Verbal-logical Thinking Research Articles

Psychic Cognitive Processes Development at Primary School Age

This paper describes the program of cognitive processes development for 2nd grade schoolchildren, designed and implemented at a secondary school in Aktau City (Kazakhstan). The program of cognitive processes development was designed for the 2nd grade schoolchildren. Second grade is the optimal to conduct correction development classes. Most part of the program consisted of exercises, games, techniques to develop memory, attention, verbal-logical thinking of children. The program supposed group work (7 - 10 people) twice a week for about 30 - 35 minutes before midday. Every game was “repeated” several times on different materials during several classes. Correction-development activity took 4 months. The third stage of realization of developing program was in conducting second check-up on offered before diagnostics methods. This allowed the researcher to determine how efficient was offered and approved program on cognitive processes development with primary school children development. Conducted research allowed stating that designed and approved program on the development of cognitive processes was efficient.

A Neurophysiological Model of the Cognitive Space

The aim of the present work was to identify how the pattern of brain rhythms alters with smooth changes in spatiality and verbality in cognitive tasks. Analysis of the EEG data obtained here led to two new conclusions: 1) during performance of mixed-type tasks, spatial-imaginal and verbal-logical thinking did not alter; rhythmic signs of both were present in the EEG without change and the established rhythmic pattern consisted of a superimposition of the spatial and verbal patterns; 2) introduction of a distance between the types of cognitive activity as an index of the difference between the corresponding EEG power spectra allows types of cognitive activity to be represented on a plane (using multidimensional scaling methods); cognitive states were positioned on the plane in a regular and logical manner corresponding to the psychological characteristic of the tasks performed. This result suggests the existence of a hypothetical “cognitive space,” whose structure can be identified by objective electrophysiological methods.

ACTIVATION OF STUDENT MENTAL ACTIVITY IN PRACTICAL CLASSES IN A FOREIGN LANGUAGE

Taking into account the age peculiarities of the 4-th year students the exercises providing the development of verbal-logical thinking memory training and the improvement of professional creative thinking have been created.

The Inculcation of Contextual Orientation in Hearing-Impaired Schoolchildren

Hearing-impaired schoolchildren in the primary and middle grades generally experience considerable difficulties in understanding spoken communication and in constructing their own utterances with regard to phenomena and facts of the surrounding environment. This is due primarily to limitations of their conceptual apparatus, imperfect mastery of verbal definitions of objects and phenomena, and results from inadequate development of verbal-logical thinking, against a background of a low level of assimilation of grammatical concepts and generalizations. It is possible to observe a continuity of the forms of verbal underdevelopment from the younger to the middle grades, especially in the understanding of speech and the assimilation of grammatical concepts; this requires use of the kinds of methods that will stimulate the verbal-thought activities of hearing-impaired children and thereby serve to eliminate these deficiencies as early as possible in the school years.