para personas sordas y personas con discapacidad auditiva). En este artículo se presentan las acciones desarrolladas dentro del proyecto, así como reflexiones sobre los resultados obtenidos y propuestas de acciones futuras en el aula.

Outcome-Oriented and Process-Oriented Frameworks on Biculturalism

This review attempts to answer the question, “How do individuals develop bicultural identities?” With today’s rapid globalization, not only are individuals increasingly mobile but also possess an unprecedented level of psychological interconnectedness. A growing number of cross-cultural researchers have examined the dynamic aspects of individuals’ cultural identities and the processes of their formation beyond stereotypical frameworks. Over time, acculturation literature has shifted from being outcome-oriented to being process-oriented. Outcome-oriented frameworks rely on in-groups’ judgment toward out-group individuals whereas process-oriented frameworks stress out-group individuals’ cultural identity development through an active process of inquiring, learning, and involvements. The outcome-oriented frameworks consist of the notion of “Marginality” and “Social Identity Theory.” The process-oriented frameworks consist of the model of “Ethnic Identity Formation,” “Developmental Model of Intercultural Sensitivity,” “Cognitive Constructivist Approach”, and “Cultural Hybridization”. “Multidimensional Acculturation Model” is posited as a transitional model between the outcome-oriented framework and the process-oriented framework. Much study has increasingly concentrated on understanding the developmental process of individuals’ cultural identities in various situations, rather than categorizing “this new kind of person” based on dominant cultural groups’ perceptions. As researchers began to focus on how individuals process biculturalism, negative views have been replaced with positive views. Our review ends with implications regarding how and why biculturals behave in specific ways in intercultural communication situations.

Discursive Psychology and Educational Technology: Beyond the Cognitive Revolution

As an alternative to dominant cognitive-constructivist approaches to educational technology, this article makes the case for what has been termed a discursive, or postcognitive, psychological research paradigm. It does so by adapting discursive psychological analyses of conversational activity to the study of educational technology use. It applies these modified techniques specifically to discursive interactions with chatbots or intelligent agents, and to the theories commonly associated with them. In doing so, it presents a critique of notions of human–computer “indistinguishability” or equality as they have been articulated from Alan Turing to Reeves and Nass, and it sketches an alternative account of the potential and limitations of this technology. In divergence from Turing and Reeves and Nass, human discourse generated through encounters with natural language interfaces is seen as emphasizing the issue of conversation itself, foregrounding the achievement of common discursive aims and projects, rather than illuminating the internal states of either interlocutor. Mind and cognition, correspondingly, are revealed as phenomena “accomplished” through contingent social activity, rather than as computational processes concealed within or distributed between mind and machine.

T01-P-06 Premature ejaculation, a metacognative and alturistic cycle deficiency: diagnostic convergence of indicators

Premature ejaculation, a metacognative and alturistic cycle deficiency, that is to say the difficulty in decentralisation and organisation of knowledge of a depressive type: diagnostic convergence of indicators A fundamental assumption in the ambit of the cognitive-constructivist approach is that of considering the symptom like consequences of an auto reference condition to self evaluates the situation. Using this approach we can study in depth the use of specific diagnostic instruments, the evaluation in cognitive, emotional and behavioural terms whereby the patient provides the information relative to the dynamics that sustain the behaviour of sexual functions. Data analysis demonstrates the presence of a significant correlation existing between early ejaculation and a metacognitive defecit in the ambit of a structure of knowledge in which the fundamental themes can be enumerated into the organisation of the depressive type ambit.

Complicated Grief and the Reconstruction of Meaning: Conceptual and Empirical Contributions to a Cognitive-Constructivist Model.

A cognitive-behavioral model of complicated grief (CG) that emphasizes the struggle to integrate the loss into autobiographical memory receives both conceptual and empirical support from recent constructivist work on the role of sense making as a crucial process in bereavement adaptation. However, globally negative appraisals and anxious and depressive avoidance strategies, factors also posited by the cognitive-behavioral formulation, may play a more circumscribed role, inhibiting adjustment to loss in some, but not all, cases of CG. Converging research programs lend credence to a cognitive-constructivist approach to grief and suggest the relevance of meaning-oriented and narrative strategies for assisting clients whose lives have been devastated by loss.

Language learning

Language learning

E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

An analysis of the characteristics of education and educational institutions of the third millennium shows that predominant features are flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries. Roles of both students and teachers have changed significantly as educational goals have broadened to include lifelong learning, global interaction, the acquisition of meta-cognitive knowledge and skills, and processes include negotiated curricula and real-life tutors and informants. This is a demanding package that appears to lead us naturally to a social constructivist paradigm for learning and teaching. While few would dispute the value of this approach in humanistic terms, a series of dilemmas – social, conceptual, political, pedagogical – have been articulated. The author will demonstrate that although these are not insurmountable, addressing them has major time implications. The paper argues that to free up time we need to combine social constructivist activities with cognitive constructivist ones, incorporating personalised ICALL systems.

Cognitive-Constructivist Approach in Psychotherapy for the Treatment of Anorexia Nervosa and Bulimia Nervosa

Cognitive-Constructivist Approach in Psychotherapy for the Treatment of Anorexia Nervosa and Bulimia Nervosa

Anorexia nervosa e bulimia nervosa: abordagem cognitivo-construtivista de psicoterapia

Among the eating disorders, anorexia nervosa and bulimia nervosa are the ones that have made adolescent patients - often females and aged younger and younger - seek for help. This help is provided through a multidisciplinary treatment involving psychiatrists, psychologists and dietists. Psychotherapy has shown to be an efficient component for these patients' improvement. The present article aims at presenting a proposal of psychotherapeutic treatment based on a cognitive-constructivist approach.

CLIENT SELF-ASSESSMENT OF THERAPY PROCESS IN THE TREATMENT OF ANOREXIA

The article proposes a multibaseline and multitreatment design as a way to assess cognitive constructivist therapy with a 19-year-old girl with anorexia. Anorexia is presented as a complex phenomenon including anxiety, fears, obsessive compulsive disorder, social problems, vocational problems, lack of self-acceptance, and low self-image. The article describes the application of different techniques to different problem areas within the disorder, utilizing a cognitive constructivist approach and evaluation via the client s self-report measures.

Aprendizagem no processo de seleção de ferramenta CASE para o Estado da Bahia

Este artigo objetiva discutir os fatores que condicionaram os processos de aprendizagem dos membros da Comissão de Seleção de Ferramenta CASE para o Estado da Bahia. Evidenciar tais fatores é importante porque, embora sejam fenômenos diferentes, a aprendizagem organizacional depende da aprendizagem individual. Os resultados das entrevistas com membros da Comissão de Seleção de Ferramenta CASE para o Estado da Bahia, realizadas com base em roteiro com setenta e duas questões abertas e após três meses de concluído o processo, parecem confirmar muitos dos postulados da abordagem anteriormente referida, principalmente aqueles que indicam que o processo de aprendizagem dos indivíduos nas organizações é condicionado por fatores do próprio indivíduo, do grupo e dos contextos, refletindo a percepção de que a cognição é um processo intra e interpsíquico.

Personal Responsibility in Human Relationships: A Cognitive-Constructivist Approach

This article addresses issues of personal responsibility in human relationships from a cognitive-constructivist point of view, a perspective that differs from the one articulated by Steiner (1996) in his work on emotional literacy. As described in his 1996 article and in personal communications, Steiner believes that in complex human interactions we are partially responsible for our thoughts, feelings, and behavior. In contrast, the position of this author—a view consistent with Buddhist teaching and other philosophies—is that to be a cognitive-constructivist implies that we are wholly responsible for creating our world, including our emotional reactions to it. Arguments pro and con are presented.