Close Gap Test Strategies for Students with Severe Speech Impairment

Introduction. The level of formedness of text competence at secondary school in the aspect of understanding the text’s factual information ensures the successful grasping of the learning content. The purpose of the research was to identify the specifics of the functioning of linear deployment mechanisms and probabilistic forecasting among learners of 5–10th grade (form) with specific language impairment. Материалы и методы. The modified close gap test method was used as the main research method at the level of the ascertaining experiment. The results of the close gap tests, filled by learners, were exposed to quantitative and qualitative analysis. The research was conducted by applying theoretical (interpretive) and empirical (ascertaining experiment based on author’s method) methods. The analytical stage involved the use of the method of correlation analysis, the mathematical processing was carried out with the help of one-way analysis of variance (ANOVA). Results. Analysis of experimental data helped determine the close gap test strategies in adolescent students with specific language impairment. The qualitative and quantitative analysis of studentsʼ work was applied to determine three main groups of strategies for linear deployment and probabilistic forecasting: strategies for establishing semantic links at the level of the lexical component, a strategy for establishing links at the level of associations, and no strategy. Furthermore, the analysis of substitutes with regard to their compliance with grammatical requirements revealed the following typology of manifestations of agrammatism: the use of an inadequate part of speech, deficiencies of grammatical presentation in phrases, non-compliance of the grammatical form of the substitute with the requirements for the grammatical design of the sentence. Correlation analysis was applied to establish links between different types of close gap test strategies used by adolescents with specific language impairment, as well as their relationship with the levels of understanding the factual content of the text. Discussion and Conclusion. The results obtained contribute to the development of developmental psycholinguistics, special pedagogy, speech therapy and school methods of speech development

The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings

The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings.El artículo presenta los resultados de un estudio empírico de características específicas y la relación entre la resistencia de los estudiantes y el potencial pronóstico de su personalidad. Los métodos de investigación comprendieron: análisis teórico, investigación empírica (pruebas), análisis cualitativo de los datos obtenidos, procesamiento de datos matemáticos y estadísticos (SPSS Statistics, Excel). Se ha encontrado que los estudiantes con un alto nivel de potencial de pronóstico se distinguen por rasgos de personalidad pronunciados típicos de las personas resistentes. Los autores han demostrado en el documento que el potencial pronóstico de los estudiantes es un sistema holístico de recursos de personalidad, que se basa en características específicas del pensamiento y la construcción de una imagen secundaria. Existen criterios y niveles de desarrollo del potencial pronóstico entre los estudiantes: un criterio interno (características de pensar y construir imágenes secundarias) y un criterio externo (la efectividad de las actividades de pronóstico, la conformidad de las etapas de la actividad pronóstica con el modelo de referencia). El potencial pronóstico está interconectado con las características personales y profesionales de los estudiantes (características de las esferas intelectual, comunicativa, emocional-volitiva y de motivación). Existen diferencias significativas entre los estudiantes con diferentes niveles de desarrollo de potencial pronóstico de acuerdo con las principales características personales y profesionales. El análisis de correlación de los datos proporcionó las siguientes interrelaciones: existe una interrelación directa entre el nivel de desarrollo del potencial pronóstico y la estabilidad emocional de los estudiantes; entre el nivel de desarrollo del potencial pronóstico y los motivos para estudiar en una universidad como motivos profesionales y educativo-cognitivos; entre el nivel de desarrollo del potencial pronóstico y las características de la autorregulación. Sobre la base de los resultados de un estudio empírico, los autores diseñaron un programa para el desarrollo potencial pronóstico de los estudiantes que incluye métodos de enseñanza activos, conferencias y capacitaciones