http://hdl.handle.net/11716/7476 2026-04-19T11:30:42Z http://hdl.handle.net/11716/7487 Wiedza emocjonalna dzieci kończących edukację wczesnoszkolną Rudkowska, Grażyna A study of 120 third-grade pupils has found that the children in carly education have some understanding of emotional causes and physical symptoms of the following emotions experienccd by themselves as well as by others: joy, happiness, fear, sadness, anger and shame. They demonstrate the ability to quite accurately characterize the freąuency of thcir own emotional experiences. The same event may cause different cmotional reactions among children, which is the result of different cognitive proccsses and different individual experiences. Sometimes the interdependent relationships are modified by gender differences: for example, girls are morę likely to feel sad when they have negative relations with their classmates while boys get angry. The examined pupils try their best to handle negative emotions, cspccialiy fear and sadness, and to a lesser extenl anger. The study results show that the children aged 9-10 have already started to use their emotional intelligence to control their behavior and to put their own interpretation on other people’s behavior and on the intcrrclationship between themselves and others. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych". 2007-01-01T00:00:00Z http://hdl.handle.net/11716/7486 Dostępność znaczeń w warunkach powtarzalnej prezentacji. Badania nad zjawiskiem wysycania semantycznego Prochwicz, Katarzyna Semantic satiation has been defined as a phenomenon where intense repetition causes a word to temporarily lose its meaning. The phenomenon appears as a result of a prolonged mental stimulation of the nodes in the semantic network leading to its overloading. The research aimed at estimating how fast the phenomenon of semantic satiation appears under the conditions of different amount of lexical materiał presented and at defining the extent to which the emotional stimuli influence the course of semantic satiation. The findings indicate that the phenomenon which causes a word to lose its meaning for a listener docs not intensify in propotion to the inerease in the number of presentations of the “satiated” semantic content and does not occur in the case of a relatively smali number of repeatable stimuli. A different course and intensity of semantic satiation phenomenon in rclation to semantic content of diverse valence has also been shown; likewise, the effect of the regression of semantic priming under the conditions of semantic satiation has also been indicated. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych". 2007-01-01T00:00:00Z http://hdl.handle.net/11716/7485 Świadomość fonologiczna jako predyktor postępów w nauce czytania i pisania Maurer, Alicja Phonological awareness has been considered for almost 30 years as one of the several metalinguistic abilities nccessary for beginning readers to make progress in reading an alpha- betic orthography. Phonological awareness allows children to focus on the constituent sounds or the phonemic structure of a word as divorced from its meaning. Phonological awareness refers to the whole spectrum of awareness from primitive awareness of the sounds and intention of speech to rhyme awareness and sound similarities through syllable and phoneme awareness. Phonemic awareness refers morę specifically to the awareness of sound structure at the phoneme level. The relationship between phonemic awareness and acquisition of reading and writing skills is considered from three points of view: it has been treated as a result of leaming these skills, or as their predictor, or as the skill that is in mutual relationship with reading and writing. The last view-point is most common. Methods of diagnosis and phonological awareness treatment are presented in the paper. Efficient decoding lets the reader concentrate on comprehension. The goal is to let the decoding take place with minimum time and effort, and the minimum of error. Efficient decoding is often termed ‘automatic’. According to the automaticity deficit hypothesis, dyslcxia is caused by a deficit of automaticity of various tasks involved in reading and writing. At first glance, this would secm to be an explanation difTerent from the many attempts at cxplaining dyslexia as a deficit in phonological awareness in generał or phonemic awareness in parlicu- lar. Concept of ‘skill’ seems to be useful for ‘uniting’ automaticity and awareness because in skills, leaming and performance are often closcly related. Dysle\ia seems to be not only leaming difficulties but performing difficultics as well. Proficient reading seems then to be best characterized as a flexible combination of awareness and automaticity. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych". 2007-01-01T00:00:00Z http://hdl.handle.net/11716/7484 Paradoksalne efekty prób umysłowej kontroli - zarys teorii Daniela Wegnera Maciuszek, Józef The article aims at presenting Daniel Wegner’s theory which exp!ains the issue of paradoxical experiences that, under certain conditions, appear when we attempt to control our mental processes. The subject of mental control is preceded by introducing basie distinctions related to the questions of control over the surrounding environment. According to the theory, individual mental control is achieved by the interaction of two processes: the operating proccss and the monitoring process which, as cognitive processes of searching, influence the mental contents. According to Wegner, paradoxical effects are morę likely to appear when mental load rises and the intended mental control is manifested by supressing a certain behavior (as opposed to the intention of creating a certain State of mind or its accessibility). The experiments and their results regarding such mental control processes as thinking, concentration, mood, beliefs, stereotypes and prejudices have been widely presented in the study. At the end, the so-called “coiling the spring” effect and its relation with paradoxica! processes were described. Dokument cyfrowy wytworzony, opracowany, opublikowany oraz finansowany w ramach programu "Społeczna Odpowiedzialność Nauki" - modułu "Wsparcie dla bibliotek naukowych" przez Ministerstwo Nauki i Szkolnictwa Wyższego w projekcie nr rej. SONB/SP/465103/2020 pt. "Organizacja kolekcji czasopism naukowych w Repozytorium UP wraz z wykonaniem rekordów analitycznych". 2007-01-01T00:00:00Z