(in English): This thesis introduces the issue of reliability and validity of the dynamic assessment methods. In the theoretical part, the author briefly presents specifics of the dynamic assessment and various ways of verifying reliability and validity in the context of dynamic assessment. The text then summarizes ways of verifying reliability and validity for specific methods of the dynamic assessment based on experience from mostly foreign studies. The empirical part of the thesis aims to examine the relationship between the outputs of the ACFS method and characteristics of the assessors and subsequently to propose an optimal approach to the examination of the dynamic assessment methods. The results showed that the assessor was a statistically significant factor to the magnitude of the change in all ACFS scales. However, a more detailed analysis showed that the difference between the assessors varied across subtests. The qualitative analysis did not signify any relevance of specific characteristics to the differences between the assessors.

Attention is one of the key competencies which has to be adequately developed in preschool children to support their good school adaptation and acceptation of school demands. This work describes current approaches to assessment of attention and related cognitive functions in children at preschool and early school years. On the basis of the methods which are accessible we introduce a new assessment tool, which could serve as screening of attention and other necessary competencies of children aged 5-7 years. The empirical part of this work shows results of a validization study of our method (Coloured trail making test for children), and its reliability the tool. Results proved strong correlations among our method and three other assessment tools from larger batteries of tests (Woodcock - Johnson Tests of Cognitive Abilities, IDS and CAS II). However, the outcomes of the tests are also different enough to conclude that each of four methods which we used can be important in the process of attention assessment in preschool children; and each of these methods can bring valid information about children's abilities. The work also includes normative data for Coloured trail making test for children, which can be used as a screening tool to detect minor difficulties of children's attention or it can help to...

The "Activation of Older People as a Professional Qualification" diploma thesis deals with the activation of older people and with the professionalization and professionalism of activation staff as professional workers. The thesis also focuses on the designing of activation methods as a professional tool that is to be beneficial to any pre-defined objectives of the activation and also successfully finalized. A key element in the process is the emphasis placed on the professional knowledge of activation, its principles, the possibility of designing the procedures from a holistic point of view, and the subsequent planning of activation collectively, with respect to a team, as well as individually, in a manner that is tailored to the client. In this thesis, I define the profession of an activation worker as highly professional, requiring an active dialogue between the activation worker as the guarantor of activation and the activated, as a person who needs to achieve predetermined goals through activation. This work also addresses the demographic development of the population in the Czech Republic (as a factor which confirms the need to professionally elevate this profession). It also defines the health, psychological and social aspects of old age in practice. However, this thesis focuses in...

Les patients coronariens (PC) sont plus à risque de présenter des déficits cognitifs et certains types démence. Les fonctions cognitives des PC ont été étudiées au repos, mais jamais au cours d’une séance d’exercice aigu. L’exercice aigu à haute intensité peut affecter négativement la performance cognitive chez des personnes saines. Bien que les PC soient plus à risque de dysfonctions cérébrales et cardiovasculaires, cette relation n’a jamais été étudiée au sein de cette population clinique et peut permettre de mieux comprendre l’axe coeur-cerveau. Il était postulé que la performance cognitive sera affectée par l’exercice à haute intensité due à une diminution de l’apport en oxygène seulement chez les patients coronariens. Trente-huit PC et 16 participants sains ont été recrutés. Les participants ont complété les mesures suivantes : (1) des tests neuropsychologiques et une familiarisation à la tâche de Stroop modifiée informatisée (2) un test mesurant la consommation d’oxygène jusqu’au pic de l’effort (VO2pic) et (3) la tâche de Stroop à 30% et 70% de leur puissance maximale atteinte au VO2pic tout en pédalant sur un ergomètre. L’oxygénation cérébrale a été mesurée grâce à la spectroscopie proche infrarouge. Les résultats ont démontré que la performance cognitive est restée stable entre les deux intensités pour les deux groupes. Chez les PC, le volume sanguin cérébral était affecté négativement par l’effort physique à haute intensité comparativement à l’intensité modérée et aux participants sains. La maladie coronarienne affecte négativement l’oxygénation cérébrale pendant un effort à haute intensité. D’autres études sont nécessaires afin de déterminer si un test cognitif administré pendant un effort physique pourrait permettre d’identifier les patients coronariens à risque de déclin cognitif. / Coronary heart disease (CHD) patients are at higher risk for developing cognitive deficits and certain types of dementia. The cognitive functions of coronary patients have been studied at rest, but never during an acute exercise session. Acute high intensity exercise negatively affects cognitive performance in healthy people. Although coronary patients are at higher risk of cerebral and cardiovascular dysfunction, this relationship has never been studied in this clinical population and could help better understanding of the heart-brain axis. The aim of this study was to measure the effects of an acute exercise at two different intensities on cognitive performance and cerebrovascular response in CHD patients. It was hypothesized that higher exercise intensity will impair executive performance and cerebrovascular response only in CHD patients. Thirty-eight CHD patients and 16 healthy controls completed neuropsychological assessments, maximal cardiopulmonary exercise testing and two exercise bouts at 30% and 70% of their individualized maximum capacity on an ergocycle while performing a cognitive test including non-executive and executive conditions. Cerebral oxygenation and perfusion were measured during both intensities in all participants with near-infrared spectroscopy. The results demonstrated that the cognitive performance remained stable between the two intensities for both groups. In CHD patients only, cerebral blood volume was negatively affected by high intensity exercise compared with moderate intensity. Coronary heart disease negatively affects cerebral oxygenation during high intensity exercise. Further studies are needed to determine whether a cognitive test administered during physical exertion could identify coronary patients at risk of cognitive decline.

Объектом исследования явилось развитие нейрокогнитивных функций у детей 6-8 лет. Предметом исследования стало влияние цифровой среды на нейрокогнитивное развитие детей. Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (63 источника) и приложений, включающих в себя примеры выполнения детьми нейропсихологических проб. Объем магистерской диссертации 80 страниц, на которых размещены 16 рисунков и 3 таблицы. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная гипотеза, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме влияние цифровой среды на нейрокогнитивное развитие детей. Представлены разделы, посвященные непосредственно исследованию влияния цифровой среды и обзору современных тенденций в образовательном процессе в России. Вторая глава посвящена рассмотрению нейропсихологического подхода к оценке состояния высших психических функций у детей. В ней представлено описание теории системной динамической локализации в аспекте детской нейропсихологии и особенностей нейропсихологической диагностики в детском возрасте. Третья глава – это экспериментальная часть исследования. Она включает описание нейропсихологической методики, выборки для исследования, а также факторный анализ результатов исследования. Выводы по главе 3 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object matter of the study is development of cognitive functions in children 6-8 years old. The subject of the study is the impact of the digital environment on the cognitive development of children. The master's thesis consists of the introduction, three chapters, the conclusion, the list of literature (63 sources) and the appendix, which includes the examples of children performing neuropsychological tests. The volume of the master's thesis is 80 pages, on which are placed 16 figures and 3 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic hypotheses is formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work are described. The first chapter includes an overview of the Russian and foreign literature on the subject of the impact of the digital environment on the cognitive development of children. The sections devoted to the study of the impact of the digital environment and an overview of the modern trends in the educational process in Russia are presented. The second chapter is devoted to the description of the neuropsychological approach to assessing the status of cognitive functions in children. It provides a description of the theory of system dynamic localization in the aspect of child neuropsychology and the characteristics of neuropsychological diagnostics in childhood. The third chapter is the experimental part of the study. It includes the description of neuropsychological tests, sample for the research and also the factor analysis of the results of the study. The findings of Chapter 3 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

Durant les dernières décennies, les différences intersexes en matière de conduite avec les capacités affaiblies par l’alcool (CCAA) ont suscité l’attention, alors que le comportement est en augmentation chez les femmes tandis qu’il diminue chez les hommes. Les données suggèrent que, chez les femmes, la CCAA s’associe à des caractéristiques psychologiques différentes de celles qui se retrouvent chez les contrevenants masculins (c.-à-d. davantage de problèmes liés à l’alcool et aux drogues et de psychopathologies, mais moins de recherche de sensations et de comportements délinquants). Malgré ce profil différentiel, les femmes contrevenantes de la CCAA demeurent une population hautement méconnue, particulièrement en ce qui a trait au profil des récidivistes. Alors que chez les hommes, des données émergentes indiquent que des limitations cognitives sont présentes chez les récidivistes et qu’elles constituent potentiellement un mécanisme sous-jacent au comportement, le profil cognitif des femmes récidivistes demeure inexploré. Des données exploratoires obtenues chez les contrevenantes et la documentation de champs de recherche connexes suggèrent que les femmes se distinguent notamment en ce qui concerne leur fonctionnement exécutif qui pourrait être préservé, alors que leur fonctionnement visuospatial serait déficitaire en comparaison de leurs vis-à-vis masculins. L’objectif de la présente thèse est d’approfondir les connaissances sur les caractéristiques des femmes récidivistes, ce qui permettra de mieux comprendre l’hétérogénéité de cette population et de générer des hypothèses au regard des mécanismes cognitifs sous-jacents à la répétition du comportement de CCAA. Plus spécifiquement, la thèse a pour objectif premier d’étudier les différences entre les sexes en matière de fonctionnement visuospatial et de mémoire visuelle, d’attention et de fonctionnement exécutif (c.-à-d. flexibilité cognitive, abstraction, inhibition). L’objectif secondaire consiste à comparer ces contrevenants au regard de leurs caractéristiques psychologiques (problèmes liés à l’alcool et aux drogues, impulsivité, recherche de sensations, traits antisociaux, anxiété et dépression). L’hypothèse examinée soutient que les femmes et les hommes récidivistes de la CCAA performent moins bien que les femmes et les hommes non-contrevenants en termes de fonctionnement visuospatial, attentionnel et exécutif. En outre, il est attendu que les femmes récidivistes présentent des performances inférieures à celles des hommes récidivistes en ce qui a trait aux fonctions visuospatiales. Par ailleurs, l’hypothèse prévoit que les hommes récidivistes aient des performances inférieures à celles des femmes récidivistes sur le plan exécutif et attentionnel. En matière de caractéristiques psychologiques, il est attendu que les femmes et les hommes récidivistes présentent significativement plus de problèmes liés à l’alcool et aux drogues, d’impulsivité, de recherche de sensations et d’indices de psychopathologies (tendance antisociale, dépression, anxiété) que les non-contrevenants. En outre, il est attendu que les femmes récidivistes présentent plus de problèmes liés à l’alcool et aux drogues et d’indices de dépression et d’anxiété que les hommes récidivistes. Enfin, il est attendu que les hommes récidivistes présentent significativement plus d’impulsivité, de recherche de sensations et de traits antisociaux que les femmes récidivistes. Ces hypothèses se confirment partiellement, alors que les hommes récidivistes (n = 39) présentent des performances inférieures à celles des hommes non-contrevenants (n = 20) et des femmes récidivistes (n = 20) sur le plan attentionnel et exécutifs. Toutefois, les femmes récidivistes ne se distinguent pas des femmes non-contrevenantes (n = 20) en matière de fonctionnement neuropsychologique. En ce qui a trait aux caractéristiques psychologiques, les résultats soutiennent partiellement les hypothèses. La discussion met en lumière que les femmes et des hommes récidivistes présentent des caractéristiques similaires, hormis en ce qui a trait au fonctionnement attentionnel et exécutif qui semble jouer un rôle dans la récidive au masculin, alors que cela n’apparaît pas être le cas chez les femmes chez qui le comportement pourrait être davantage situationnel. La nécessité que des études futures soient réalisées au moyen de devis expérimentaux, de même que les difficultés inhérentes au recrutement des femmes récidivistes sont discutées. / During the past decade, female driving while impaired by alcohol (DWIA) have gathered more attention as DWIA is increasing in females while decreasing in males. Data suggest that DWIA risk in females is associated with distinct psychological characteristics from those of male offenders (i.e. more alcohol and drug-related problems, and psychopathology, while less sensation seeking and delinquency). Despite this differential profile, female DWIA offenders remain a highly unknown population, especially regarding recidivism. In addition, growing data, mostly based on male offenders, support the idea that cognitive limitations are present in recidivists and represent a potential underlying mechanism to their behavior. Exploratory data collected in female offenders and data from other germane research fields suggest that female recidivists are cognitively distinct, especially in terms of executive functioning that could be relatively spared while their visuospatial functioning would be more impaired in comparison of male offenders. The objective of this dissertation is to enhance knowledge on female recidivist’s characteristics. This will allow a better comprehension of the heterogeneity of DWIA recidivist’s population and generate hypotheses concerning potential mechanisms that underlie their repetitive DWIA behavior. The thesis is especially targeting neuropsychological and psychological characteristics of female recidivists. More specifically, the study’s first aim is to examine DWIA recidivists sex differences regarding visuospatial functioning, attentional and executive functions (i.e. cognitive flexibility, abstraction, inhibition). The secondary objective is to compare offenders on psychological characteristics (alcohol and drug use, impulsivity, sensation seeking, anxiety, depression and antisocial tendencies). It is hypothesized that female and male DWIA recidivists would present a lower performance than their respective non-offender counterparts in terms of visuospatial, attentional and executive functions. In addition, it is expected that female recidivists would present a lower visuospatial performance than male recidivists. It is also hypothesized that male recidivists would exhibit lower attentional and executive performances than female recidivists. Regarding psychological characteristics, it is expected that recidivists would present more alcohol and drug-related problems, impulsivity, sensations seeking and psychopathology (antisocial tendencies, depression, anxiety) than non-offenders and that female recidivists would present more alcohol and drug-related problems, depression and anxiety than male recidivists. Finally, hypotheses suggest that male recidivists would present more impulsivity, sensations seeking and antisocial tendencies than female recidivists. These hypotheses are partially supported as male recidivists (n = 39) present lower attentional and executive performances than male non-offenders (n = 20) and female recidivists (n = 20). However, female recidivists do not significantly differ from female non-offenders (n = 20) in terms of neuropsychological functioning. In regard to psychological characteristics, results partially support hypotheses. The discussion highlights female and male similar characteristics except for attentional and executive mechanisms that seem to play a role in male recidivism, while it is apparently not the case in female recidivists whose behavior could be more situational. The need for further studies with experimental design as well as difficulty in female recruitment are discussed.

This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.