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структуры формируют концептуальные системы, определяя способы мышления,
категоризации и интерпретации информации.
Гипотеза лингвистической относительности, теория языковой картины мира и
концепция лингвокреативного мышления позволяют глубже понять механизмы
взаимодействия языка и сознания. Язык влияет не только на индивидуальное восприятие,
но и на общественное сознание, определяя нормы, ценности и социальные установки.
Таким образом, изучение психолингвистических аспектов влияния языка на
когнитивные процессы остается важной областью исследований, позволяющей понять
механизмы взаимодействия языка, мышления и культуры.
Список использованной литературы:
1. Humboldt W. Ueber die Verschiedenheit des menschlichen Sprachbaues und ihren Einfluss auf
die geistige Entwickelung des Menschengeschlechts. Berlin, 1848. – С. 120–135.
2. Уорф Б.Л. Отношения норм поведения и мышления к языку // Новое в лингвистике. – М.:
Прогресс, 1960. – С. 45–67.
3. Weisgerber J. Die sprachliche Zukunft Europas. – Luneburg, 1953. – С. 80–95.
4. Серебренников Б.А. К проблеме «язык и мышление» (Всегда ли мышление вербально?)
// Изв. АН СССР. Серия литературы и языка. – Т.36, №1, 1977. – С. 12–28.
5. Качан М.С. Философская теория ценности. – СПб: Петрополис, 2005. – С. 205–220.
6. Садыков Н. Казахстан и мир: Социокультурная трансформация. – Астана: Елорда, 2001.
– С. 37–58.
7. Мид Дж.Г. Избранное: Сборник переводов. – М.: Наука, 2009. – С. 146–165.
8. Темиргалиев К.А. Культурная идентичность как процесс и константа. Вестник КарГУ,
Караганда, 2005. – С. 64–79.
COGNITIVE LOAD THEORY AND ITS APPLICATION FOR LEARNING
Abduqahhorova Muhayyoxon Abdugofirovna,
Student of Chirchik State Pedogogical University
Scientific adviser: E’zoza Ismatovna Khazratkulova
Annotation.
Why is learning effortful? Why do we struggle to learn calculus but easily learn our
mother tongue? How can we make hard skills easier to learn?
framework from psychology for making sense of these questions. Cognitive load theory, developed
in the 1980s by psychologist
, has become a dominant paradigm for the design of
teaching materials. In this essay, I explain the theory, some of its key predictions, and potential
applications for your learning.
Key words. C
entral concept, material, distinction, retrieval practice, experiments, focus,
procedure involves, information
.
The central concept in cognitive load theory is that we have limited mental bandwidth
for dealing with new information, but no such limitations when dealing with previously mastered
material.
For example, the first time you saw an algebraic expression (e.g., 4 + x = 7), you might
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have been a bit confused by the “x.” The idea of moving statements probably seemed strange—
before that, you just had to calculate what was on the other side of the equals sign. However, notice
what
wasn’t
confusing: You already knew the numbers. You knew what “+” meant. These things
probably didn’t stand out at all since you already understood them. Imagine how much harder it
would be to understand algebra if you didn’t already know these things. This phenomenon explains
why we can struggle with challenging classes. Suppose we are missing foundational patterns in
long-term memory. In that case, instruction may require us to juggle too many new pieces of
information simultaneously. These will slip out of working memory, and we’ll fail to learn.
The working memory system is a form of conscious learning. But not all learning is
conscious. Psychologists have long marveled at children’s ability to acquire perfect pronunciation
in their first language or recognize faces. People socialize into cultures without always being able
to articulate those cultures’ rules.Cognitive load theorists argue that we’re evolutionarily
predisposed to learn certain patterns of information. Some of these skills and subjects are acquired
without effortful cognitive processing.[1] Other skills (such as literacy and numeracy) have not
been around long enough for us to have innate learning mechanisms. Instead, we learn these skills
by relying on other, innate learning mechanisms (letter recognition seems to co-opt parts of the
brain designed for recognizing faces) and more general-purpose learning mechanisms that involve
conscious processing.[2] This distinction helps explain why we learn some things effortlessly,
while other subjects require years of specialized training
One reason problem solving is difficult is that it requires you to keep in mind the goal
you’re trying to reach, how far you are from the goal, and potential operations to move forward.
This creates a lot of cognitive load that makes it harder to identify the solution procedure.
Removing an explicit goal can also reduce cognitive load. For example, a classic trigonometry
problem might ask a student to find a particular angle. A “goal-free” way to present this would be
to ask students to find as many angles as possible. Research shows that early, goal-free problems
result in greater learning, consistent with cognitive load theory.[3] The downside of goal-free
practice, however, is that if there are too many possible actions, most of those explored will be
useless. Solving a trigonometry puzzle with several unknowns is helpful. But learning to program
by randomly typing in commands is not. Worked examples tend to be a more general tool, since
they enable useful patterns to be learned rather than guessed at.
While some amount of “figuring things out” is often the only path available, this can make it harder
to grasp the key concepts. There are a few tools you can apply, as a learner, to make this easier:
Look for examples online.
and many other websites offer detailed instructions
and worked examples for common problems.
Look for problem sets with solutions.
This was a big part of my
. Copious
problem sets with solutions let you shift between studying the steps of a worked solution and
practicing it yourself. This approach tends to beat instructions that only talk about problem solving
at a general level (and omit the specifics of a worked example). It also allows you to shift to solving
problems yourself once you’ve gotten a good grasp of the material.
Self-explain your homework when given feedback.
In a traditional class, solutions often
aren’t provided until long after the homework assignment. In this case, after you get the solutions,
spend the time to thoroughly explain to yourself the solution to problems you found difficult. Self-
explanations are a germane load that ensures your homework feedback is put to good use.
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This approach applies to non-technical subjects as well. When learning to paint, I made
heavy use of video tutorials where I worked on the same painting as the instructor. I’d usually
watch the video through once, then work alongside the instructor on a second pass.
Cognitive Load Theory provides a valuable framework for understanding how we learn
and process new information. It highlights the limitations of working memory and explains why
some subjects require extensive effort while others are acquired naturally. Effective learning
strategies, such as using worked examples, goal-free problems, and self-explanation, can help
manage cognitive load and improve retention. By applying these principles, educators and learners
can create more efficient and accessible learning experiences.
References
1.Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive
Science, 12(2), 257–285.
2.Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science &
Business Media.
3.Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction
Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,
Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
METAFORALAR VA ULARNING BADIIY MATNLARDAGI ROLI
Ahatova Dilshoda,
Denov tadbirkorlik va pedagogika instituti talabasi
Annotatsiya:
Metaforalar badiiy adabiyotda asarlar va sheʼrlarning yanada taʼsirchan boʻlishini,
barcha soʻzlarni mahorat bilan qoʻllay olish mumkinligi shuningdek oʻquvchilar diqqatini tortishi
bilan boshqa til uslublaridan farq qiladi.Ushbu maqolada badiiy adabiyotda qoʻllangan
metaforalarning tahlili bilan tanishib chiqishingiz mumkin.
Kalit so‘zlar:
metafora, badiiy adabiyot, til uslublari, asarlar, sheʼrlar, tahlil.
Metafora (yunoncha “metaphora” – ko‘chirish) – biror predmetning belgisini, harakatini
yoki holatini boshqa narsa bilan o‘xshashlik asosida bog‘lash natijasida hosil bo‘ladigan majoziy
ma’no ifodasidir. Metafora natijasida so‘z yoki iboraning ma’nosi kengayib, yangi ma’no tusini
oladi. Quyida biz metaforada ma’no ko‘chish holatini ko‘rib chiqamiz:
Inson a’zolarining nomi
narsalarga ko‘chish oraqali metafora hosil bo‘ladi. Masalan:
ko‘z
(odamning ko‘zi) →
buloqning ko‘zi
.
“Ko‘z”
so‘zi dastlab insonning ko‘rish a’zosi sifatida
tushunilsa, u
“buloqning ko‘zi”
iborasida suv chiqadigan joyni anglatadi. Bu yerda
ko‘z
so‘zi
“manba”, “boshlanish nuqtasi” ma’nosida ishlatilgan.
Inson kiyimlari qismlarining nomlari va hayvon a’zolari nomlari ham o‘xshashlik asosida
boshqa narsalarga ko‘chadi va yangi ma’nolar hosil qiladi.
Inson kiyimlari qismlarining nomi
narsalarga ko‘chishi:
yeng
(ko‘ylakning yengi) →
daryoning yengi
.
Qush, parranda, hayvon a’zolari nomi
narsalarga ko‘chishi:
oyoq
(insonning oyoqlari)
→
stolning oyoqlari
.
