جستجوی مقالات مرتبط با کلیدواژه « cognitive approach » در نشریات گروه « علوم انسانی »

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

The present study was conducted to examine cognitively the text worlds in the text of Shirkoo Bikas's Chair based on the theoretical framework of the text worlds proposed by Werth (1999). The authors seek to demonstrate how the cognitive mechanism proposed by Shirkoo Bakas shapes the formation of a complete mental image in the reader's mind. How is the nature of Shirkoo's new poetic experience in Chair represented? Based on the questions raised in this study, the research hypotheses are formulated as follows: The nature of Shirkoo's poetic experience in the novel poem Chair can be understood based on the theory of text worlds, through the process of constructing deictic-ontological sub-worlds. The cognitive mechanism adopted by this poet for forming a complete mental image in the reader involves expanding and elaborating world-building elements and advance-function propositions, combined with the reader's prior knowledge. Since the text world and the sub-world are structurally equivalent in terms of the elements of world-building and advance-function propositions, the expansion of various sub-worlds provides the reader with more details to construct a mental image.

Literature Review:

Among relevant works on the Text World approach one can refer to Afrashi (2015) Dehghan (2020) and Sadeghi Esfahani (2010). In addition, Golfam et al. (2012) highlighted layers of meaning, and Talaei & Abbasi (2019) explored historical narratives. Gholamhosseinzadeh & Rafaei Ghadimi (2020) analyzed Persian poetry, while Gavins (2001, 2003) dissected novels using text worlds theory. Lahy (2006) focused on place representation in poetry. Whitley (2010) studied Ishiguro's novels, and Halam (2013) applied text world theory to short stories.

A descriptive-analytical approach was employed, anchored in the theory of text worlds, with data sourced from Shirkoo's Chair using a documentary method. The novel Chair was chosen due to its innovative poetic narrative, supplemented by an interview with Shirkoo. The analysis focused on selective data relevant to research questions, emphasizing Shirkoo's vivid imagination, even in translation. Hypotheses were tested by extracting data into sub-paragraphs for independent analysis. Diagrams illustrating text worlds aided in comprehending the analyses.

Theoretical Framework:

The theory of text worlds is a discourse-processing linguistic theory whose initial proposal was first suggested by an English linguist in a series of articles published between the 1980s and 1990s (Lahy, 2014: 284). The complete theory was then presented in the form of a book titled Text Worlds: Representing Conceptual Space in Discourse after Werth died in 1999. After his death, researchers such as Stockwell (2002), Gavins (2000, 2001, 2003, 2007), and Lahy (2003, 2004, 2006) made significant efforts in the expansion, development, and necessary revisions of the theory of text worlds. The theory of text worlds, as a discourse framework, not only addresses how a particular text is constructed but also how the context surrounding that text affects its production and reception (Gavins, 2007: 8). The first level of the theory of text worlds provides a tool for examining how a spectrum of contextual factors influences the construction and understanding of a specific discourse. These mental representations are known as text worlds. The second level of this theory focuses on this domain of conceptual activity and provides a framework through which one can examine the precise structure and cognitive effects of individual mental representations (Gavins,2003:10). The third and final level of discourse proposed by Werth is the sub-worlds. Sub-worlds emerge from within the text world and represent a kind of realized substitution of the parameters of the text world.

The narrative of the novel Poem Chair is Kurdish and is narrated in a city which is Sulaymaniyah. The narrator at the beginning of the narrative of the novel poem Chair is Shirko himself, who talks about his characteristics and his poetic experience. In the middle of the narrative, with a change in perspective, Chair becomes the narrator and recounts the story of its life from birth to death. In this work, human characteristics were attributed to the chair; it walked, talked to itself, and interacted with others, being present as an actor on all levels of the text worlds. The examination of hypotheses and answering questions was based on dividing the extracted data into distinct para-discourses that were explored and analyzed in the previous section, and here are the cognitive results presented accordingly:In discourse 1, the reader starts constructing a mental world by using information related to the world-building elements and combining it with their background knowledge. Through this process, they establish the spatial and temporal setting of the world. Then, by providing further details about themselves, they create the first ontological sub-world. In discourse 2, the narrator delved into expressing their poetic experience using a type of referential-cognitive sub-world. The narrator appeared in the guise of poetry to articulate their poetic experience, taking on the form of both a poem and a narrative, transforming into prose and a play as well. In Para-discourse 3, the narrator employed a figurative approach to discuss an abstract concept such as loneliness. Using a metaphor of personification, they attributed a bird-like structure to the concept, as if it were sitting on a chair. In fact, by doing so, the narrator prepared the necessary cognitive framework to introduce a new entity named Chair in the reader's mind. This way, they introduced the previously undefined element of Chair as an object in the textual world of the Chair. In discourse 4, the narrator provides more details about the physical appearance of the chair to give the reader a complete image of it. In discourse 5, the deictic sub-world was implicitly internalized through the use of direct quotations, providing a mental image of the place and characters of the birthplace of the chair to the reader. In discourse 6, the mental representation of the discourse shifted from a static arrangement of objects and entities to dynamic physical movement, emphasizing the impact of expanded propositions in creating a mental image in the reader's mind.

Considering the role of entrepreneurship in the growth of society, every country is expected to persuade its citizens regarding entrepreneurship. The main goal of this research was to identify and analyze the psychological elements involved in the pattern of persuasion regarding entrepreneurial behaviors based on cognitive and emotional approaches.

This research was a qualitative and exploratory research based on grounded theory. Data collection method included semi-structured interview, and statistical population includes entrepreneurs of Mazandaran's agriculture and transformation industries and entrepreneurship and management professors. The sample included those who could give expert opinions in relation to the objectives of the current research, and their sampling method was determined in a purposeful and snowball manner. Considering the principle of theoretical saturation, the sample number was 21 including 13 entrepreneurs (organizational experts) and 8 university professors (theoretical experts). 

Findings of this research by conducting semi-structured interviews, 982 codes related to the concept of persuasion were identified.Then, these codes were analyzed in three stages by open, central, and selective coding methods, and based on the qualitative method of category analysis, the codes were classified into 27 subcategories, 12 main categories and in 5 axes, including motivational factors (needs-oriented motivation, cognitive motivation, emotional motivation), contextual factors (personality type, knowledge, skills, experience), intervening factors (entrepreneurs' values), strategies (ways self-oriented coping, environmental strategies) and consequences (material and organizational achievements and spiritual and individual achievements), around the central category (behavior persuasion). 

The research results were formed in the form of a paradigmatic model and a conceptual model. The findings of this study can be effective for persuading students and those interested in entrepreneurship.

Semantics is a branch of linguistics that plays an important role in understanding the Holy Quran. Because by examining the words in the context of the verses, you can get the exact meaning of the word. The concept of "Azab" (=torment) is one of the most frequent concepts in the Holy Qur'an, which alone is the natural result of a person's action and does not imply severity; but its combination in additional combinations with words such as: "Hariq", "Sa'ir", "Hamim" etc. expresses its state and intensity. The authors intend to answer this important question, what effect do the additional combinations of the word torment have on the meaning and interpretation of this word based on the syntagmatic relations? The structure of the verses of "Azab" in additional combinations shows the influence of these concepts on the word "Azab" and the limits of this word along with its various additional layers; For example, the torment of Hamim indicates the torment with boiling water at highest temperature. The torment of Sa'ir indicates the torment of a fire that has a long and burning tongue, that's why the fire in wood is not called Sa'ir because it does not have these conditions. Most of the verses of torment in its additional combinations are related to doomsday and only in four verses it refers to our world. and in most of the verses, the severity of the torment is indicated by the words Akbar, Abqa, Ashad, Ashqa and Akhza, which shows that this torment is greater and more severe than the worldly one. This research analyzes the relationship of the word "Azab" with other accompanying concepts in additional combinations with a descriptive-analytical method in order to determine the effect of these combinations on the word "Azab".

This research was conducted using a qualitative research method of synthesis research with the aim of identifying the components trait of mathematics curriculum with a cognitive approach. The studied sources include all valid scientific articles in this field. Through regular searches in databases, 384 scientific articles were identified based on input criteria and finally 24 articles were selected based on output criteria for final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings, a six-step Roberts’s synthesis model was used. According to the findings, the characteristics of the ten elements of the Mathematics course was presented with a cognitive approach. The results also generally showed that the mathematics curriculum with a cognitive approach is a program related to the real life of learners in which the skills of thinking, problem solving, reasoning and learning activities are very important. In this program, various and flexible educational solutions can be used based on the characteristics provided in relation to each of the elements.

Education is one of the areas of human life that has a deep connection with culture. Based on this, schools are formed according to cultural practices and values and within the framework of the curriculum reflect the norms of the society in which they were born. Here, what is primarily important is the curriculum developed in the direction of identity formation and then the way of representing and teaching these concepts, which determines the function of the curriculum. Therefore, the current research, by placing the question-oriented approach (metacognitive model) in the elementary school curriculum, investigates two types of mental and propositional representation, especially the questions of elementary school textbooks, and answers the question of how national identity is represented in textbooks. and what is the desired model of national identity representation in elementary school textbooks based on the metacognitive model? The method of the article is content analysis, and to answer the research questions, the authors have analyzed the content of 15 elementary school books, including Farsi, Heaven's Gift, and social studies in the first, second, third, fourth, fifth, and sixth grades. The findings indicate that the representation of national identity in textbooks is not based on the metacognitive model, but based on the emotional model, and the cognitive and metacognition aspects of national identity have been seriously neglected in elementary school books.It is not based on the metacognitive model, but based on the emotional model, and the cognitive and metacognition aspects of national identity have been seriously neglected in elementary school books.

Cognitive semantics is one of the new patterns in the study of language that examines the relationship between the mind, human sensory perceptions, and linguistic elements. This model analyzes the way information is conceptualized in the mind. Image schema is one of the most fundamental approaches of cognitive semantics, which is formed as abstract concepts in the minds as a result of human interaction with the surrounding world and based on biological experiences. The clear and meaningful structure of schema can be a basis for forming metaphorical maps and understanding complex intellectual domains; Therefore, the purpose of the current research is that, based on the cognitive approach and relying on Johnson’s theory, while examining the three schematic containment, path, and force systems, how to represent life experiences in the poet’s mind, the connection of his worldview with the three schemas, as well as the ability of these systems to objectify abstract matters should be analyzed. The finding of the research show that Samih al-Qassim used has tangibly expressed his desired revolutionary themes by using perceptual elements and physical experiences in order to arouse the spirit of struggle in the audience. He has used a containment schema to visualize the concept of identity, a path schema to objectify the theme of achieving social goals and ideals, and a force schema as a tool to show the stability of the Palestinian nation. Based on the results of the research, the mentioned schemas show a detailed understanding of the mentalities and personality dimensions of Samih al-Qassim, these systems show the singer as committed to the community, as well as a person with high self-esteem and epic emotions.

Insofar as the cognitive poetics deals with how the mind expresses itself, and due to the inventive personal capabilities of expression in poetry, it has taken an emergent prominent status in the literary world today. As such, this study aims to examine Drago Štambuk’s poetry, the contemporary Croat, to expand the language and culture by analyzing a poet’s viewpoints and mental processes of another culture. In this vein, a cognitive approach is applied in a way that the universality of the thought lines and sensibilities are realized in a palpable way. For this purpose, some cognitive means such as the poet’s lived experience, metaphor and schemata, transitive/intransitive verb, figure and ground, and the embodiment of concepts have been selected to create a threefold bond between the lived experience from one hand and literature and the mind on another. This cognitive means will lead us to the Poet's viewpoint toward the problems of the modern time.The passages are interpreted based on the close-reading and the descriptive method in this study.

The aim of this study was to design and validate the elementary school math curriculum model based on cognitive approach. The research method is mixed. In the qualitative section, first, according to the findings of the research of Zadshir et al. (1401), the characteristics of the ten elements of the mathematics curriculum were extracted with a cognitive approach. Compiled and designed the initial model. In the quantitative part, a researcher-made questionnaire was used by the survey method to validate the designed model, and the designed program was validated by experts in cognitive sciences, mathematics education, and curriculum planning. And after reviewing the opinions of experts about the designed model, the final model was designed. In the last step, to validate the designed model, the data obtained from the quantitative part were analyzed using descriptive and inferential statistics. The obtained results indicate the validity of the designed model.

The twenty-third ayah of Surah Ash Shura, known as the ayah of Mavaddat (amity or friendship), in its middle part, asks the audience to show attachment to their relatives and friends. In the interpretation of this part of the ayah, various views have been proposed but the dominant one is narrative and extratextual. And there are few cases referring to intratextual clues. This fact encouraged the authors to evaluate the ability of the text in providing such clues. As a result of the investigation of this element, according to the opinion of the theologian's norm-evading action in establishing the relationship between the two categories of mavaddat and qurba (relatives and friends), by using the preposition fi’, it may be able to play a part as an intratextual clue. Therefore, the present article was organized by referring to library sources and using a descriptive-analytical method with the aim of investigating the consequences that this comparison brings to the phrase in terms of semantic load. Since it was necessary to know the meaning of the preposition fi’ in order to understand the meaning of this comparison, a cognitive model was used. The model provides a more expressive explanation of conceptual structures due to the clarification of their empirical bases. By studying the cognitive model and how it is used in the semantics of the preposition fi’, this hypothesis gradually gained strength in the mind that considering the functional capabilities that the cognitive schemata recognizes about the meaning of this preposition,   the view of showing attachment to the Imams can be presented as a point of view with intratextual relatability. Thus, in this article, we tried to propose and strengthen this hypothesis that if the theologian was trying to express affection to the Imams, he would most likely have used an interpretation similar to the phrase of the same ayah, "Al-Mavaddata fi’ Al-Qurba" in formulating his intention.

Specific Learning Disorders (SLD), as a learning disorder, are neurodevelopmental and neurological disorders that commonly begin at early school age and might not be identified until adolescence or even young adulthood.Specific Learning Disorders take different forms, and mathematics learning disorder is one of the most important. Students with mathematics disorders experience more problems across the grades because the math content is usually the basis for the next one. Therefore, an early educational intervention that takes into account students’ weaknesses and improves their performance seems necessary.Also, various studies were conducted to improve children's mathematics performance with learning disorders. Different approaches and methods were used, among which this study might refer to the cognitive approach and Piaget’s teaching method. Piaget’s work on children’s cognitive development, primarily quantitative concepts in education, has attracted much attention and focuses on the developmental stages of children’s cognition.  That study on young children’s quantitative development has provided math educators with essential insights into how children learn math concepts and ideas.According to the research literature, the question is whether education based on Piaget’s method can improve the mathematical performance of students with SLD. Since the research on this topic is still scanty, the present study can inspire the subsequent ones. Therefore, the most critical issue is whether the educational intervention based on Piaget’s cognitive approach effectively affects elementary-school students with specific learning disorders in mathematics.

The present study is a single-case experimental with an ABA design. A single-case study, sometimes called a single-subject or a time-series study involves intensive research on a limited number of individuals considered individually or as a single group. The statistical population of this study comprised all the fifth-grade elementary-school students with specific learning disorders in mathematics who were studying in the regular schools of the six education districts of Isfahan in the academic year of 2019-2020. The participants were selected by purposive sampling. This sampling aims to select subjects which provide a deep understanding of the subject matter for the researcher. For this purpose, students who were predicted to have a specific learning disorder in mathematics were initially identified by interviewing teachers. Then, the KeyMath Diagnostic Test was administered for a more accurate diagnosis, and finally, three students who met the inclusion criteria were selected. The inclusion criteria were being a fifth-grade elementary school student, average or above-average intelligence confirmed by Raven’s Progressive Matrices (children’s form), no visual or auditory impairment, no emotional-behavioral disturbance confirmed by a clinical psychologist and psychiatrist, poor performance in Iran KeyMath Diagnostic Test, and having no other comorbid disorders.The exclusion criteria were the absence of more than two sessions, suffering a particular disease during the intervention period, and problems and disorders that affect the intervention process. The data were collected by Raven’s Progressive Matrices (children’s form), Iran KeyMath Diagnostic Test, and informal math tests.The three students were evaluated four times before the intervention, and the Iran KeyMath Diagnostic Test and informal math tests were administered. During these four evaluation phases, no intervention was conducted to improve students’ math performance. Therefore, the baselines were determined. After the four baseline sessions, Piaget’s cognitive approach training package was taught individually to each participant. The intervention consisted of eight training sessions, one session per week, during which the participants received cognition training individually for 45 minutes, and each of them answered the informal test of mathematical performance. One month after the end of the eight sessions of educational interventions, students were followed up for three sessions, each session two weeks apart. The informal math tests were administered at the follow-up sessions.The educational package was developed based on the diagnostic and learning activities in mathematics for children book written by Copeland and translated by Karimi and related articles and sources. Experts confirmed the content and face validity of the package. Thirty-two special activities for working with children were included in the educational package. These activities are grouped into four main areas: space, number, logical classification, and measurement. Children’s grouping in different age groups (age levels) varies according to how they function in each activity.

Based on the general diagram of the participants’ performances in the intervention sessions, reviewing the data of the three students showed that the average mathematical performance in the intervention (14.8) increased compared to the baseline (11.6) (in the direction of the intervention goal). In addition, the follow-up mean (16.7) increased compared to the intervention (14.8) (in the direction of the intervention). Also, the PND means between the intervention and baseline was 100%, and 33.33% between follow-up and intervention. Thus, the results indicated the effectiveness of the educational intervention based on Piaget’s cognitive approach to the mathematical performance of elementary-school students with specific learning disabilities. These results revealed the significant effect of the intervention, compared to the baseline and a decrease in the effectiveness of the intervention in the follow-up phase, compared to the intervention phase.

The results of data graph analysis revealed that cognitive education based on Piaget’s approach significantly improved the mathematical performance of students with math learning disorders. Although no study was conducted directly in line with the present study, the findings of this study are consistent with the previous studies. It is worth noting that low generalizability is one of the limitations of this study. Though single-case studies have more generalizability than single-subject ones, there will still be the problem of generalizing the results due to the small sample size. Given that students with specific learning disorders in mathematics need special training, the findings of this study can pave the way for further research and guide educators, teachers, and therapists in the field of specific learning disorders in mathematics.

The present research aims to investigate the place of noun in Persian language based on cognitive approach under framework of Lanckager’s cognitive grammar (2008). To achieve this goal, authors have selected 150 Persian simple nouns from Sokhan Dictionary (1382) accidentally. The method of the present research is descriptive-analytic and data collecting is based on library studies.  After the study of collected data of research, authors concluded that in Persian language, the discussion on being countable or non-countable of noun doesn’t make much sense and unlike cognitive approach mass nouns are the same as countable nouns, which receive plural –s morpheme and together with proper nouns, they constitute a different class of nouns. Also in Persian language as well as cognitive approach, pronouns can replace nouns.

Many Persian learner have difficulty to link sound and symbol. They cannot transform the sounds that they hear into letters and words. Therefore, the purpose of the present study was to investigate and analyze the Chinese learner’s dictation based on cognitive model and to provide appropriate solutions. The target population of this study is Chinese learners at Imam Khomeini International University's Persian Language Learning Center and Chinese learners at Beijing Foreign Language Studies University. This research was be descriptive and analytical based on the cognitive framework. The sample of this research is 30 samples dictation of Chinese learners at the elementary and advanced levels of Imam Khomeini University and 15 samples dictation of Chinese learners of Beijing Foreign Language Studies University. In order to do the research, at first researcher investigated dictation of Chinese learners. Then, their dictation errors were identified based on Dr. Mustafa Tabriz’s Classification of Nine Classes. These errors include training, accuracy, auditory memory, auditory sensitivity, visual memory, visual sequence, visual differentiation, inversion, and mirroring. At the end, the obtained data were presented as descriptive statistics and strategies for cognitive approach were provided for each type of dictation errors to improve learners' dictation performance. The results show that the highest percentage of dictation errors is educational problem and then auditory memory and then visual memory. Therefore, it can be said that cognitive strategies can be used as a new and attractive method for learners along with other common methods for dictation disorder with regard to individual differences.

The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources.

The development of a cognitive approach includes an educational system that seeks to improve students' cognitive skills in order to move towards a productive and satisfying life. Therefore, the main purpose of this study is to design a model for the development of cognitive approach in primary education. The main purpose of this study is to design a model for the development of cognitive approach in primary education.

This research has been done in terms of applied purpose and with a qualitative method of meta-combination or synthesis research. Documents studied using keyword search Development of cognitive approach in the period 1380 to 1399 in databases including the database of the Scientific Information Center of Jihad Daneshgahi, the database of Iranian publications and Cilivika for Persian articles and from Google Scholar sites, Emerald and Elsevier were collected for foreign articles.

 In this regard, 128 studies in the field of the subject were evaluated and finally 58 articles were purposefully selected and a total of 10 dimensions were extracted by qualitative method with open, axial and selective coding. 10 dimensions include the reinforcement of multiple intelligences, emotional intelligence, metacognition, attention, constructivism, memory, motivation, critical thinking, creativity and innovation, and active learning, which have been identified in various domestic studies.

It is concluded that based on various studies, many factors play a role in the development of cognitive approach, which by identifying these factors can provide the basis for the development of cognitive approach in primary education.

The present study aims to study the elements of the worlds of text in the story The ancient story or historical novel by Hedayat. This study was conducted using Text World Theory (1999) to identify the elements of the worlds of text based on three semantic layers of the discourse world, text world, and sub worlds. The results revealed that the writer has used the element of "time" to create suspension and narrates the story at different times so as to keep the audience in suspension, despite the fact that characters, places, and objects are completely clear and no suspension is observed; also demonstrated that role-advancing propositions used in the text world of this story are mainly descriptive since the writer must describe in order to induce the image and the addressee must illustrate for the purpose of communication. Also, in terms of the sub worlds, the locative hint is not so bold; instead, the writer focuses on the time. Findings showed that we can analyze hidden aspects and layers using the model of the worlds of a text.

The study of metaphors through cognitive approach illustrates mental images would lead to abstract concepts. Turkish speakers compare humans and some environmental factors with nature phenomena such as animals, plants, and so on, and present metaphoric uses of those phenomena. The purpose of this study was to evaluate the frequency and percentage of the most significant word structures of nature metaphors in Turkish. Another aim was to evaluate the names of nature in word formation processes and their gender. Research data were collected through field study and interviews with 70 Turkish speakers that 677 words were collected. First, the frequency and percentage of morphological concepts were investigated. Then nature word structures role and share of gender in word formation processes of these words were dealt with. The findings revealed that nature has influence over speaker´s speech and they utilize names of nature in their speech metaphorically. In Turkish metaphoric nature words compounding, derivation, compound and derivation, onomatopoeia, and borrowings have the highest rate of use respectively. Furthermore, the names attributing to animals, birds, and insects have the highest rate of metaphoric use. The results have significant benefits to poets, teachers, authors, and linguists to reach a better understanding of metaphors.

The purpose of the current study is to achieve discursive-metaphoric functions of the media language from cognitive perspective and based on Fauconnier and Turner's Conceptual Blending Theory (1994, 1998, 2002) to illustrate how the media uses metaphor in their speech and expresses what they want. The methodological nature of this qualitative research is descriptive-analytic and the data has been selected and collected from widely circulated newspaper in recent years, and for this purpose, 18 samples of metaphors used in these texts were analyzed and evaluated. The findings showed that media discourse conceptualizes language by blending two domains of source and target, and emerging the forth new emergent source to provide the possibility of the mapping of abstract concepts such as, the "wave of Islamic awakening", "throwing the ball to the opponent", etc. into tangible and concrete concepts, and attract audience, and lighten public opinion; in such a way that the common features of these two mental spaces correspond to each other one by one.

One of the key principles of success in language teaching/learning is to improve the required skills for better individual or collective performance during this process and to make it easier for learners to use the language. Therefore, the purpose of language use in this article is a set of language rules that beginner undergraduate students follow in a general and acceptable way. Learning a language follows such a complex pattern. Second language teaching is a multidimensional process, each of which plays an important role in the proper application of this important issue and affects the quality of an educational program. Consequently, to be more effective and efficient, the process of teaching/learning French must be based on factors such as high and positive motivation for learners, increasing their enjoyment of learning, exercises using new technologies along with the literacy for use, , using intellectual work appropriate to the level of language learners, teaching methods, classroom management methods, and presentation of materials. Based on the theory of “thinking brain” proposed by Kenneth Chastain and by examining the effectiveness of communication skills based on cognitive approach with rules of learning, this article aims to study cognitive styles as well as specific aspects of the teaching/learning process, the effect of these factors on improving the quality of teaching/learning French as a foreign language in the university among undergraduate students in the first semester, and also the ease and speed of language use among students.