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Psychological-Educational Studies
2014. Vol. 6, no. 2, 281–292
https://doi.org/10.17759/psyedu.2014060224
ISSN: 2587-6139 (online)

Conditions of Psychological Readiness of Pupils to Corrections in Cognitive Areas (Based on Reading)

 
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Abstract

We present a comparative study of the conditions of formation of readiness for classes in students with high and low levels of a given cognitive skill (based on the reading actions). We compared conditions associated, on the one hand, with the child's understanding that his actions are not optimal, and with the work in the zone of proximal development, on the other, with the work in the area of actual skill development and child's satisfaction of the actions result. We assumed optimality of the second type conditions for the group that needs correction. The subjects were 164 III grade student of Moscow secondary schools. The study included two types of classes and psychological readiness evaluation. The results showed that the conditions associated with the work in the area of actual development of skill and providing a positive emotional response to the child's relation to the product of their own actions, are significantly more optimal for correctional groups at a significance level of p <0,05. For a group of students with a high level of skill significant differences were not found. Thus, we showed the specificity of the conditions of readiness in the correction and describe the tasks, where the work in the area of actual development is the most optimal.

General Information

Keywords: correction of cognitive abilities, psychological readiness for classes, zone of actual and proximal development, emotional attitude to the product of cognitive actions

Journal rubric: Psychology of Education

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational and Psychological Assessments

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Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

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Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2014060224

Published

For citation: Kirakosyan, A.K. (2014). Conditions of Psychological Readiness of Pupils to Corrections in Cognitive Areas (Based on Reading). Psychological Science and Education psyedu.ru, 6(2), 281–292. (In Russ.). https://doi.org/10.17759/psyedu.2014060224

© Kirakosyan A.K., 2014

License: CC BY-NC 4.0

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Information About the Authors

A. K. Kirakosyan, Junior Researcher of the Laboratory of Pedagogical Psychology, MSU them. M. V. Lomonosov, Moscow, Russian Federation, e-mail: ryazenka@gmail.com

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