Тестирование особенностей мышления и прогнозирование успешности обучения будущих автоводителей

Проведен анализ компетенций, формируемых при подготовке бакалавров по направлению «Агроинженерия», который продемонстрировал важность знания основных законов математических и естественных наук для решения типовых задач и полноценного участия в проведении экспериментальных исследований в профессиональной деятельности. Выявлена роль дисциплины «Электротехнические материалы» в формировании у обучающихся общепрофессиональных и профессиональных компетенций. Описана научно-методическая работа, ведущаяся на кафедре автоматизации и роботизации технологических процессов имени академика И. Ф. Бородина РГАУ — МСХА имени К. А. Тимирязева, направленная на развитие профессионального мышления и формирование компетенций будущих инженеров средствами указанной дисциплины. Представлены результаты исследования по выявлению связи между уровнем общего умственного развития, сформировавшегося в ходе общего образования, и успешностью усвоения содержания дисциплины «Электротехнические материалы». По результатам исследования выделено пять групп студентов, различающихся по успешности усвоения знаний и близости к социально-психологическому нормативу, описаны количественные и качественные показатели особенностей их умственного развития. Выяснилось, что успешные испытуемые успешнее всего справляются с вербальными тестами, показатели пространственного мышления несколько хуже. Особенностью близких к успешным испытуемых является недостаточно развитое умение совершать мыслительные действия по аналогии, при этом по остальным показателям они достаточно близки к социально-психологическому нормативу, а по пространственным представлениям имеют самые высокие показатели. В подгруппе средних по успешности испытуемых примерно одинаков средний уровень выполнения всех типов заданий. Для малоуспешных и наименее успешных испытуемых характерно недостаточное развитие вербального интеллекта и особенно способности оперировать образами. Корреляционный анализ результатов по показателям умственного развития и тестов текущего контроля по дисциплине «Электротехнические материалы» показал значимую связь между успешностью решения задач по дисциплине и общим уровнем умственного развития, сформировавшимся в ходе школьного обучения. При этом определяющим оказалось владение научными понятиями, развитие мыслительной операции классификации и умение совершать мыслительные действия по аналогии. Сделан вывод о необходимости стимулирования умственного развития студентов в процессе формирования профессиональных компетенций с учетом специфических особенностей структуры интеллектуальных способностей. The analysis of the competencies formed during the preparation of bachelors in agricultural engineering was carried out, which demonstrated the importance of knowledge of the basic laws of mathematical and natural sciences for solving typical problems and full participation in conducting experimental research in professional activities. The role of the course in electrical materials in the formation of students’ general professional and professional competencies is revealed. The authors describe the scientific and methodical work at the Department of Automation and Robotization of Technological Processes named after academician I. F. Borodin, Russian State Agrarian University — Moscow Timiryazev Agricultural Academy aimed at the development of professional thinking and the formation of competencies of future engineers by means of the discipline. The article presents the results of a study to identify the relationship between the level of general mental development formed in the course of general education and the success of mastering the content of the course in electrical materials. According to the results of the study, 5 groups of students were identified, differing in the success of learning and proximity to the socio-psychological standard, and quantitative and qualitative indicators of their mental development were described. It turned out that successful subjects are most successful in verbal tests, indicators of spatial thinking are slightly worse. A feature of the subjects who are close to successful is an insufficiently developed ability to perform mental actions by analogy, while the remaining indicators are quite close to the socio-psychological standard, and the spatial representations are the highest. In the subgroup of the average success rate of the subjects, the average level of completion of all types of tasks is approximately the same. The least successful subjects are characterized by insufficient development of verbal intelligence and, especially, the ability to operate images. The correlation analysis of the results on the indicators of mental development and tests of the current control in the course in electrical materials was carried out. The obtained data established that there is a significant relationship between the success of solving problems in the discipline and the overall level of mental development formed during school education. At the same time, the possession of scientific concepts, the development of the mental operation of classification and the ability to perform mental actions by analogy were decisive. It is concluded that it is necessary to stimulate the mental development of students in the process of forming professional competencies, taking into account the specific features of the structure of intellectual abilities.

Reviewed by: From Alice to Algernon: The Evolution of Child Consciousness in the Novel by Holly Blackford Margaret R. Higonnet (bio) From Alice to Algernon: The Evolution of Child Consciousness in the Novel, by Holly Blackford; pp. 296. Knoxville: University of Tennessee Press, 2018, $50.00. Holly Blackford’s From Alice to Algernon: The Evolution of Child Consciousness in the Novel grows out of the seed planted in her 2013 essay about “Child Study” as a legacy of Darwinian thought and the rise of child psychology. Charles Darwin, she argued, “drove forward the Child Study movement in the late Victorian period, framing questions about development in terms of evolution, adaptation to environment, and the relationship between atavistic instinct and human will” (“Raw Shok and Modern Method: Child Consciousness in Flowers for Algernon and The Curious Incident of the Dog in the Night-Time,” Children’s Literature Association Quarterly 38 [2003], 287). Blackford’s book sums up her thesis that Victorian child psychologists were “studying the ascent of man” in the aphorism that “ontogeny recapitulates phylogeny” (68). This phrase suggests that the individual child’s growing consciousness and mental control follow an arc drawn by Darwinians from so-called primitive peoples to a supposedly civilized modern race. Blackford traces a Victorian reconceptualization of the child as representation not of the future (the image projected in the age of revolution by many Romantic writers), but of the past. In an application of nineteenth-century evolutionary theory, Victorians postulated that a child’s consciousness would develop from a so-called savage mentality, rooted in folklore and myth, to civilized adult self-control and a capacity for detached study. Darwin himself juxtaposed his study of evolution with an 1839 diary that he kept about his infant child and published in 1877; Hippolyte Taine likewise studied the language development of his daughter in order to access her actions by instinct or choice. The goal of the scientific community, Blackford argues, was to use the child to understand the adult, both by differentiating the two and by examining how reflective consciousness and creative imagination were integrated in child and adult. Blackford connects scholarship about the mental development of children to the dynamic of child consciousness depicted in novels that served as sources for thinkers from the fin-de-siècle to the mid-twentieth century. Her close readings, particularly of the first pages of Lewis Carroll’s Through the Looking-Glass, and What Alice Found There (1871), sharpen our vision of the meandering path taken by Alice’s reflections: as she slips back and forth between two worlds, in her projective observation of her kitten, her imitation of others, and in her critique of adult authority as nonsense. The child’s playful imagination imitates the internal and external worlds at the same time as it reads them, while also recombining fragmentary observations. Blackford compares Alice to Henry James’s Maisie to consider James’s complex depictions of a child’s observation and performance as Maisie acquires a capacity to conceal herself. Although Blackford does not argue that these particular texts influenced scientific theories, she does draw a general causal connection. The key role of literature for the scientific community reflects the difficulty of gaining access to childhood mental processes by detached adult observation. Accordingly, in this book the broad panorama of theories about mental development by psychologists, anthropologists, and sociologists is animated by detailed analyses of selected literary passages that evoke a young character’s mental operations from perception to growing consciousness. The Victorian British authors examined are Carroll, James, Oscar Wilde (The Picture of Dorian Gray [1890]), and J. M. Barrie (Peter [End Page 670] and Wendy [1911]), and they all offer openings onto themes of alienation and divided consciousness. Blackford’s title, From Alice to Algernon, she tells us, could be translated as “from Darwin to Freud,” continuing to thinkers such as Franz Boas, Jean Piaget, and B. F. Skinner, who grapple with cultural differences and social conditioning (2). In a rich web of references to different thinkers, Blackford underscores their interest in child study, but she does not apply her own analytic tools to close readings of their philosophic and scientific texts. Over...

The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement. Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.

Relationship between maternal thyroxine levels during pregnancy and memory function in childhood