International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) <p><strong>Serial type:</strong> Journal</p> <p><strong>Format:</strong> Print and Electronic version</p> <p>ISSN 2334-847X (Printed)</p> <p>ISSN 2334-8496 (Online)</p> <p><strong>Web site:</strong> <a href=""></a></p> <p><strong>Editor:</strong> Dr. Lazar Stosic, PhD (Editor-in-Chief)</p> <p><strong>Frequency:</strong> 3 issues per year (April, August and December)</p> <p><strong>Start year:</strong> 2013.</p> <p><strong>The DOI prefix</strong> allotted for IJCRSEE is 10.5937</p> <p><strong>Content type:</strong> Academic/Scholarly</p> <p><strong>Language:</strong> English</p> <p><strong>Key features:</strong> Abstracted and Indexed, Refereed, Peer-reviewed.</p> <p><strong>Status:</strong> Active</p> <p><strong>Keywords: </strong>cognitive, science, cognitive science, artificial intelligence, linguistics, anthropology, education, pedagogy, psychology, neuroscience, philosophy, cognition.</p> <p><strong>Publisher:</strong> The Association for the Development of Science, Engineering and Education, Serbia, <a href=""></a></p> <p><strong>Co-publisher: </strong></p> <p>- <strong>Don State Technical University - DSTU, Rostov on Don, Russia</strong> - <a href=""></a></p> <p><strong>Licensing History:</strong><br /><img src="" width="296" height="107" /></p> <p>Since Volume 8 Issue 2 2020. we are using Creative Commons Attribution 4.0 International <a href="">CC BY</a> @Authors</p> <p><img src="" alt="" width="84" height="42" /></p> <p>In previous Volumes, till Volume 8 Issue 2 2020, we used Attribution-NonCommercial-NoDerivatives 4.0 International <a href="">CC-BY-NC-ND</a><br />@IJCRSEE</p> <p><strong>Editorial description:</strong> </p> <p>International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related to education, pedagogy and psychology.</p> <p>The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.</p> <p>IJCRSEE particularly welcomes articles on the results of scientific research in various fields of cognitive science (psychology, artificial intelligence, linguistics, philosophy and neuroscience) catering for international and multidisciplinary audience. Readers include those in cognitive psychology, special education, education, adult education, educational psychology, school psychology, speech and language, and public policy.</p> <p>Highest priority is given to research reports that are specifically written for a multidisciplinary audience. The audience is primarily researchers in cognitive science and its associated fields, including anthropologists, education researchers, psychologists, philosophers, linguists, computer scientists, neuroscientists, and roboticists. The journal specializes in extensive articles that have a major impact on cognitive theory and provide new theoretical advances in cognitive research in education.</p> <p>International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE<strong>) is currently the only journal</strong> which focuses on the investigation of cognitive research in many areas primarily in education.</p> en-US (Lazar Stošić) (Aneta Barakoska) Mon, 31 Aug 2020 06:52:43 +0200 OJS 60 Editorial Lazar Stosic Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 A CONTENT AND CITATION ANALYSIS OF THE STUDIES ON LEARNING ENVIRONMENTS AND SPECIAL EDUCATION <p>This study aims to review the studies on learning environments and special education and determine the trends in these studies. Content and citation analysis were used which is a qualitative research method. Data of the study were collected from Scopus with ‘learning environment’ and ‘special education’ keywords 180 documents were collected. For the analysis of the published documents, previously determined content analysis criteria were used and citation analysis of the published documents were carried out, in order to reveal the frequently cited documents. Documents were examined based on year of publication, name of the journals, authors, affiliations, countries, document type, subject area, keywords, language and citations. Data were presented and interpreted with tables and figures. Results were presented in detail with reference to the previous literature. </p> Huseyin Uzunboylu, Gönül Akçamete Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 DEVIANT ONLINE BEHAVIOR IN ADOLESCENT AND YOUTH CIRCLES: IN SEARCH OF A RISK ASSESSMENT MODEL <p>The authors made an attempt to describe the problem of developing the concept of risk assessment of deviant online behavior of minors and young adults in social networks. The article looks into the psychological consequences of banalizing of the internet, analysis possibilities for offline and online behavior. Approaches for risk factors assessment of deviant behavior in real life are described: the qualitative (clinical), statistical (actuarial) and structured. The article systemizes the studies of risk factors, vulnerability, and deviant patterns in the context of phenomena such as aggressive, asocial, auto-aggressive, self-mutilating, suicidal, risk-taking and victim online behavior. Approaches and models of online deviant behavior are discussed; an attempt is made to build a structured model of risk assessment of deviant patterns of online behavior in the context of the cultural historical concept. On the basis of theoretical analysis, a hypothetical set of group, interindividual and intraindividual constructs is formulated, the combination of online and offline risk factors produces a model for risk assessment of deviant behavior. The article is written as part of the research project “Developing the profiling model of online behavior of minors and young adults in social networks” which was initiated by the Moscow State University of Psychology and Education.</p> Nikolay V. Dvoryanchikov, Inna B. Bovina, Varvara V. Delibalt, Elena G. Dozortseva, Natalya V. Bogdanovich, Olga V. Rubtsova Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 PEER ASSESSMENT OF TEACHER PERFORMANCE. WHAT WORKS IN TEACHER EDUCATION? <p>Peer assessment is increasingly used in schools and higher education, especially in health education. However, there remains insufficient evidence that peer assessment conditions are beneficial for teacher education. In this article, empirical research literature on peer assessment of pre-service teaching performance are reviewed. The articles were from the ERIC and Scopus databases, from 2002 to 2020. Only fifteen studies met the selection criteria described herein. The studies differed in the type of assessment used but converged toward the conclusion that incorporating peer assessment into different stages of teacher education was appropriate and worthwhile. We discuss the theoretical perspectives on why peer assessment might work in teacher education, pointing out practical implications for decision-makers in this field. Finally, recommendations and constraints for researching and implementing peer assessment are discussed from the perspective of innovation within pre-service teacher education.</p> Valeria Magaly Cabello, Keith J. Topping Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 COGNITIVE AND METACOGNITIVE ASPECTS OF THE DEVELOPMENT OF LIFELONG LEARNING COMPETENCIES IN LAW STUDENTS <p>Lifelong learning is one of the main trends in educational and social policy in Europe, aimed at ensuring professional realization and social integrity of an individual. The article describes cognitive and metacognitive aspects of the formation of learning competence, as well as predisposition of law students to lifelong learning. A survey of 218 students and masters was conducted, data on the most popular and effective forms of knowledge acquisition (experience of formal, nonformal and informal learning over the past year), plans for further education and career development were collected. The dynamics of learning at different years of study is described. A group of students with pronounced learning and focus on lifelong learning (45% of the sample) was identified. A comparative analysis of two samples was carried out and qualities that could be considered markers of the LLL orientation were identified: a high level of metacognitive knowledge and metacognitive activity, reflective competence (at the cognitive, metacognitive and personal level), internal involvement in learning, focus on achieving professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones. Conclusions are drawn about the predominant role of metacognitions and personality determinants in the formation of lifelong learning competency among students. Reflection aimed at recognizing one’s own cognitive processes and understanding their contribution to personal development is the main mechanism for the formation of meta-cognitive abilities. The results obtained in the study determine the ways of pedagogical support and psychological intervention to ensure the development of lifelong learning competencies in different categories of students.</p> Volodymyr L. Grokholskyi, Nataliia Ia. Kaida, Serhii V. Albul, Eduard V. Ryzhkov, Svitlana Ye. Trehub Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 CONCEPTUAL FRAMEWORK OF THE MODEL OF FORMING INTERETHNIC TOLERANCE IN THE MULTICULTURAL ENVIRONMENT OF THE UNIVERSITY <p>The aim of this research is to study the state, dynamics and factors affecting the interethnic relations of young people in the field of education. This article discusses the conceptual foundations of the structural and content model of forming interethnic tolerance of young people in a multicultural environment of the university. Particular attention is paid to the study of new educational strategies and approaches that can create the desired socio-cultural and theoretical tolerance of representatives of other cultures, ethnic groups and religions. The research was a mixed method research and it made use of both quantitative and qualitative data. Secondary data for the article was derived from the scientific publications of other researchers and primary data was collected with the help of focus groups and indepth interviews.The 1000 participants of the research were carefully selected to represent nationals of other countries, culture and religion, to reduce the bias that sociological studies exhibit. The hierachy technique was used to analyze qualitative data. The authors present the results and analysis of sociological research for the analysis of interethnic tolerance of young people. It focuses on the psychological and pedagogical content of the phenomenon of interethnic tolerance, that can be taught to students in school. The authors offer evidence-based conclusions and recommendations on the organization of the process of forming interethnic tolerance of young people in a multicultural environment of the university.</p> Aida Ussenova, Irina Malakhova, Mariya Shmidt, Saltanat Tuliepova, Aiym Tynyskhanova Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 GNOSTIC EMOTIONS OF STUDENTS IN SOLVING OF THINKING TASKS <p>The paper presents the results of an empirical study of the emotional characteristics of students when solving thinking problems. The study used an experiment that simulates a students’ collaborative solution to the puzzle-doing problem. To study emotional variables, we used the method of B.I. Dodonov for determination of the general emotional orientation. To investigate feelings experienced by students, we used the method of K. Isard. According to the authors, the following types of general emotional orientation (with decrease) are dominated among students: altruistic, communicative, and mixed types. All students showed the dominance of emotions of interest, joy and surprise under the decision processes, regardless of the emotional type of personali-ty. It was revealed that under the processes of solving thinking problems, students with the dominance of various types of emo-tional orientation showed a different ratio of emotions. Four strategies of solving thinking problems were identified, which are characterized by the representation of various emotions.</p> Alla Belousova , Ekaterina Belousova Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 HOW DO FIRST YEAR UNIVERSITY STUDENTS USE ICT IN THEIR LEISURE TIME AND FOR LEARNING PURPOSES? <p>This study advances our understanding of the current use of social media and mobile devices by first year university students. This research sought to explore the influence of the use of social networks and new mobile devices by students for learning purposes. Data were collected using a self-report questionnaire at four universities in three countries in Central Europe. The research was completed by a sample of 961 full-time first year undergraduate students. The data were analysed using descriptive statistic and confirmatory factor analysis. The findings show that students who intensively use ICT for leisure-related tasks are also experienced in ICT for learning purposes. Furthermore, the results showed differences in the use of ICTs according to four selected areas: ICT for leisure-time activities, social networking, ICT on mobile phones, and ICT for study purposes by students. Five well-differentiated clusters were identified by through cluster analysis, which we term the ‘mobile subgroup’, ‘educational subgroup’, ‘social subgroup’, ‘network subgroup’, and ‘entertaining subgroup’. Educators can benefit from the results through a more complete understanding of how first year university students use social networks and mobile devices and how intensity in these areas influences ICT use for learning purposes. </p> Ludvík Eger, Łukasz Tomczyk, Milan Klement, Mária Pisoňová, Gabriela Petrová Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 IDENTIFICATION OF MARKERS FOR MODELS OF MEANING CONSTRUCTS <p>Strategies of meaning formation are included in the highest level of regulation of an individual life. The article presents the results of empirical determination of the polar meaning strategies marker. In the initial modeling of the meaning formation processes, two polar strategies are proposed: adaptive and developmental. The system of personal meanings occupies a central place in the structure of the personality and is correlated with its properties manifested in interactions. For an empirical description of polar strategies, we developed nine scales of personality properties according to the type of private semantic differential. In these bipolar semantic scales, we used words that denote personality traits that act as indicators of meaning. An empirical study was carried out with the use of various techniques for studying semantic regulation of a person to determine a marker that allows one to identify these meaning strategies. The battery of tests included: the author’s private semantic differential, including nine scales of personality properties, “Test of life-sense orientations” (by D. A. Leontiev), test “Who Am I?” (by M. Kuhn), “Multiple intelligence test” (by G. Gardner), “Test of frustration tolerance” (by S. Rosenzweig), “Questionnaire of personality reflection” (by I. A. Stetsenko). An empirical sample (n = 145) found that a stable positive statistically significant correlation (p≤.05) exists only between the indicators of nine developed scales of personal properties and the indicator “Meaningfulness of life” in the “Test of life-sense orientations” by D.A. Leontiev. This indicator “Meaning-fulness of life” can be used as an indicator marker of polar strategies of meaning formation: adaptive and developmental. Its use contributes to a more effective study of the processes of meaning formation and reduces the laboriousness of diagnostic procedures.</p> Irina Abakumova V., Godunov Mikhail V., Grishina Anastasia V. Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 ECONOMIC IMPLICATIONS OF EDUCATION IN SOUTHEAST EUROPE <p>This research covers an evaluation of the impact of education system, educational, scientific and other institutions on the economic growth in nine countries of Southeast Europe (SEE). The main hypothesis is the following: GDP pc growth is significant and positively correlates with the indicators of the state of education system. In addition to educational institutions, there are other social and economic indicators on which education and science depend, namely the budget and fiscal system, corruption and protection of intellectual property rights, which also have positive and significant impact on GDP pc. The stated fields are interactive. Besides GDP pc, the analysis includes another 11 variables. Factor analysis for the variables grouped into two factors shows high significance. The F-test result shows significance of the regression model. ANOVA test, too, confirms the aforementioned significance. Both variables (the first and second factor) have positive direction with GDP pc. The results show significance of the institutional-educational variable, while the impact of educational population in the model is not sufficiently significant. Econometric analysis has mainly confirmed the initial hypotheses.</p> Goran Popović, Ognjen Erić, Jelena Bjelić Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 VALUE-SEMANTIC BASES OF IDEAS ABOUT THE PROFESSION AND SATISFACTION WITH THE PROFESSION OF HIGHER SCHOOL TEACHERS <p>The business culture in the educational system remains conservative, despite the fact that the values of tolerance are wide-spread in the world. This affects the transformation of ideas about the profession of teachers. The article establishes the relationship of ideas about the profession and satisfaction with the profession with the values and meanings of university teachers. It is assumed that in modern conditions of higher education, values and life meanings may differ among teachers with different ideas about the profession. The study sample consists of 270 university teachers aged between 25 and 65 years, work experience from 3 to 25 years, 150 women and 120 men. We used the questionnaire of professional satisfaction (Kissel), the method of measuring values (Schwartz), the semantic differential (Osgood), and the method of identifying life meanings (Kotlyakov). We defined groups of teachers with a neutral view and a positive view of the profession, with varying degrees of satisfaction with the profession. As a result, it was found out that the group of teachers with a neutral attitude to their profession has the most manifested values: conformity, hedonism, security, and meanings: hedonistic, status, and family. The group of teachers with a positive view of the profession, has the values of independence, achievement and security, combined with the meanings: altruistic, self-realization, family and cognitive. It is concluded that university teachers with positive ideas about the profession are more altruistic about their activities, and teachers with neutral ideas about the profession are pragmatic about it.</p> Vlada I. Pishchik Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 WAR LESSONS OR HOW SOCIAL AND PERSONAL BACK-GROUND SHAPES OUR PERCEPTION <p>It is well-known that cognitive metaphor can reflect the process of conceptualization of the surrounding world in the human mind. The metaphorical transfer of the source domain’s conceptual features to the target domain shows the essence of the reality perception in the consciousness. This study is focused on the intracultural variation of cognitive metaphors, particularly the phenomenon of the implicit-explicit dispersion in metaphors, dependence of their perception on the occupation, gender, and age of members of a culture, and type of metaphors. Based on conceptual metaphors, associated with the target domain WAR in the Russian culture, the researchers elaborate a novel approach to the analysis of conceptual metaphors, providing full-fledged scrutiny of the reflection of the surrounding realm in the minds of native speakers. The study involved 124 people, some of whom have direct professional experience in the military sphere. The obtained differences in the perception of simulated metaphorical models allow us to talk about intracultural variation of the WAR cognitive metaphor and the significant influence of personal experience on the perception of reality. </p> Oleg Kalinin , Dmitry Yu. Gruzdev Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200 IN MEMORIAM ZORAN STANKOVIĆ, PHD (1968-2020) <p><span class="fontstyle0">IN MEMORIAM ZORAN STANKOVIĆ, PHD (1968-2020)</span></p> Jelena Maksimović Copyright (c) 2020 by the authors Mon, 31 Aug 2020 00:00:00 +0200