Cognitive States in Educational Activity of Students: Structural-Functional Aspect
Bibliographic record
Abstract
Modern educational systems are aimed at not only knowledge acquisition, but also at intellectual development ofyoung people, including the ability of self-regulation of cognitive activity. That is why the knowledge ofstudents about cognitive states, strengthening the availability of subjective experience, promoting maximumproductiveness of cognitive processes gain great significance. The ability to control these states influencesdirectly on the development of cognitive abilities of students and the success of their study in whole. Thepurpose of this article is to study the structure and functions of typical cognitive states, emerging in the course ofstudents' educational activity. By means of the procedure of factor analysis, there were revealed fourindependent factors, underlying the structure of cognitive states. It was shown that the factor of metacognitiveregulation of cognitive activity acts as a leading one in the structure of states. In comply with the peculiarities ofstructural organization, there were distinguished the regulating, activating and directing functions of cognitivestates.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".