Abstract
Introduction. The article presents the results of an experimental study of the individual temporal characteristics of cognitive space management in students while solving problems. Methods. The methodological tools are briefly described, including traditional test questionnaires for identifying temporal features of subjective perception of time (‘Semantic Time Differential’, ‘Time Perspective’), as well as modified and original research methods for identifying temporal characteristics of the cognitive activity of subjects in solving spatial problems in a laboratory experiment (‘Mental rotation’, ‘Accuracy’). Results. In a series of laboratory experiments, new research data were obtained on the temporal specificity of the process of constructing a personal cognitive space in students. Using prognostic modeling procedures, we were able to record the presence of structural relationships between the time perception, cognitive characteristics of problem-solving, and stability of academic performance. It was experimentally proved that characteristics of time reaction and effectiveness in completing accuracy tasks and mental rotation tasks act as temporal predictors of levels of students’ academic performance. Discussion. The study revealed the fact that students with a dominant temporal orientation toward the present situation, looking constantly for new stimuli and feelings in the current time, had quite pronounced deficits in the choice of educational strategies based on more long-term and well-defined objective in the future. It was noted, as an important aspect in the personalization of studying, that students must be aware of their own temporal, cognitive and other characteristics of the information processing, and manage on their own their educational environments as appropriate. The possibilities are discussed in using cognitive diagnostic characteristics to predict and timely correct individual trajectories of students’ educational paths as part of the adaptive approach to education.
References
Arstila, V., & Lloyd, D. (2014). Subjective Time. The Philosophy, Psychology, and Neuroscience of Temporality. Cambridge, Massachusetts; London, England: The MIT Press.
Bolotova, A. K. (2006). The psychology of time management: A textbook for university students. Moscow: Aspect Press. (in Russ.).
Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2017). Digital technology in mathematics education: Research over the last decade. In G. Kaiser (Eds.), Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs (pp. 221–233). Springer, Cham. doi: http://dx.doi.org/10.1007/978-3-319-62597-3_14
Bredun, E. V., Krasnoryadtseva, O. M., & Shcheglova, E. A. (2018). Typological features of subjective perception of time in the context of human chronotopic life. Sibirskii psikhologicheskii zhurnal (Siberian Psychological Journal), 68, 32–45. (in Russ.).
Cooper, L. A., & Shepard, R. N. (1973). Chronometric studies of the rotation of mental images. In W. G. Chase (Ed.), Visual information processing (pp. 75–176). New York: Academic Press.
Droit-Volet, S., Wearden, J. H., & Zélanti, P. S. (2015). Cognitive abilities required in time judgment depending on the temporal tasks used: A comparison of children and adults. Quarterly Journal of Experimental Psychology, 68(11), 2216–2242. doi: http://dx.doi.org/10.1080/17470218.2015.1012087
Frank, L. K. (1939). Time perspectives. Journal of Social Philosophy, 4, 293–312.
Gibson, D. (2017). Big data in higher education: Research methods and analytics supporting the learning journey. Technology, Knowledge and Learning, 22, 237–241. doi: http://dx.doi.org/10.1007/s10758-017-9331-2
Gordeeva, N. D. (1995). Experimental psychology of executive action. Moscow: Trivola. (in Russ.).
Gor'kaya, Zh. V. (2014). Sociocultural analysis of the psychology of perception of time. Vestnik Samarskogo gosudarstvennogo universiteta (Bulletin of Samara State University), 9, 245–250. (in Russ.).
Gorobets, T. N. (2011). Individual perception of rhythms and time cycles in their social dependence. Mir psikhologii (World of Psychology), 3(67), 160–168. (in Russ.).
Grondin, S. (2010). Timing and time perception: A review of recent behavioral and neuroscience findings and theoretical directions. Attention, Perception, & Psychophysics, 72(3), 561–582. doi: http://dx.doi.org/10.3758/APP.72.3.561
Khmelevskaya, S. A. (2012). Tempoworlds forms of comprehension of being. Sotsial'no-politicheskie nauki (Socio-political Sciences), 4, 105–108. (in Russ.).
Klochko, V. E., Krasnoryadtseva, O. M., & Balanev, D. Yu. (2016). Receptions and methods of psychological reconstruction of the human life world: Post-non-classical perspective. Tomsk: TSU Publishing House. (in Russ.).
Kochetkova, T. O. & Kytmanov, A. A. (2016). A maths adaptation course at the university – back to the future. Vestnik Krasnoyarskogo gosudarstvennogo pedagogicheskogo universiteta im. V. P. Astaf'eva (The bulletin of KSPU named after V. P. Astafiev), 2(36), 60–63. (in Russ.).
Matthews, W. J., & Meck, W. H. (2016). Temporal cognition: Connecting subjective time to perception, attention, and memory. Psychological Bulletin, 142(8), 865–907. doi: http://dx.doi.org/10.1037/bul0000045
Nakic, J., Granic, A., & Glavinic, V. (2015). Anatomy of student models in adaptive learning systems: A systematic literature review of individual differences from 2001 to 2013. Journal of Educational Computing Research, 51(4), 459–489. doi: http://dx.doi.org/10.2190/EC.51.4.e
Nguyen, D. M., Hsieh, Y. C., & Allen, G. D. (2006). The impact of web based assessment and practice on students’ mathematics learning attitudes. Journal of Computers in Mathematics and Science Teaching, 25(3), 251–279.
Pavlov, A. D. (2017). Analysis of intellectual images and the integration of adaptive teaching methods in the MathBridge system. Obrazovatel'nye tekhnologii i obshchestvo (Educational Technology and Society), 20(4), 344–355. (in Russ.).
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171(3972), 701–703. doi: http://dx.doi.org/10.1126/science.171.3972.701
Shershneva, V. A., Vainshtein, Yu. V., & Kochetkova, T. O. (2018). Adaptive learning system in the electronic environment. Programmnye sistemy: teoriya i prilozheniya (Program Systems: Theory and Applications), 9(4), 159–177. (in Russ.).
Thomas, C., Didierjean, A., Maquestiaux, F., & Goujon, A. (2018). On the limits of statistical learning: Intertrial contextual cueing is confined to temporally close contingencies. Attention, Perception, & Psychophysics, 80, 1420–1435. doi: http://dx.doi.org/10.3758/s13414-018-1519-6
Toktarova, V. I. (2017). Adaptive system of mathematical preparation of university students: accounting for student typologies. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta (Bulletin of the Chelyabinsk State Pedagogical University), 6, 108–116. (in Russ.).
van Heerden, A. (2016). The restructuring of temporality during art making. South African Journal of Art History, 31(2), 187–204.
Vasserman, L. I., Trifonova, E. A., & Chervinskaya, K. R. (2009). Semantic time differential: Expert psychodiagnostic system in medical psychology. St. Petersburg: SPbNIPNI im. V. M. Bekhtereva. (in Russ.).
Wearden, J. H. (2003). Applying the scalar timing model to human time psychology: Progress and challenges. In H. Helfrich (Ed.), Time and mind II: Information-processing perspectives (pp. 21–39). Gottingen: Hogrefe & Huber.
Wittmann, M., Dinich, J., Merrow, M. & Roenneberg, T. (2006). Social jetlag: Misalignment of biological and social time. Chronobiology International, 23(1–2), 497–509. doi: http://dx.doi.org/10.1080/07420520500545979
Zimbardo, F., & Boyd, J. (2010). The paradox of time. A new psychology of time that will improve your life. St. Petersburg: Rech'.
Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-difference metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. doi: http://dx.doi.org/10.1037/0022-3514.77.6.1271
Zitter, I., De Bruijn, E., Simons, P. R. J., & Cate, Th. J. T. (2011). Adding a design perspective to study learning environments in higher professional education. Higher Education, 61, 371–386. doi: http://dx.doi.org/10.1007/s10734-010-9336-4