Эффект самостоятельного выведения принципа из комплексной учебной задачи для последующего переноса
The book contains 17 papers presented at the Fifth International Conference on Cognitonics - Cognit-2017 (Slovenia, Ljubljana, Jozef Stefan Institute, 9-10 October 2017) as a part of the 20th International Multiconference ‘Information Society’ - IS 2017, organized by the Jožef Stefan Institute. The papers are submitted by 36 researchers from 16 countries of the world: PR China, Croatia, Cyprus, Finland, India, Italy, Japan, Lebanon, Macedonia, Pakistan, Poland, Russia, Slovenia, Sweden, United Kingdom, USA.
The first objective of cognitonics (or the science about the human being in the digital world) is to explicate numerous distortions in the perception of the world caused by the information society and globalization. The second, principal objective of cognitonics is to cope with these distortions in different fields by means of elaborating systemic solutions for compensating the negative implications of the kind for the personality and society, in particular, for creating cognitive-cultural preconditions of the harmonic development of the personality in the information society and smart society and for ensuring the successful development of national cultures and national languages.
The papers describe numerous aspects and preconditions of successful personal and professional development of the human being in modern information society transforming into knowledge society (or smart society).
Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. The use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public administration, public policy, and political science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. This paper focuses on computer-based simulation games for students of MPA programs. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer- based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. This study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. This exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38%. In general, the experimental groups had better performance on the posttest examination (figure 2). Students in the HSE experimental group had 27.5% better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0% better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programs in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.
The study is focused on the role of uncertainty in solving various complex problems. Solving of complex problems is a relatively new and exciting area of research. Indeed, there is a great interest among researchers to understand how people deal with complex, novel task situations. The main target is to understand how uncertainty changes when the participants try to find the solution in complex dynamic situation. The uncertainty can be defined as cognitive and emotional estimates of unknown, unclear and unanticipated consequences of actions in context of complex situations. In that way the uncertainty seems to be a mix of subjective feeling and estimations. The complex task was simulated by the computer-based scenario proposed by D. Dörner- "Chocolate Factory 2.13". The experimental results for problem-solving behavior in complex dynamic systems describe the dynamics of subjective uncertainty. In this case the subjective uncertainty is gradually reduced. The main factor of this process is the dynamics of motivation which depends on the efficiency of complex problem solving.
The article considers the conditions necessary for arranging educational environment, which can provide the required level of training. One of the key factors affecting the quality of education is the professional level of teachers, their ability and willingness to design their own trainingtechnologies and use non-standard methods of solving educational problems such as active learning. The article provides research on the assessment process of writing papers and project learning experiment.
We consider a problem of adaptive design of experiments for Gaussian process regression. We introduce a Bayesian framework, which provides theoretical justification for some well-know heuristic criteria from the literature and also gives an opportunity to derive some new criteria. We also perform testing of methods in question on a big set of multidimensional functions.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.