The significance of terms in learning: a cognitive perspective

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Матмуратова , Ф. (2023). The significance of terms in learning: a cognitive perspective . Ренессанс в парадигме новаций образования и технологий в XXI веке, 1(1), 212–214. https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp212-214
Ф Матмуратова , Каракалпакский государственный университет имени Бердаха

Студентка 2 курса факультета иностранных языков и литературы

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Аннотация

This essay explores the significance of terms in learning from a cognitive perspective. It highlights how terms aid comprehension, organize knowledge, foster critical thinking, promote effective communication, and enhance cognitive development. By understanding and mastering terms, learners can connect new information with existing knowledge, create mental schemas, develop critical thinking skills, communicate ideas accurately, and improve overall cognitive abilities.

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10. Шанский, Н.М. Очерки по русскому словообразованию и лексикологии / Н.М.
Шанский. –М., 1959.
11. Шихмурзаев, Д.М. Фразеологический словарь ногайского языка / Д.М.
Шихмурзаев. –Черкесск, 1991.

THE SIGNIFICANCE OF TERMS IN LEARNING: A COGNITIVE

PERSPECTIVE

Matmuratova F.

Nukus, Uzbekistan

2nd yea Student, Faculty of Foreign Languages and Literature

Berdakh Karakalpak State University

Abstract:

This essay explores the significance of terms in learning from a cognitive

perspective. It highlights how terms aid comprehension, organize knowledge, foster
critical thinking, promote effective communication, and enhance cognitive development.
By understanding and mastering terms, learners can connect new information with
existing knowledge, create mental schemas, develop critical thinking skills, communicate
ideas accurately, and improve overall cognitive abilities.

Key words:

Terms, learning, cognition, comprehension, knowledge organization, critical

thinking, problem-solving, effective communication, cognitive development.


In the field of education, the understanding and acquisition of terms are crucial for

effective learning. Terms serve as essential building blocks that help individuals
comprehend and communicate ideas. This essay explores the importance of terms in
learning from a cognitive standpoint, emphasizing their role in aiding comprehension,
organizing knowledge, and fostering critical thinking. It also examines how mastering
terms promotes effective communication and enhances overall cognitive development.

Terms act as cognitive tools that assist in comprehending complex concepts. By

providing concise and precise definitions, terms serve as mental anchors that allow
learners to connect new information with existing knowledge. Understanding terms helps
learners grasp the fundamental concepts of a subject, enabling meaningful connections
and deeper understanding.

Furthermore, terms facilitate the organization of knowledge by providing a

systematic framework for categorizing and classifying information. Grouping related
concepts under specific terms allows learners to create mental schemas that improve
memory retention and retrieval. Organizing knowledge through terms helps learners
develop a coherent mental structure, making it easier to integrate new information.

Mastering terms is vital for developing critical thinking skills. Terms provide a

common language for expressing thoughts and ideas accurately. They enable logical
reasoning, analysis of complex problems, and effective evaluation of arguments.
Correctly understanding and applying terms allows learners to construct sound
arguments, identify fallacies, and assess the validity of claims.


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Moreover, terms promote analytical thinking by encouraging precision and clarity

in communication. By using specific terminology, learners can articulate thoughts more
accurately, reducing ambiguity and misunderstandings. This precision enhances critical
thinking by encouraging deep thinking, identification of nuances, and rigorous analysis.

Terms play a crucial role in effective communication, allowing individuals to

convey ideas concisely and precisely. Using shared terminology enables efficient
communication of complex concepts, ensuring accurate understanding. Terms provide a
common language that facilitates effective communication among individuals with
diverse backgrounds and perspectives.

Additionally, the use of terms enhances communication by promoting clarity and

avoiding misunderstandings. When individuals share a common understanding of terms,
it minimizes the potential for misinterpretation, enabling effective exchange of ideas.
This shared understanding enables meaningful discussions, collaboration, and knowledge
building.

Mastering terms significantly contributes to cognitive development. Learning and

internalizing terms enhance vocabulary, improving the ability to express oneself clearly
and effectively. A rich vocabulary not only aids communication but also enhances
cognitive flexibility and creativity.

Furthermore, acquiring terms promotes metacognition, allowing learners to reflect

on their thinking processes. By using terms, individuals can analyze thoughts, identify
gaps in understanding, and develop strategies for improvement. This metacognitive
awareness fosters self-directed learning and empowers individuals to take charge of their
educational journey.

In conclusion, terms play a crucial role in learning by aiding comprehension,

organizing knowledge, fostering critical thinking, enabling effective communication, and
enhancing cognitive development. Acquiring and mastering terms helps learners grasp
complex concepts, categorize information, think critically, communicate effectively, and
improve overall cognitive abilities. Educators should recognize the importance of terms
in the learning process and incorporate strategies that promote their acquisition and
application. By doing so, learners can confidently navigate the vast realm of knowledge,
empowering them to become lifelong learners capable of engaging with the world around
them.


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REFERENCES:

1. Anderson, J. R. (2014). Cognitive psychology and its implications. Worth Publishers.
2. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain,
mind, experience, and school. National Academies Press.
3. Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H.
Long (Eds.), The handbook of second language acquisition, Blackwell Publishing.
4. Mayer, R. E. (2002). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.),
The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge University
Press.
5. Садуллаева А. Concept―muhabbat in Karakalpak proverbs //Современные
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решения и перспективы. – 2022. – Т. 1. – №. 1. – С. 616-617.
6. Садуллаева А. В контексте каракалпакских больших поэт концепция любовь
//Развитие лингвистики и литературоведения и образовательных технологий в
эпоху глобализации. – 2022. – Т. 1. – №. 1. – С. 200-201.
7. Atashova F. D., Seytniyazova G. M. DEVELOPING COMMUNICATIVE
COMPETENCE

OF

ESP

LEARNERS

ESP

ЎҚУВЧИЛАРИНИНГ

КОММУНИКАТИВ

КОМПЕТЕНЦИЯСИНИ

РИВОЖЛАНТИРИШ

//Mental

Enlightenment Scientific-Methodological Journal. – 2022. – Т. 2022. – №. 2. – С. 38-50.
8. Seytniyazova, G., & Atashova, F. (2022). THE CATEGORY OF PLURALITY IN
RUSSIAN AND ENGLISH LANGUAGES. Educational Research in Universal Sciences,
1(1), 74–78. Retrieved from http://erus.uz/index.php/er/article/view/477
9. Atashova F., Djumabaeva V. APPLYING CURRENT APPROACHES TO THE
TEACHING READING //InterConf. – 2020.
10. Atashova F., Konratbaeva E. CULTURE SHOCK AS THE BARRIER OF
PERSONAL DEVELOPMENT IMPACTS PSYCHOLOGY OF PEOPLE //WORLD
SCIENCE: PROBLEMS AND INNOVATIONS. – 2019. – С. 172-174.


Библиографические ссылки

Anderson, J. R. (2014). Cognitive psychology and its implications. Worth Publishers.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.

Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition, Blackwell Publishing.

Mayer, R. E. (2002). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge University Press.

Садуллаева A. Concept—muhabbat in Karakalpak proverbs //Современные инновационные исследования актуальные проблемы и развитие тенденции: решения и перспективы. - 2022. - Т. 1. - №. 1. - С. 616-617.

Садуллаева А. В контексте каракалпакских больших поэт концепция любовь //Развитие лингвистики и литературоведения и образовательных технологий в эпоху глобализации. - 2022. - Т. 1. - №. 1. - С. 200-201.

Atashova F. D., Seytniyazova G. М. DEVELOPING COMMUNICATIVE COMPETENCE OF ESP LEARNERS ESP УКУВЧИЛАРИНИНГ КОММУНИКАТИВ КОМПЕТЕНЦИЯСИНИ РИВОЖЛАНТИРИШ //Mental Enlightenment Scientific-Methodological Journal. - 2022. - T. 2022. -№. 2. - C. 38-50.

Seytniyazova, G„ & Atashova, F. (2022). THE CATEGORY OF PLURALITY IN RUSSIAN AND ENGLISH LANGUAGES. Educational Research in Universal Sciences, 1(1), 74-78. Retrieved from http://erus.uz/index.php/er/article/view/477

Atashova F„ Djumabaeva V. APPLYING CURRENT APPROACHES TO THE TEACHING READING //InterConf. - 2020.

Atashova F., Konratbacva E. CULTURE SHOCK AS THE BARRIER OF PERSONAL DEVELOPMENT IMPACTS PSYCHOLOGY OF PEOPLE //WORLD SCIENCE: PROBLEMS AND INNOVATIONS. - 2019. - С. 172-174.

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