https://repozytorium.ukw.edu.pl///handle/item/803 Fri, 03 Apr 2026 20:29:07 GMT 2026-04-03T20:29:07Z https://repozytorium.ukw.edu.pl:443/bitstream/id/ecc1005d-2b62-4609-bd9a-76c8b43f4b5f/ https://repozytorium.ukw.edu.pl///handle/item/803 https://repozytorium.ukw.edu.pl///handle/item/811 Psychogeneza wyobraźni Łukasik, Andrzej The following article is an attempt to answer a question of psycho-evolutionary mechanisms of the origins of imagination. It is assumed that the imagination is a representation of ideas coded in semantic memory - this assumption is justified by an idea of lingua mentalis and the imagination model of Z. Pylyshyn. The starting point of the analysis is a long-term memory model covering three areas: species memory, episodic memory and semantic memory. This model is used to analyse hypothetical psycho-evolutionary mechanisms which led to the emergence of imagination such as: learning processes, emotions and prototypical categorising of the world. This paper also points out to the role of working memory in the formation of visual representations. It presents a thesis that operating memory has a dynamical character - it allows to realise either recollections or images - mind representations with different time requirements. Mon, 01 Jan 2001 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/811 2001-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/810 Wydobywanie wspomnień. Zagadnienia metodologiczne Stanisławiak, Ewa The article shows some methodological aspects of evoking information from autobiographical memory. The ways of searching of individuals’ autobiographical memories in empirical study are discussed. The different retrieval strategies are reviewed. Special attention is paid to the influence of the kind of instruction on the validity of retrospective reports. Mon, 01 Jan 2001 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/810 2001-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/809 Znaczenie kompetencji metapoznawczych nauczyciela w dobie rewolucji informacyjnej Ledzińska, Maria The main claim of the paper is that metacognition plays a major role in teachers’ work. The theoretical background of the analyses is the one embracing a cognitive view in instructional psychology. The starting point is the specificity of social changes that happens between the last two centuries, called information revolution. Two qualitatively different outcomes of this revolution in various aspects of life, including education, are discussed and illustrated by N. Postman’s statement ,,each technology is at the same time a burden and a blessing”. Following analyses are concentrated on chosen effects of the scientific and technologic development, and especially on the phenomenon of information overproduction. Next cognitive barriers in information processing, resulting from the functional properties of attention and memory, are presented. Problems in constructing own knowledge, a necessary condition of effective behavior regulation, are stressed. This regulation concems every phase of human functioning, from orientation through planning and realizing action, to the assessment of its results. The main conculsion is that teacher’s metacognitive competences are nowdays an especially important element of his/her work. While technology oHers an unlimited access to information, only by a hard effort of the mind it is possible to transform information into knowledge, being an important element of individual’a experience. Teacher’s role is then to help students in planning and realizing their cognitive activity, which must include the selection of information, the connection of data from various sources and their integration with prior knowledge. Mon, 01 Jan 2001 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/809 2001-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/808 Dynamika problemów rozwojowych okresu dorastania w świetle modelu Johna C. Colemana Dołęga, Zofia Examined adolescent concerns over different relationships in a test of J. C. Coleman's focal theory of adolescence. Two concerns of the focal model: autonomy and loneliness are examined. The PIA and SBS Scales were administered to 803 I2-19. yr olds. Estimated differences in four-phase grow-up division (12-l3., l4-l5., 16-I7., 18-19. yrs). The general pattern of peak ages for Ss' interpersonal concerns provided support for the focal model. In detail: in the first age group showed significant high functional autonomy and the third age group showed significant high emotional aspect of loneliness. Findings strongly suggest that the changes in adolescent relationships are intimately linked to the general process and problems of individuation, as implied by the focal model. It should be pointed out, however, that important parts of the focal theory remain at present untested. Mon, 01 Jan 2001 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/808 2001-01-01T00:00:00Z