UDC

Authors

Abstract

The paper studied cognitive activity programming by the subject himself/herself. The aim was to determine the content of cognitive action programming, its types, formal characteristics, and the role in self-regulation of cognition. The research methodology is a synthesis of the subject-active approach and metacognitive psychology. The author analyzed the concepts of “planning” and “cognitive activity programming”. The process of programming cognitive actions is defined as a part of metacognition. Metacognitive processes are seen as a manifestation of a person’s subject position in cognitive activity. These processes ensure self-regulation (initiation, organization and control) of cognition by determining its content and progress. Action programming involves selection and construction of a sequence of perceptive, mnemonic, and mental actions, as well as determination of their content and dynamic characteristics. The functions of cognitive activity programming are to organize and regulate cognition. The author shows that action programming in the educational activity of children and in research activities of scholars is a metacognition of different levels. Further, key stages of the cognitive process are determined in the paper. The purpose of the first stage is to obtain information about the object being cognized. This stage includes searching for the sources of information, differentiation and selection of relevant data, its fixing and preservation. During the second stage, this information is turned into knowledge, the data are generalized and concepts, judgments and conclusions are formed. Further, the author revealed the relationship between programming and the aim and conditions of cognition. According to the aim, types of programs were singled out. The first type – programs extending the knowledge – is a series of similar actions aimed to study the various characteristics of the object under consideration. The second type – programs deepening the knowledge – is a series of actions aimed to test various means to objectify the property under study. These propositions can help develop research methods to study action programming at different ages and different types of cognitive activity.

Keywords

References

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