Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Cognitive psychology in education and management
Kristina FEDOTOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
This article is devoted to a brief overview of this direction, as
well as an overview of the therapeutic approach associated with
it
–
cognitive psychology. Cognitive psychology is one of the
relatively young, but quite progressive and very popular areas.
Cognitive psychology is a branch of psychological science that
studies the cognitive processes of the human psyche. Research
based on the cognitive approach in psychology is focused on the
study of feelings, attention, memory, imagination, logical
thinking, presentation of information, and the ability to make
decisions. This is a whole concept, focused on the activity of
consciousness and the process of cognition. The internal
cognitive schemes and activities of the organism involved in the
process of cognition are of primary importance in it.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss2-pp269-275
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
psychology,
cognitive psychology,
education,
management,
critical thinking,
cognition,
approaches.
Ta’lim va boshqaruvda kognitiv psixologiya
ANNOTATSIYA
Kalit so‘zlar
:
psixologiya,
kognitiv psixologiya,
ta
’
lim,
boshqaruv,
tanqidiy fikrlash,
bilish,
yondashuvlar.
Ushbu maqola ushbu yo‘nalishning qisqacha sharhiga,
shuningdek, u bilan bog‘liq terapevtik yondashuv
–
kognitiv
psixologiyaga umumiy nuqtai nazarga bag‘
ishlangan. Kognitiv
psixologiya nisbatan yosh, ammo juda ilg
‘
or va juda mashhur
sohalardan biridir. Kognitiv psixologiya
–
psixologiya fanining
inson psixikasining bilish jarayonlarini o
‘
rganadigan sohasi.
Psixologiyada kognitiv yondashuvga asoslangan tadqiqotlar his-
tuyg
‘
ularni, diqqatni, xotirani, tasavvurni, mantiqiy fikrlashni,
ma
’
lumotni taqdim etishni va qaror qabul qilish qobiliyatini
o
‘
rganishga qaratilgan. Aslida, bu ong faoliyati va bilish
jarayoniga qaratilgan butun bir tushunchadir. Unda bilish
jarayonida ishtirok etuvchi organizmning ichki kognitiv
sxemalari va faoliyati birinchi darajali ahamiyatga ega.
1
Lecturer, Uzbekistan State World Languages University. E-mail: kfedotova767@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
270
Когнитивная психология в образовании и управлении
АННОТАЦИЯ
Ключевые слова:
психология,
когнитивная психология,
образование,
менеджмент,
критическое мышление,
познание,
подходы.
Данная статья посвящена краткому обзору когнитивной
психологии, которая является одним из относительно
молодых, но прогрессивных и популярных направлений
психологической науки. Когнитивная психология изучает
когнитивные процессы человеческой психики, такие как
чувства, внимание, память, воображение, логическое
мышление, представление информации и способность
принимать решения. Это направление ориентировано на
деятельность сознания и процесс познания, при этом
ключевую роль играют внутренние когнитивные схемы и
деятельность организма, участвующие в познавательном
процессе.
Cognitive psychology studies the process of obtaining information about the world
by a person, how it is presented to them, how it is stored in memory and becomes
knowledge, and also how this knowledge affects a person’s behavior and attention. This
direction concerns the entire range of mental processes, from sensations to perception,
attention, learning, pattern recognition, memory, concept formation [3]. Also, it concerns
thinking, language, memory, imagination, emotions and developmental processes, as well
as all possible behavioral areas. This direction appeared in the 50s of the XX century in
the USA. Although, the attempts to study the problems of consciousness have been made
before, the philosophers of antiquity wondered where thoughts and memory are located.
For example, in ancient Egypt, they were believed to be located in the heart. This idea
was also supported by Aristotle. However, Plato believed that the place of their storage is
the brain. Without going into details, we can say that people showed great interest in the
problem of consciousness hundreds of years before cognitive psychology developed into
a scientific direction. One of the people who influenced the development of cognitive
psychology more seriously is the German psychologist and physiologist Wilhelm Wundt,
because he repeatedly said that consciousness has a creative potential. Subsequently, this
topic was partially developed in functionalism and structuralism, and only with the
advent of behaviorism, which focused not on consciousness, but on behavior, at the
beginning of the 20th century, interest in it faded for almost half a century [7].
In the 1950s, a new stage in the development of cognitive science began, one of the
pioneers of the movement was the American psychologist Edward Tolman. He pointed
out the importance of considering cognitive variables and contributed to the
abandonment of the stimulus-response approach inherent in behaviorism. However, the
most significant contribution to the formation of the approach was made by the Swiss
psychologist Jean Piaget, who studied child psychology, focusing on the stages of
cognitive development. And even despite the fact that Piaget's work was devoted mostly
to child psychology, the range of applicability of the cognitive approach has significantly
expanded, and Piaget himself received the award "For outstanding contribution to the
development of science" [9].
Cognitive psychology in its research relies on several fundamental ideas. In the
thesis form, we present each of them:
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
271
•
The main objects of study are cognitive processes. These include thinking,
speech, perception, imagination, attention and memory. In addition to them, cognitive
science deals with the study of human and artificial intelligence, the emotional sphere of
personality, developmental psychology, and the process of pattern recognition.
•
The most important premise of cognitive psychology is the study and analysis of
cognitive processes in the form of computer functions. Representatives of the direction
consider the cognitive processes of the human psyche exactly, for example, an electronics
engineer studies a computer. The computer performs many operations related to
receiving, processing, storing and issuing data. Human cognitive functions are
responsible for similar operations.
•
The third idea follows from the second. It says that the psyche processes data in
stages. Those any stimulus received from the outside world goes through a chain of
ordinal transformations.
•
Mental information processing systems have their own limiting capacity. This
assumption explains the direction of work and tasks of cognitive psychologists
–
they
seek to find the most natural and most effective methods of working with information
entering the psyche from the outside world (cognitive therapists use this knowledge to
correct the behavior of patients).
•
All information that enters the psyche through cognitive processes is encoded
and reflected in a special (individual) way.
•
For any research, it is necessary to use chronometric means to assess the
response time to the proposed tasks and / or the speed with which the psyche responds
to signals. Cognitive psychology does not use introspective technologies (when a person
himself observes the processes taking place in the psyche and does not use tools and
standards), and considers them to be insufficiently accurate [6].
These ideas may seem quite simple at first glance, but in reality they form the basis
on which a whole range of complex scientific research relies. This suggests that cognitive
psychology, despite its relatively young age, is a very serious scientific branch. By
studying the processes of cognition that take place in the psyche, it can draw certain
conclusions based on empirical evidence. The cognitive approach in psychology makes it
possible to explain human behavior through a description of the processes of cognition,
to study and interpret the processes of perception, pattern recognition, problem solving,
memory functioning; to explore the mechanisms of constructing a cognitive picture of the
world, unconscious perception and cognition, not only in humans, but also in animals [5].
All research in the field of cognitive psychology is carried out using special
methods. First of all, these are methods of microdynamic and microstructural analysis of
perceptual processes. The microstructure and microdynamics of mental activity are the
subject of cognitive science, which studies the features of mental life. The structure is a
relatively static representation of the system of organization of the elements of mental
processes [4]. And microdynamics is the study of the processes occurring in mental life
through the processing of information coming from the outside world. The human
actions are considered as parts of a single intrapsychic system, and not as separate
phenomena.
The next method is the microgenetic method, based on one of the types of Gestalt
theory (Leipzig school), which focuses on the features of the formation of mental
phenomena. According to this theory, the images of objects do not appear in the human
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
272
mind immediately, but after passing through several stages, which can be identified by
creating certain conditions. But the main task of the method is not to study the final
result of the thought process or its relationship with conditions, but the process itself,
leading to this result. These three methods are designed to analyze thinking and
cognitive processes. But there is another one that attracts the most attention [7]. This is a
personality construct replacement method developed by the American psychologist
George Kelly in 1955. Despite the fact that the cognitive approach in psychology was still
being formed, Kelly's works became decisive for him, and today such an important field
of practical cognitive psychology as cognitive-behavioral psychotherapy is built around
them. When considering it, we will touch a little deeper on the above method [6].
In general terms, therapy can be defined as a comparative analysis of the features
of people's perception and interpretation of external information. This analysis consists
of three steps:
–
At the first stage, the patient works with various tools to help identify erroneous
judgments and then find their causes.
–
At the second stage, the patient, with the help of a therapist, masters the
techniques of correct correlations of the phenomena of the surrounding world. The task
of a specialist is to show a person the benefits and harms, advantages and disadvantages
of an existing construct.
–
At the third stage, the patient must become aware of the new construct and begin
to build his behavior on its basis [11].
It is important to note that the specialist only starts the treatment process, and
then simply corrects it. And a lot here (which is also typical of other areas of psychiatry
and psychology) depends on the person being treated. Kelly's theory describes a
conceptual schema that allows a person to comprehend reality and create specific
behavioral patterns. By the way, it was supported by the famous Canadian and American
psychologist Albert Bandura. He developed a "learning by observation" system used to
change behavior. The personal construct is used by world experts who study the causes
of low self-esteem, fears and phobias, depressive states.
Today we need modern organizational development methods based on the use of
humanitarian and engineering approaches, which will allow to obtain a synergistic effect
from their interaction.
The humanitarian approach
considers the organization as a social organism.
Sociology is used as a methodological base and psychology. This approach can also be
described as person-centered in all senses. The personality is the main object and subject
of transformations [2].
The engineering approach
to the development of organizations evolved from
methods of creating complex in technical systems. Methodological base
–
systems theory,
system analysis, cybernetics. This approach develops the technology and structure of the
organization's information flows and includes system analysis, scientific organization of
labor, TQM (Total Quality Management), SADT (Structure Analysis and Design
Technique), business process reengineering [3].
In industrialized countries, the new millennium has coincided with the beginning
of a period of major social change, stimulating attention to more effective management of
intellectual resources in the economy and knowledge management. The analysis of social
prerequisites allows us to draw a conclusion about a certain regularity in the emergence
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
273
of the concept of knowledge management. Gradually, the emphasis shifts from material
production to innovative technologies, production of information and knowledge.
Throughout the history of mankind, knowledge has always been an important factor in
intellectual and economic development. But it is in recent years that the process of
obtaining new knowledge: advanced technologies have directly affected the innovation
process. New means of processing and transmitting information, distributed information
networks have made routine many procedures that were in principle impossible even
20-30 years ago.
Under these conditions, new management technologies and
approaches in
management
are developing, in particular, a cognitive approach in management.
Mastering knowledge about "management knowledge" becomes an urgent need.
A prerequisite for the use of
cognitive approach
in management practice is the complexity
of the analysis of functioning processes, and hence the adoption of managerial decisions,
in such areas as economics, sociology, ecology. Due to the fact that the active component
in the process of functioning in these areas is human. The multidimensionality of the
processes occurring in them and their interconnectedness also influence, as a result of
which it is difficult to isolate and investigate individual phenomena: the processes
occurring in them must be considered as a whole. Lack of sufficient quantitative
information about the dynamics of processes compels a qualitative analysis. The number
of situational factors can be measured in hundreds.
Development of organizational management in the direction of increasing the
efficiency of the functioning of the organization, situational adequacy in conditions of
uncertainty, rational use of resources (both material and intellectual) is associated with
the concept of organizational knowledge. A significant contribution to the theory and
practice of organizational knowledge was made by well-known specialists
–
T. Davenport
and L. Prusak in the field of organizational knowledge management. They define
organizational knowledge, as follows: knowledge is an ever-changing mix of structured
experiences, values, contextual information and insights (insight) and serves as the basis
for assessing and assimilation of new experience and information. It arises and is used in
the minds of its bearers. In organizations, knowledge exists not only in documents or
repositories, but also in accumulated techniques, processes, practices and norms [1].
The information is in response to questions
"who?", "what?", "where?", "when?",
i.e. such
data is perceived in relation to other information (for example, it is an electronic
database with clear links between the tables included in it), while knowledge is
information in a context capable of producing a compelling to action understanding.
Knowledge uses information to achieve a certain result and answers the question
"how?".
Understanding
–
the ability to create new knowledge based on previously
acquired, the answer to the question
"why?".
Knowledge and understanding are different
from memorization and study. In information (including computer) technology functions,
understanding is performed by analytical and intellectual systems that form new
probable or possible knowledge based on available data, information and knowledge.
However, you should not try to unequivocally divide everything into data, information
and knowledge.
Cognitive management as a concept arose from the understanding of the fact that
directions of competition has changed, and the competition for intellectual resources has
replaced dependence on natural resources. Cognitive management is defined as
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
274
systematic management of the processes by which knowledge is identified, accumulated,
distributed and applied in an organization to improve its performance. Cognitive
management in the system of organizational learning is described on the basis of the
principles in practice. Basic principles of cognitive management are as follows [1, 11]:
•
knowledge arises and resides in people's minds;
•
sharing knowledge implies trust;
•
technologies make possible new forms of cognitive behavior;
•
knowledge sharing should be supported and rewarded;
•
the management support and additional resources needed;
•
knowledge use initiatives should be preceded by pilot programs;
•
initiatives should be evaluated using qualitative and quantitative indicators;
•
knowledge is a product of creativity, and in order for it to develop in new
directions, it must be encourage.
The main thing in cognitive management is continuous learning based on a variety
of experiences; systematic management processes by which knowledge is identified,
accumulated, distributed and applied. However, the development of cognitive
management procedures is often not only in demand, but also causes resistance. But,
clearly realizing that knowledge is becoming the most important resource and,
accordingly, the key direction of economic development, leading companies seek to
constructively overcome organizational resistance to the introduction of cognitive
management technologies.
The main trend in the field of cognitive business management has become an
active application for information-analytical and cognitive decision support systems in
the infrastructure of enterprises and organizations. Given the diversity tasks solved in
the management process, in the structure of the corporate management pyramid there
are clearly several information layers corresponding to the levels of management:
operational, tactical and strategic. Senior managers make strategic decisions. It is
advisable to introduce an additional level between top management and managers in the
middle level. They are experts in various fields. They are advisors to managers top and
middle level. Many of these professionals can be considered as employees' knowledge.
In conclusion, three main areas and basic agreement on basic principles, cognitive
science, trying to answer the ever-increasing questions, united more and more new disciplines
aimed at developing appropriate to the problems. However, the broadening of the problem
has led to the loss of agreement on basic concepts and notions, and cognitive science gradually
became the science of about everyone". Of course, the development of the considered areas
was the result of criticism of the basic postulates in the cognitive psychology and cognitive
science. The rate of growth of scientific knowledge, various empirical data not only does not
bring to understanding the general mechanisms of functioning human knowledge, but also
removes from them. So, for example, neurophysiological methods make it possible to test a
number of constructed theoretical models.
REFERENCES:
1.
Allahverdov V.M. Cognitive psychology of consciousness // Bulletin of St.
Petersburg University. Series 16: Psychology. Pedagogy. 2012. №2. pp. 50–
59.
2.
Allahverdov V.M. Psyche and consciousness in the logic of knowledge // Bulletin
of St. Petersburg University. Series 16: Psychology. Pedagogy. 2016. No. 1. pp. 35
–
46.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
275
3.
Akhutina T.V. Generation of speech. Neurolinguistic analysis of syntax. M.: LKI, 2007.
4.
Bruner D. Psychology of knowledge. Moscow: Progress, 1977.
5.
Wundt V. Introduction to psychology. Moscow: Cosmos, 1912.
6.
Gershkovich V.A., Pavlova A.Yu. This is my idea! Adoption decision on the
attribution of incentives generated in the process of joint interaction // VIII International
conference on cognitive science. Abstracts of reports. Kaliningrad: 2018, pp. 271
–
273.
7.
Zorina Z.A., Smirnova A.A. What did the "talking" monkeys talk about. M.:
Languages of Slavic cultures, 2006.
8.
Ivanchey I.I., Moroshkina N.V. Measuring awareness. An old problem in a new
way // Cognitive psychology of consciousness. Collection of articles of international
scientific Symposium / Ed. V.M. Allahverdova, O.V. Zashchirinskaya. St. Petersburg: Lema,
2011, pp. 39
–
54.
9.
Kahneman D. Attention and effort. M.: Meaning, 2006.
10.
Loginov N.I., Spiridonov V.F. Embodied cognition: main areas of research //
Bulletin of St. Petersburg University. Series 16. Psychology. Pedagogy. 2017. V. 7. No. 4.
pp. 343
–
364. doi:10.21638/11701
11.
Loginov N.I., Spiridonov V.F. Embodied cognition as a modern trend in the
development of cognitive psychology // Bulletin of St. Petersburg University.
