SELF CONTROL MAHASISWA PEREMPUAN PENGGUNA SMARTPHONE SERTA IMPLIKASINYA DALAM BIMBINGAN KONSELING ISLAM

The high level of smartphone users by women today is certainly accompanied by the contribution of technology to support life processes, especially in learning. Therefore, a female student must be able to control herself in using a smartphone appropriately, so that inappropriate behavior does not occur. The purpose of this study was to describe the level of self-control of female students using smartphones based on aspects of behavior control, cognitive control, decision control. The method used in this research is quantitative. The measuring instrument used is a self-control instrument that has been tested for validity and reliability and is analyzed using a simple proportion formula. The result of this research is that self-control of female students from the aspects of behavior control, cognitive aspects, and decision control is still low. This is an important note for the campus to contribute to the environment for students in using smartphones. Based on this, Islamic guidance and counseling services are needed in higher education to be able to provide understanding to female students in smart and quality smartphone use. Therefore, a technical institution that focuses on providing Islamic guidance and counseling services in higher education is needed so that the appropriate behavior that arises due to weak self-control can be overcom

Learning Disabilities

Learning disabilities are a heterogeneous group of disorders characterized by failure to acquire, retrieve, or use information competently. They are the most severe and chronic form of learning difficulty in children. They can be present at birth or acquired as a result of illness, exposure to toxins, poor nutrition, medical treatment, sociocultural deprivation, or injury. Learning problems typically consist in failure to acquire reading, writing, or math skills, which are traditionally considered core domains. This book explores the epidemiology, neurobiological bases, and diagnostic tools necessary for a comprehensive assessment of children with learning disabilities. It also presents examples of children with specific learning disabilities and explains possible intervention strategies

European Research in Mathematics Education I, volume 2

International audienc

Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum

This theoretical article proposes a unified framework of analysis for the constructs of intelligence and creativity. General definitions for intelligence and creativity are provided, allowing fair comparisons between the two context-embedded constructs. A novel taxonomy is introduced to classify the contexts in which intelligent and/or creative behavior can be embedded, in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. These two dimensions are used to form what is identified as the space-time continuum, containing four quadrants: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. The intelligence and creativity constructs can be mapped onto the four quadrants and found to overlap more or less, depending on the context characteristics. Measurement methodologies adapted to the four different quadrants are discussed. The article concludes with a discussion about future research directions based on the proposed theoretical framework, in terms of theories and hypotheses on intelligence and creativity, of eminent personalities and personality traits, as well as its consequences for developmental, educational, and professional environments

Recent Advances in Autism Spectrum Disorders

The pace of research on Autism Spectrum Disorders (ASD) has expanded exponentially in recent years. It is difficult for anyone to keep up with all developments. This book will assist the experienced and non-specialist reader to keep up with recent developments. The book opens with a focus on the evolutionary aspects of autism and then focuses on the public's attitude towards autism including the stigma issue. Then there is a focus on cortical modularity and electrophysiology followed by treatment issues including sensory, medical and community-based interventions. Finally, forensic issues are dealt with and the importance of the built environment is focused on. The book will be relevant to psychiatrists, psychologists, paediatricians, social workers, speech and language therapists, occupational therapists and care workers

Epilepsy

With the vision of including authors from different parts of the world, different educational backgrounds, and offering open-access to their published work, InTech proudly presents the latest edited book in epilepsy research, Epilepsy: Histological, electroencephalographic, and psychological aspects. Here are twelve interesting and inspiring chapters dealing with basic molecular and cellular mechanisms underlying epileptic seizures, electroencephalographic findings, and neuropsychological, psychological, and psychiatric aspects of epileptic seizures, but non-epileptic as well

The psychological origins of the Hard Problem: How our consciousness is shaping the neuroscience of consciousness

The field of consciousness studies contains a substantial number of coexisting neurocognitive theories of consciousness. These theories vary in their initial definitions of what consciousness is, biasing scientific methods and measurement of the phenomenon, resulting in a divided science. Definitions of consciousness tend to vary along two lines: Either consciousness is seemingly reducible to physical and functional processes, indicating what is called access consciousness; or it constitutes a seemingly irreducible experience, indicating phenomenal consciousness. These two types of definitions correspond to two opposing camps on what is referred to as the hard problem of consciousness, also called the explanatory gap. While much effort has been spent by each camp either criticizing or defending the hard problem, little work has been done to explain why the two camps vary along these lines. In other words, there is a gap between our positions on the explanatory gap, which I label the “meta-gap”. In the current paper I contribute to bridging the meta-gap by attempting to explain and reconcile this basic disagreement in the field. By performing targeted literature searches, I answer seven research questions which serve as stepping stones to take us from problematic features of the field, to individual differences between researchers as a reason for these problems. My analysis of these individual differences results in two hypothesized psychological constructs: Internal and external explanatory focus. I conclude by indicating that solving the meta-gap involves becoming aware of our individual dispositions towards choosing different explanatory targets for consciousness.Masteroppgave i psykologiMAPSYK360INTL-HFINTL-KMDINTL-SVINTL-JUSMAPS-PSYKINTL-MNINTL-MEDINTL-PSY

Considerations in designing a cybernetic simple 'learning' model; and an overview of the problem of modelling learning

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Learning is viewed as a central feature of living systems and must be manifested in any artifact that claims to exhibit general intelligence. The central aims of the thesis are twofold: (1) - To review and critically assess the empirical and theoretical aspects of learning as have been addressed in a multitude of disciplines, with the aim of extracting fundamental features and elements. (2) - To develop a more systematic approach to the cybernetic modelling of learning than has been achieved hitherto. In pursuit of aim (1) above the following discussions are included: Historical and Philosophical backgrounds; Natural learning, both physiological and psychological aspects; Hierarchies of learning identified in the evolutionary, functional and developmental senses; An extensive section on the general problem of modelling of learning and the formal tools, is included as a link between aims (1) and (2). Following this a systematic and historically oriented study of cybernetic and other related approaches to the problem of modelling of learning is presented. This then leads to the development of a state-of-the-art general purpose experimental cybernetic learning model. The programming and use of this model is also fully described, including an elaborate scheme for the manifestation of simple learning

2009 Annual Research Symposium Abstract Book

2009 annual volume of abstracts for science research projects conducted by students at Trinity College