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Cognitive development support of adolescents in the family and school environment
Šíchová, Andrea ; Morávková Krejčová, Lenka (advisor) ; Rázgová, Lenka (referee)
The thesis introduces a theme of cognitive development support of adolescents in the school and family environment. The first part defines the age group of adolescents which is described with particular emphasis on cognitive abilities. The following section explains the basic prerequisite for the development of cognitive abilities, about the theory of structural cognitive modifiability. The second part describes selected methods of cognitive development promotion. It includes approaches used by general population of adolescents, i.e. Philosophy for children and Building learning power. Furthermore, Feuerstein Instrumental enrichment program and the model of conceptual learning are discussed in the chapter devoted to methods used with individuals with cognitive deficits. The work also discusses a possible use of ICT as a tool for cognitive development. This section presents the application Tablexia, training of cognitive abilities designed for adolescents with dyslexia. The practical part of the work suggests a research design, which would verify the effectiveness of Tablexia in promoting cognitive development of adolescents with dyslexia. Keywords: Adolescence, cognitive modifiability, methods of cognitive development, ICT in education, Tablexia
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Cognitive development support of adolescents in the family and school environment
Šíchová, Andrea ; Morávková Krejčová, Lenka (advisor) ; Rázgová, Lenka (referee)
The thesis introduces a theme of cognitive development support of adolescents in the school and family environment. The first part defines the age group of adolescents which is described with particular emphasis on cognitive abilities. The following section explains the basic prerequisite for the development of cognitive abilities, about the theory of structural cognitive modifiability. The second part describes selected methods of cognitive development promotion. It includes approaches used by general population of adolescents, i.e. Philosophy for children and Building learning power. Furthermore, Feuerstein Instrumental enrichment program and the model of conceptual learning are discussed in the chapter devoted to methods used with individuals with cognitive deficits. The work also discusses a possible use of ICT as a tool for cognitive development. This section presents the application Tablexia, training of cognitive abilities designed for adolescents with dyslexia. The practical part of the work suggests a research design, which would verify the effectiveness of Tablexia in promoting cognitive development of adolescents with dyslexia. Keywords: Adolescence, cognitive modifiability, methods of cognitive development, ICT in education, Tablexia
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The development of cognitive function by the children with specific educational needs - the Feuerstein's instrumental enrichment
Miková, Tereza ; Morávková Krejčová, Lenka (advisor) ; Gillernová, Ilona (referee)
The instrumental enrichment is a worldwide extended method of cognitive functions development, which has been used in the Czech Republic since 2000. Its author, Reuven Feuerstein, is strongly convinced that human being is able to modify oneself and to develop one's abilities. This method is based on elaborated theoretical concepts - especially on the theory of structural cognitive modifiability and mediated learning. This Diploma Thesis brings essentials information about the concepts related to the cognitive modifiability and considers tools of its application. In the qualitative study, we focus on Feuerstein's Instrumental Enrichment. In the course of ten moths we observed six clients of the DYS-Centrum Praha we attempted to map changes (or their manifestations) which might have appeared during the intervention. We acquired data by the process of observation (participative observation and video-analysis) and via semistructured interviews. We were interested in changes of cognitive functions manifestations, quality of language, quality of autonomous work and ability to process with the information efficiently. We registered changes in each of these areas. Some of them, were notable only during the FIE lessons, others also displayed at home or at school environment. Key words: cognitive...
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