Aspectos cognitivo-conductuales de la eficacia de la formación en lenguas extranjeras de estudiantes de una universidad no lingüística

Palabras clave: comportamiento, actividad cognitiva, actitud, toma de decisiones, previsión, atención voluntaria

Resumen

El artículo analiza el impacto de las características cognitivo-conductuales de los estudiantes de una universidad no lingüística en el nivel de éxito en el aprendizaje de una lengua extranjera. El propósito de este artículo es identificar los patrones de los parámetros cognitivo-conductuales de la toma de decisiones en las condiciones de elegir entre varias reacciones alternativas y su relación con la efectividad de la formación en lenguas extranjeras de estudiantes de una universidad no lingüística. Para estudiar los patrones de comportamiento, utilizamos el método de parametrizar un componente tan importante de cualquier actividad como la toma de decisiones al modelar situaciones en condiciones de elección libre, probabilística y condicional. El estudio involucró a estudiantes de primer y segundo año de una universidad médica, que estudiaban idiomas extranjeros. La simulación del seguimiento de los estímulos presentados reveló un bajo nivel de atención voluntaria en los estudiantes con bajo rendimiento, especialmente en una situación de ritmo impuesto. Naturalmente, existe la hipótesis de que en este grupo, su propio estilo cognitivo es dependiente de las condiciones ambientales, por lo que esto debe tenerse en cuenta en el proceso de aprendizaje. Los resultados obtenidos indican que la presencia de estrategias cognitivo-conductuales diferenciadas universales son importantes en el caso de dominio exitoso / no exitoso de una lengua extranjera.

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Biografía del autor/a

Larisa E. Deryagina, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot

Professor of the Department of Psychology, Educational and Scientific Complex of Psychology of Service Activities, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot, Moscow, Russia.

Sergey N. Tikhomirov, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot

Candidate of Pedagogical Sciences, Professor of the Department of Pedagogy of the Educational and Scientific Complex of Psychology of Service Activities, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot, Moscow, Russia. 

Igor B. Lebedev, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot

Professor of the Department of Psychology, Educational and Scientific Complex of Psychology of Service Activities, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot, Moscow, Russia.

Darya V. Rusetskaya, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot

Research associate of the educational and scientific complex of service psychology, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot, Moscow, Russia.

Yury V. Chumanov, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot

Candidate of psychological Sciences, senior teacher-Methodist of faculty of training of scientific and pedagogical staff, Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Y. Kikot, Moscow, Russia.

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Publicado
2021-11-03
Cómo citar
Deryagina, L. E., Tikhomirov, S. N., Lebedev, I. B., Rusetskaya, D. V., & Chumanov, Y. V. (2021). Aspectos cognitivo-conductuales de la eficacia de la formación en lenguas extranjeras de estudiantes de una universidad no lingüística. Revista De La Universidad Del Zulia, 12(35), 148-159. https://doi.org/10.46925//rdluz.35.09