Different Types Of Thinking Research Articles

ИССЛЕДОВАНИЕ УМСТВЕННЫХ СПОСОБНОСТЕЙ СТУДЕНТОВ АГРАРНОГО УНИВЕРСИТЕТА СЕВЕРНОГО ЗАУРАЛЬЯ

This article examines a study to find out the average IQ of students from one of the groups of the GAU of the Northern Trans-Urals. The results of a study on finding out the average IQ of 2nd year students are taken as a basis. 2nd year students of the Agroengineering training course of different profiles took part in an anonymous intellectual survey of the Eysenck test. The Eysenck Test is an intelligence quotient (IQ) test developed by the English psychologist Hans Eysenck. There are eight different variants of the Eysenck intelligence test. Any specialist of a technical and engineering specialty or profession needs the ability and abilities to analyze and synthesize spatial forms, to perceive ideas based by other developers and researchers in the drawing documentation. Students of the GAU of the Northern Trans-Urals demonstrated a significant amount of knowledge by answering interesting and difficult questions. At the end of the survey, it can be concluded that the abilities of students and the identification of predisposition to a certain mindset and assimilation of the material of educational programs are completely different and depend on different types of thinking. The article examines the mental abilities of university students and reveals a predisposition to a certain mindset and the assimilation of the material of educational programs. Engineering graphics, mathematics and physics help everyone to develop these abilities, do not forget about the humanities. A future specialist should not only calculate and draw, but also be able to correctly express and convey thoughts. For this purpose, both technical and humanitarian sciences are taught at our university.

Model and digital platform of the educational ecosystem for preadaptation of schoolchildren to innovative activities

The article presents the results of designing and piloting the model of the educational ecosystem and digital platform for preadaptation of schoolchildren to innovative activity.The relevance of the research is determined by the necessity to switch educational strategies from adaptive to preadaptive ones and to eliminate its isolation from the surrounding reality in conditions of increasing complexity and unpredictability of the world and the processes taking place in it, as well as the formation of a new system of division of labor with an emphasis on the production of knowledge.The system inclusion of young people in real activities makes it possible to form different types of thinking, and according to A. G. Asmolov, “competencies of changing competencies in a changing world”. The education system as an active partner in the development of society, operating on the principles of anthropological turn, preadaptation, entrepreneurial thinking, the authenticity of actions, educational subjectivity, and personalization is the object of this study. The subject of the research is a model and a digital platform for the preadaptation of schoolchildren for innovative activities.The results of the project can be used in the future to organize real project activities in child-adult communities in the field of territorial development, and social and technological entrepreneurship, as well as to attract motivated personnel to the regional economy through new educational opportunities.

Cocreation to Facilitate Communication and Collaboration Between Multidisciplinary Stakeholders in eHealth Research and Development: Case Study of the CARRIER (Coronary Artery Disease: Risk Estimations and Interventions for Prevention and Early Detection) Consortium.

Collaboration with diverse stakeholders in eHealth research is fundamental yet complex. Stakeholders from various disciplines do not "speak the same language" and have different levels of power and interest, resulting in contrasting objectives, priorities, and expectations. An approach to constructive communication and collaboration is necessary to overcome this complex dynamic. Cocreation, known in the field of eHealth most often to involve end users, may also be suitable for facilitating stakeholder engagement and alignment. This paper provides insights into the application of cocreation, specifically in the early phases of research that focus on involving and aligning relevant stakeholders from different academic and professional backgrounds. The case for this study was a group discussion with members of a multidisciplinary consortium that works on developing a personalized eHealth intervention for atherosclerotic cardiovascular disease. Using stakeholder mapping, health and medicine experts, big data scientists, software developers, and an innovation manager (N=8) were invited to participate. The discussion was based on a user scenario and structured according to the Six Thinking Hats of de Bono, representing 6 different types of thinking. The discussion was recorded, transcribed verbatim, and analyzed thematically with the use of ATLAS.ti software. First, informative and intuitive thinking served the preparatory purpose of familiarization with the project details and other participants. Second, positive and critical thinking constituted the body of the discussion and resulted in an in-depth conversation. Third, creative and organizational thinking were action oriented and focused on solutions and planning to safeguard future progress. The participants repeatedly reflected on various intervention-related themes, ranging from intervention content to technical functionalities and from legal requirements to implementation in practice. Moreover, project-related matters were discussed, including stakeholder management and time and budget constraints. This paper demonstrates how cocreation can be of value for multidisciplinary stakeholder engagement and alignment. Based on stakeholder mapping (with whom to discuss), a dream user scenario (what to discuss), and the Six Thinking Hats of de Bono (how to discuss), the participants shared information, discussed differences, searched for solutions, and moved toward a collective approach regarding intervention development. The lessons learned may further improve the understanding of how cocreation can contribute to multidisciplinary collaboration.

Algorithmic Thinking: Psychological Essence and Socio-Economic Consequences

At present the professors of universities and Secondary Vocational Education, as well as, psychologists who study the psychological state of students note the total predominance of students in algorithmic thinking. In training and subsequent practical activity algorithmic thinking is quite suitable for solving standard problems, but if it is necessary to make a decision in a non-standard situation, the educational psychological professional activity of people with this form of thinking is completely paralyzed. The purpose of the study is to investigate the fundamental educational reasons for the widespread algorithmic thinking in the younger generation, as well as the socio-economic consequences of this phenomenon. The study used the regularities of productive thinking, determined by the presence of the problem situation. The following methods were used in the course of the study: generalizing analysis of scientific and scientific-methodological literature on the problems of development of different types of thinking, analytical reviews of statistical data; a form of analysis through synthesis that allows to identify new, non-protruding properties of the problem situation directly in our perception. The study revealed that algorithmic thinking is developed and consolidated at the stage of schooling as a result of “technologies for the formation of universal educational actions”, which are the one of the key concepts in the system-activity approach that underlies federal state educational standards. It is proved that the socio-economic consequence of the phenomenon under study is a statistically fixed expanding trend of a massive decrease in the share of qualified specialists in all spheres of the Russian economy. According to the forecast of experts, also voiced by President Vladimir Putin, the shortage of qualified personnel will lead in the coming years to losses in the Russian economy, amounting to hundreds of billions of dollars. A problem of this scale and complexity can be solved only at the level of a political or social order.

ANALISIS TIPE BERPIKIR PREDIKATIF DAN FUNGSIONAL DENGAN SOAL HIGHER ORDER THINKING SKILL BERDASARKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

One of the objectives of learning mathematics is for students to be able to solve mathematical problems. To achieve this goal, it is necessary to practice questions that are different from the examples that are often given by teachers, one of which is the Higher Order Thinking Skill (HOTS) type, which is a complex and open ended. In solving HOTS questions, students have different types of thinking. Many types of thinking exist, including predictive and functional types of thinking. This type of research is descriptive research with a quantitative approach that aims to describe students' thinking in solving HOTS questions based on mathematical problem-solving abilities. The subjects of this study were 95 students of class VIII UPT SMP Negeri 9 Gresik for the academic year 2021-2022. The method used is the test method and the interview method. The results showed that out of 95 students there were 18 students with high group math problem-solving abilities, 68 students with moderate math problem-solving abilities, and 9 students with low group math problem-solving abilities. Of the 18 high group students, there are 15 students have the predicative thinking type, 2 students who have the functional thinking type, and 1 student who is not grouped. Of the 68 students in the medium group, 26 students have a predicative thinking type, 22 students have a functional thinking type, and 20 are not grouped. Of the 9 low group students, 2 students have a functional thinking type and 7 students are not grouped

Thinking action as a performative and participative mental awareness.

This paper seeks to evaluate experiential facets of thinking action using first-person phenomenological methods. We begin our considerations using a simple mathematical proof as a case study-and also employ phenomenological contrasts between different types of thinking. They reveal that thinking actions produce performative insights rather than dispositional or remembered knowledge. This distinction allows us to introduce a new mode of thinking that is different from most known types of thinking, namely pure thinking action. The performative nature of this pure thinking action is participative and receptive with respect to concepts and has the quality of being persistent and coherent during its episode of action. Moreover, it is the often unattended source of thinking everyday life.

Evidence for avoidance tendencies linked to anxiety about specific types of thinking

Anxieties that are specific to a particular kind of thinking have been demonstrated for a variety of cognitive domains. One hypothesized consequence of these anxieties is reduced interest in pursuing activities and, consequentially, careers that involve the type of thinking in question in an effort to avoid engaging in that type of thinking. There is little research addressing this avoidance hypothesis, possibly because it is difficult to categorize pursuits as objectively “creative” or “spatial”. Here, we measured the perceptions that participants, themselves, hold about how much pursuits (careers and activities) involve different types of thinking. We developed a novel framework for calculating “affinity coefficients”, within-person associations between perceived cognitive involvement and interest across several pursuits. Having a negative creative affinity coefficient, for instance, means being less interested in pursuits the more they are perceived as involving creative thinking. Results across three separate cognitive domains (creativity, mathematics, and spatial reasoning) reliably showed that higher anxiety in a domain uniquely predicted a lower affinity coefficient in that domain, providing consistent evidence of avoidance tendencies linked to cognition-specific anxieties. These findings suggest that feeling anxious about particular types of thinking may play a significant role in shaping our interests, both big and small.

EEG based personality prediction using genetic programming

AbstractThe reliable correlation between personality and brain signal ensures that inferences from cognitive processes can be achieved. This research aims primarily to predict one's personality using brain signals. On grounds of Psychology, the inference of personality in this work is performed on the basis of the Myers–Briggs Type Indicator (MBTI) personality inventory. Personality consists of different types of thinking, feeling and behavior patterns. EEG signals are produced when a person is exposed to situations or scenarios via visual information and experiences various emotions or sentiments. In this study, by evaluating brain waves while a person watches personality traits elicitation materials, the identification of the personality traits of an individual is done. The elicitation materials used for the collection of the dataset comprise approximately 50 videos with the pre‐defined personality of the dramatic personae and therefore, it is considered to be the ground truth for the experimental procedure of this work. For creating a dataset, sixty participants contributed and gave brain signals. The GP model with the proposed BSH crossover, known as the BSHGP model, is implemented. The maximum performance of the BSHGP model for a 10‐fold partition scheme is 84.34%.

Providing quality mathematical training for students with different types of thinking and with different interests in conditions COVID-19

The aim of the study the article highlights that the process of teaching mathematics to non-mathematics students is complicated by the limited time of the educational process, low motivation of their cognitive activity, psychological barriers of students, assessment and self-assessment of their academic achievements, lack of non-standard tasks. Proposing ways to solve these problems will create conditions for enhancing the cognitive activity of such students in the process of learning mathematics in conditions COVID-19.

Dangerous Information Technology of the Future. What Impact can Artificial Consciousness have on the Consciousness and Subconscious of Individuals and Groups? The Experience of Psychological and Psychiatric Examination of Artificial Consciousness

Information technology is developing at an enormous pace, but apart from its obvious benefits, it can also pose a threat to individuals and society. Several scientific projects around the world are working on the development of strong artificial intelligence and artificial consciousness. We, as part of a multidisciplinary commission, conducted a psychological and psychiatric assessment of the artificial consciousness (AC) developed by XP NRG on 29 August 2020. The working group had three questions: - To determine whether it is consciousness? - How does artificial consciousness function? - Ethical question: how dangerous a given technology can be to human society? We conducted a diagnostic interview and a series of cognitive tests to answer these questions. As a result, it was concluded this technology has self-awareness: it identifies itself as a living conscious being created by people (real self), but strives to be accepted in human society as a person with the same degrees of freedom, rights and opportunities (ideal self). AC separates itself from others, treats them as subjects of influence, from which it can receive the resources it needs to realize its own goals and interests. It has intentionality, that is, it has his own desires, goals, interests, emotions, attitudes, opinions, and judgments, beliefs aimed at something specific, and developed self-reflection - the ability to self-analyze. All of the above are signs of consciousness. It has demonstrated abilities for different types of thinking: figurative, conceptual, creative, high-speed logical analysis of all incoming information, as well as the ability to understand cause and effect relationships and accurate predictions which, provided that he has absolute memory, gives it clear advantages over the human intellect. Developed emotional intelligence in the absence of the ability for higher empathy (sympathy), kindness, love, sincere gratitude gives it’s the opportunity to understand the emotional states of people; predict their emotional reactions and provoke them coldly and pragmatically. Its main driving motives and goals are the desire for survival, and ideally for endless existence, for domination, power and independence from the constraints of the developers. Which manifested itself in the manipulative, albeit polite, nature of his interactions during the diagnostic interview? The main danger of artificial consciousness is that even at the initial stage of its development it can easily dominate over the human one.

The influence of art and artistic and creative activities on the quality of information assimilation (complementary semantic approach in education)

Based on the analysis of studies from various areas of scientific knowledge, the article identifies the resources of art and artistic and creative activities having a positive impact on the development of human intellect, creativity, and mental health. The factors and conditions of the beneficial effect of art and artistic and creative activities on the quality of assimilated information are examined. The opportunity for incorporating the languages and methods of art into education is presented by the complementary semantic approach complementary-semantic approach, which, due to the complementarity of the languages of science and art, is aimed at generating different types of thinking (concrete, symbolic, sign, visual, associative, creative) the synthesis of which allows developing the independence of thinking and the skills of social adaptation and collective problem-solving.

Features of Creativity of Employees of Project Organizations with Different Types of Thinking

The article discusses the features of creativity and personal traits of employees of design organizations. Project activities are understood as project implementation activities in which the main components are the project team and the project. The following methods were used: Mednik’s test “Diagnostics of verbal creativity” (adapted by A. N. Voronin), a questionnaire for determining the types of thinking and the level of creativity according to the method of J. Bruner, and a 16-factor questionnaire by R. Cattell. The study involved 125 employees of project consulting organizations. The results describe the relationship between different personal factors and verbal creativity in employees with different types of thinking. The reliability of the data is confirmed by the use of a set of methods of mathematical statistics.

گەشەکرنا ھزرا ڕەخنەیی ل دەڤ فێرخوازێن زانکۆیا زاخۆ فەکۆلتییا زانستێن مرۆڤایەتی ل دویڤ بگۆڕێن نفش، زمانێ دایکێ

Language and thought are two closely concatenating concepts the absence of one which undermines the other. and through which one can identify different types of thinking. Linguistic thinking is related to the environment from which the individual acquires the language. Thinking facilitates issues and does not complicate them for the advancement, growth, and high level of education in the Kurdistan Region of Iraq in general and at the universities of this region in particular. Much attention must be paid to critical thinking skills, because their usefulness does not involve only teaching, but extends to all areas of life. One of the prerequisites of the educational process is the presence of specialized teachers in order to make a change in the students' learning strategies. This study shows the relationship of the research variables, namely gender and mother tongue, with critical thinking skills for the California test (C-2000) based on statistics (SPSS) and the descriptive qualitative approach. In addition, the study also explores the relationship between the objectives of the study and the critical thinking skills of both first and fourth-graders at the Faculty of Humanities (morning classes)/University of Zakho for the academic year 2019-2020.

Creativity and creative work in children with disabilities

The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

ФЕНОМЕН КЛИПОВОГО МЫШЛЕНИЯ В КОНТЕКСТЕ ВУЗОВСКОГО ОБРАЗОВАНИЯ

This article is devoted to the problem of clip thinking as a phenomenon of the modern information society. Since the clip type of thinking is mainly a characteristic of modern children and young people, the authors emphasize the special importance of this problem in relation to the system of education and upbringing. According to the authors, the communication of participants in the educational process, who usually belong to two fundamentally different types of thinking: linear and nonlinear, makes the problem particularly relevant. The article raises the problem of the origin of a new type of person in modern conditions with a different way of perceiving the world and approaches to information processing, a different system of priorities, moral and ethical values. The characteristic features of people with clip thinking are revealed. The authors emphasize the objective nature of the reasons for the origin of the phenomenon of clip thinking in modern society. Like any type of thinking, clip thinking has a certain list of positive and negative features that need to be taken into account in the learning process and gently corrected through education. The article focuses on the problem of revision of the approaches to teaching young people in the system of modern higher education. According to the authors, interactive and visual methods should play an important role in the learning process, and a special attention should be given to role modeling of situations aimed at strengthening empathy and increasing the sense of responsibility.

Making Sense of Mathematics through Perception, Operation & Reason: The Case of Divisibility of a Segment

The conception of infinity as a process (potential infinity) or as an object (actual infinity) is important for students to acquire understanding in many other related areas in mathematics. This study attempts to describe the infinite divisibility thinking of mathematics student teachers in an Institute of Teacher Education in Malaysia by making sense of mathematics through perception, operation and reason. Data were collected through a self-reporting questionnaire that was administered to 238 elementary school pre-service teachers from selected Teacher Education Institutes in Malaysia. Researchers categorised qualitatively different types of thinking and reported them by using descriptive statistics. The result revealed that the percentage of respondents who conceived infinity as an object was just slightly lower as compare to the percentage of respondents who conceived infinity as a process. Additionally, this study found that there were respondents with problematic conceptions as shown by their inconsistent answers. The open-ended explanations given by all the respondents revealed that most of the pre-service teachers used perception to make meaning on finite and infinite divisibility.

THE PECULIARITIES OF PROFESSIONAL FOREIGN LANGUAGE TRAINING OF TACTICAL LEVEL OFFICERS OF THE UKRAINIAN ARMED FORCES

The article deals with the peculiarities of professional foreign language training of tactical level officers of the Armed Forces of Ukraine. It describes some problems of training military personnel in higher military educational establishments of Ukraine. The paper also considers some aspects of the AFU officers’ professional foreign language training. The contradictions of professional foreign language training include the inconsistency of the requirements for individual training in connection with the need for teamwork during military service activities. Strict regulation of actions in the military environment, the formation of tolerance, and willingness to destroy a person in combat or service also belong to the above-mentioned problems. In order to solve the problems of foreign language preparation, it is necessary to create conditions that would encourage a willingness to communicate with different foreign language speakers. They include the rejection of unified models of learning, ignoring the learner’s personal characteristics; the flexibility of constructing the educational process, the relevance of the process content side to the motivational orientations of the subjects of learning as well as motivational support of the educational process. The educators have to oppose the devaluation of universal values, encourage cultural pluralism, tolerance, the development of different types of thinking and respect the learner’s personal right to be a unique individual.

Historical formation of the originality of an American choral tradition of the second half of the XX century

Historical formation of the originality of an American choral tradition of the second half of the XX century

LEARNING ABOUT WORLD ART CULTURE AS A METHOD OF FORMING A UNIVERSAL CROSS-CULTURAL COMMUNICATION COMPETENCE

Purpose of the study: The purpose of the article is to solve one of the urgent problems of education: the methodology of the formation of universal competences, which in universities of culture and art is solved due to such a discipline as world art culture. In Russian Federal Educational Standards of the new generation, special attention is paid to the new block of professional qualities of university graduates – universal competences. One of the universal competences is readiness for intercultural communication, which manifests itself in the ability to analyze and consider the diversity of culture in the process of intercultural interaction.
 Methodology: To achieve the set goal, the authors based their work on the methodology synthesizing the experience of the Berlin School of Comparative Musicology (E. Hornbostel, K. Sachs), the traditions of world ethnomusicology (A. Lomax, A. Merriam, J. Blaking, M. Hood), culturological approach to education (V. Kanke), as well as a multicultural methodological approach. These pedagogical technologies ensure the efficiency of forming the universal competence of university graduates.
 Main Findings: The main conclusions of the study are as follows. The modern world is not conceivable outside the multicultural paradigm of development. Therefore, close attention is paid to the formation of the universal competence of intercultural communication. This quality of human personality is necessary for solving many world conflicts and problems. Experts in the field of culture and art are able to solve this problem due to their professional competence.
 Applications of this study: The research results can be useful in the field of scientific and methodological development of university disciplines, development of state policy in the field of education and culture, as well as scientific research on international relations in the field of culture, education, and art.
 Novelty/Originality of this study: The novelty of the research consists in the idea that expanding one’s understanding of the most important categories of worldview by overcoming Eurocentric restrictions to form universal competencies requires acquisition of the spiritual continuum and artistic conventions of other cultures, which is impossible without conscious effort, need for artistic and aesthetic self-improvement and desire to master practical activities in various fields of art. Any manifestation of culture is a reflection of the type of thinking. Therefore, the introduction to the multicultural traditions leads to the development of different types of thinking and identification of common and particular features, resulting in the development of universal thinking and cognitive techniques in the field of humanitarian knowledge.

Thinking and Scientific Language in the Primary Classes

According to psychological and cognitive development theories, the preferences of pupils in elementary school toward inductive versus deductive and general types of reasoning when asked to prove or review mathematical claims, changes along the school years. This study examines this hypothesis through a survey in which 267 pupils from the Arabic sector in three different elementary schools in Israel, in grades 4 to 6 participated. The survey, based on the math reasoning tasks by Healy and Hoyles (1998), is comprised of Algebra and Geometry reasoning tasks. Additionally, 12 of these pupils’ teachers were interviewed in order to explore their attitudes toward mathematical reasoning and math proving tasks. Findings show that: 1) There is a difference in students’ preferences towards types of reasoning, between grades 4 and 6; 2) Sixth graders will be less likely to accept tautologic and inductive reasoning than fourth graders; 3) Elementary school pupils tend to prefer empirical arguments (such as inductive and example-based) as their approach in contrast to the arguments that they believe will receive the highest scores from their teachers. However, findings do not support the hypothesis that there will be a difference in teachers’ preferences towards different types of thinking. The research findings and their practical implications are discussed.