‫‪1‬‬
‫נושאים אפשריים הסמינריון‬
‫‪ .1‬פסיכולוגיה קוגניטיבית ותיאוריות עיבוד אינפורמציה‪.‬‬
‫‪ .2‬קוגניציה‪ -‬תהליך הידיעה‪ ,‬הקשב‪ ,‬זכירה וחשיבה הגיונית‪ ,‬וכן כולל תכנים של תהליכים אלו‪:‬‬
‫מושגים וזכרונות‪.‬‬
‫‪ .3‬מטא‪-‬קוגניציה‪ -‬ידיעת היחיד ‪ ,‬ויסות‪-‬עצמי‪ ,‬אסטרטגיות וסגנונות למידה וחשיבה‪ ,‬העברה‪-‬‬
‫טרנספר‪.‬‬
‫‪ .4‬התערבות היועץ‪ :‬חינוך ואימון קוגניטיבי תלוי תוכן‪.‬‬
‫‪ .5‬למידה‪ ,‬חשיבה‪-‬קוגניציה‪ ,‬הוראה‪ ,‬תחומי ידע ספציפיים (‪ ,)domain-specific knowledge‬מטא‪-‬‬
‫קוגניציה‪ ,‬ויסות‪-‬עצמי‪ ,‬אסטרטגיות וסגנונות למידה וחשיבה‪ ,‬העברה‪-‬טרנספר‪.‬‬
‫מושגי מפתח לתחום הסמינריון‪:‬‬
‫‪ .1‬מושגי אבחון‪ :‬אבחון פסיכולוגי‪ ,‬אבחון והערכה קוגניטיבית‪ ,‬אבחון דידקטי‪ ,‬אבחון דינמי‪ ,‬סקרינינג‬
‫(‪.)Screening‬‬
‫‪ .2‬מושגי ליקוי‪ :‬דיסלקציה‪ ,‬לקויות קשב והיפראקטיביות ‪Attention Deficit Hyperactivity ( ADHD‬‬
‫‪ ,)Disorder‬ליקויי למידה‪ ,‬קשיי למידה‪.‬‬
‫‪ .3‬מבנים קוגניטיביים‪ :‬כשרון‪ ,‬כושר‪ ,‬יכולת‪ ,‬אינטליגנציה‪ ,‬קוגניציה‪ ,‬מיומנויות (חשיבה) קוגניטיביות‬
‫(ידע הבנה יישום)‪ ,‬מומחיות‪ ,‬אסטרטגיות חשיבה‪ ,‬סגנונות חשיבה (קוגניטיביים)‪ ,‬פרוצדורות‪ ,‬ידע‬
‫דקלרטיבי‪ ,‬ידע פרוצדורלי‪ ,‬אסטרטגיות מטא‪-‬קוגניטיביות‪ ,‬מטא‪-‬קוגניציה (מטאקומפוננטים)‪ ,‬הישג‪,‬‬
‫זיכרון (‪ ,)chunk‬מנמוניק‪ ,‬חשיבה ביקורתית‪ ,reasoning ,‬אלגוריתם‪ ,‬היוריסטיקה‪ ,‬אוטומטיות‪,‬‬
‫תחום ידע‪-‬ספציפי‪.‬‬
‫‪ .4‬מושגי רגשיים אישיותיים‪ :‬אפקט‪ ,‬אלימות ורוגז‪ ,‬מיקוד שליטה‪ ,‬אימפולסיביות‪ ,‬מוטיבציה‪ ,‬סגנון‬
‫למידה‪-‬סגנון קוגניטיבי‪.‬‬
‫‪ .5‬מושגים תהליכיים‪ :‬פיקוח ‪ -‬ניטור (‪ ,)monitoring‬ויסות עצמי (‪ ,)self-regulation‬למידה מתווכת‪,‬‬
‫תהליכי קידוד (‪ ,)Coding ,Decoding ,Encoding‬תהליכי ביצוע קוגניטיביים ( ‪executive‬‬
‫‪ ,)processes‬שימוש באסטרטגיה‪ ,‬למידה והעברה‪ ,‬העברת ידע (‪ ,)transfer‬העברה באימון‪ ,‬העברה‬
‫ספציפית‪ ,‬פיתוח מיומנויות‪ ,‬אימון קוגניטיבי‪ ,‬סביבה לימודית‪.‬‬
‫נושאים לסמינריון‪:‬‬
‫‪ .1‬ארבטמן סמית הערכת שינויים קוגניטיביים ויכולת קוגניטיבית‬
‫‪ .2‬אשמן קשר בין הערכה פסיכו‪-‬חינוכית הוראה‪ ,‬והוראה מתקנת‪.‬‬
‫‪ .3‬אשמן (‪ )1993‬ללמד סטודנטים להשתמש באסטרטגיות למידה‬
‫‪ .4‬אשמן (‪ )1994‬פיתוח מיומנויות מטא‪-‬קוגניטיביות לילדים מחוננים‬
‫‪ .5‬בורסקי (‪ )1989‬הקשר בין מטא‪-‬קוגניציה לאסטרטגיות‪.‬‬
‫‪ .6‬קונווי (‪ )1997‬מודל לאימון מטאקוגניטיבי בבית ספר‪.‬‬
‫‪ .7‬אליה מודל להוראת אסטרטגיות‬
‫‪ .8‬דאס תיקון קוגניטיבי בקושי בקריאת מלה‪.‬‬
‫‪ .9‬הריס לומדים בעלי ויסות עצמי‬
‫‪ .10‬קוליק טכניקות הוראה קוגניטיביות‬
‫‪ .11‬מיילס אטסטרטגיות במתימטיקה לילדים עם קשיי למידה‬
‫‪ .12‬שנק יעילות עצמית והישגים קוגניטיביים‬
‫‪ .13‬שורט (‪ .)1995‬זיכרון ומטה‪-‬זיכרון השוואה בין אסטרטגיה ספציפית לכללית‬
‫‪ .14‬ארגון מושגים ריגשיים רלוונטיים והפעלתם בזמן מבחן‬
‫‪ .15‬כיצד להורות ויסות עצמי לתלמיד‬
‫‪ .16‬מטאקוגניציה‪ ,‬יכולת‪ ,‬ופתוח מומחיות‬
‫‪ .17‬עומס קוגניטיבי ושגיאות שיטתיות במתימטיקה‬
‫‪ .18‬מטרות ועניין כמשפיעות על השימוש בויסות עצמי ובאסטרטגיות למידה‬
‫‪ .19‬תחושת הידיעה כמשפיעה על ידע של תרגום מלים‬
‫‪ .20‬זיכרון עבודה ואסטרטגיות במטלות של סילוגיזמים‬
‫‪ .21‬גורמים המשפיעים על רוטציה מנטלית‬
‫‪2‬‬
‫‪.22‬‬
‫‪.23‬‬
‫‪.24‬‬
‫‪.25‬‬
‫‪.26‬‬
‫‪.27‬‬
‫‪.28‬‬
‫‪.29‬‬
‫‪.30‬‬
‫‪.31‬‬
‫‪.32‬‬
‫‪.33‬‬
‫‪.34‬‬
‫‪.35‬‬
‫‪.36‬‬
‫‪.37‬‬
‫‪.38‬‬
‫‪.39‬‬
‫‪.40‬‬
‫‪.41‬‬
‫‪.42‬‬
‫‪.43‬‬
‫‪.44‬‬
‫‪.45‬‬
‫‪.46‬‬
‫‪.47‬‬
‫‪.48‬‬
‫‪.49‬‬
‫‪.50‬‬
‫‪.51‬‬
‫‪.52‬‬
‫‪.53‬‬
‫‪.54‬‬
‫‪.55‬‬
‫‪.56‬‬
‫‪.57‬‬
‫‪.58‬‬
‫‪.59‬‬
‫‪.60‬‬
‫‪.61‬‬
‫‪.62‬‬
‫‪.63‬‬
‫השפעת הכושר‪ ,‬אימון אסטרטגי‪ ,‬ומבנה המשימה על ביצוע משימה מרחבית‪.‬‬
‫גורמים לא קוגניטיביים בבחירת אסטרטגיות ‪.‬‬
‫אסטרטגיות קוגניטיביות בפתרון בעיות מילוליות במתימטיקה‬
‫עמדות סגל מורי מכללה כלפי סטודנטים בעלי ליקויים בכלל וליקויי למידה בפרט‪.‬‬
‫זיהוי קשיי למידה ותפיסת הגורמים להיווצרותם‬
‫השפעת ידע קודם על‬
‫ואימון אסטרטגיה על בדיקה מתמשכת ‪ -‬ניטור של ביצוע מדויק‬
‫חרדת מבחן ומיומנויות אקדמיות כמשפיעות על הישגים‬
‫הקשר בין מדדי ויסות בקרה (פיקוח) לבין הישגים בידע מושגים והישגים באנלוגיות‬
‫בקבוצות אימון שונות‪ ,‬אצל חלשים ו‪/‬או חזקים‪.‬‬
‫הבדלים בהבנת הנקרא בין אסטרטגיות קריאה קוגניטיביות (הסכום מונח לפניך) לבין‬
‫אסטרטגיות קריאה מטא‪-‬קוגניטיביות (הוראות לביצוע סיכום של החומר)‪.‬‬
‫הבדלים בהישגים במת' בין ……‬
‫הבדלים באסטרטגיות קריאה אצל ילדים ליקויי למידה‪.‬‬
‫עקרונות המשפיעים על הלומד לבחור באסטרטגיה לפתרון ‪ /‬ללמידה‪.‬‬
‫עקרונות קוגניטיביים בהכשרת מורים‪.‬‬
‫סגנון קוגניטיבי בחיפוש אינפורמציה‪.‬‬
‫בעיות ורבליות וויזואליות‪.‬‬
‫הוראת אסטרטגיות למידה לתלמידי מתימטיקה עם ‪.LD‬‬
‫ארגון מושגים ריגשיים רלוונטיים והפעלתם בזמן מבחן‬
‫כיצד להורות ויסות עצמי לתלמיד‬
‫מטאקוגניציה‪ ,‬יכולת‪ ,‬ופתוח מומחיות‬
‫עומס קוגניטיבי ושגיאות שיטתיות במתימטיקה‬
‫מטרות ועניין כמשפיעות על השימוש בויסות עצמי ובאסטרטגיות למידה‬
‫תחושת הידיעה כמשפיעה על ידע של תרגום מלים‬
‫זיכרון עבודה ואסטרטגיות במטלות של סילוגיזמים‬
‫גורמים המשפיעים על רוטציה מנטלית‬
‫השפעת הכושר‪ ,‬אימון אסטרטגי‪ ,‬ומבנה המשימה על ביצוע משימה מרחבית‪.‬‬
‫גורמים לא קוגניטיביים בבחירת אסטרטגיות ‪.‬‬
‫אסטרטגיות קוגניטיביות בפתרון בעיות מילוליות במתימטיקה‬
‫עמדות סגל מורי מכללה כלפי סטודנטים בעלי ליקויים בכלל וליקויי למידה בפרט‪.‬‬
‫זיהוי קשיי למידה ותפיסת הגורמים להיווצרותם‬
‫השפעת ידע קודם‬
‫ואימון אסטרטגיה על בדיקה מתמשכת ‪ -‬ניטור של ביצוע מדויק‬
‫חרדת מבחן ומיומנויות אקדמיות כמשפיעות על הישגים‬
‫הקשר בין מדדי ויסות בקרה (פיקוח) לבין הישגים בידע מושגים והישגים באנלוגיות‬
‫בקבוצות אימון שונות‪ ,‬אצל חלשים ו‪/‬או חזקים‪.‬‬
‫הבדלים בהבנת הנקרא בין אסטרטגיות קריאה קוגניטיביות (הסכום מונח לפניך) לבין‬
‫אסטרטגיות קריאה מטא‪-‬קוגניטיביות (הוראות לביצוע סיכום של החומר)‪.‬‬
‫הבדלים באסטרטגיות קריאה אצל ילדים ליקויי למידה‪.‬‬
‫עקרונות המשפיעים על הלומד לבחור באסטרטגיה לפתרון ‪ /‬ללמידה‪.‬‬
‫עקרונות קוגניטיביים בהכשרת מורים‪.‬‬
‫סגנון קוגניטיבי בחיפוש אינפורמציה‪.‬‬
‫כיצד להורות ויסות עצמי לתלמיד‬
‫מטאקוגניציה‪ ,‬יכולת‪ ,‬ופתוח מומחיות‬
‫עומס קוגניטיבי ושגיאות שיטתיות במתימטיקה‬
‫‪3‬‬
‫‪ .64‬מטרות ועניין כמשפיעות על השימוש בויסות עצמי ובאסטרטגיות למידה‬
‫‪ .65‬תחושת הידיעה כמשפיעה על ידע של תרגום מלים‬
‫‪ .66‬זיכרון עבודה ואסטרטגיות במטלות של סילוגיזמים‬
‫‪ .67‬אסטרטגיות מטא‪-‬קוגניטיביות כמשפיעות על רוטציה מנטלית‬
‫‪ .68‬רמת ידע מטא‪-‬קוגניטיבי והשפעתו על הישגים ב‪-‬‬
‫‪ .69‬מיגדר סגנון למידה וויסות עצמי‪.‬‬
‫‪ .70‬הבדלים בין בנים לבנות סגנון למידה‪.‬‬
‫‪ .71‬זיהוי קשיי למידה בהשוואה לליקויי למידה ותפיסת הגורמים להיווצרותם‬
‫‪ .72‬הבדלים בהבנת הנקרא בין אסטרטגיות קריאה קוגניטיביות (הסכום מונח לפניך) לבין‬
‫אסטרטגיות קריאה מטא‪-‬קוגניטיביות (הוראות לביצוע סיכום של החומר)‪.‬‬
‫‪ .73‬הבדלים בהישגים במת' בין ……‬
‫‪ .74‬הבדלים באסטרטגיות קריאה אצל ילדים ליקויי למידה‪.‬‬
‫‪ .75‬עקרונות המשפיעים על הלומד לבחור באסטרטגיה לפתרון ‪ /‬ללמידה‪.‬‬
‫‪ .76‬עקרונות קוגניטיביים בהכשרת מורים‪.‬‬
‫‪ .77‬סגנונות קוגניטיביים בחיפוש אינפורמציה‪.‬‬
‫‪ .78‬דגם קוגניטיבי של ילדים עם דיסלקציה‪ .‬השוואה בין ילדים בעלי ‪ I.Q.‬לא מילולי גבוה ונמוך‬
‫‪ .79‬בעיות ורבליות וויזואליות‪.‬‬
‫‪ .80‬הוראת אסטרטגיות למידה לתלמידי מתימטיקה עם ‪.LD‬‬
‫‪ .81‬קרודלי ‪ -‬זיהוי אסטרטגיות תחרות בין מכניזמים מטאקוגניטיביים ואסוצאיטיביים‬
‫‪ .82‬פורד ‪-‬שני מודלים בייצוג מנטלי ופתרון בעייה בחשיבה סילוגיסטית‬
‫‪ .83‬גיהולי‪ -‬זכרון עבודה ואסטרטגיות במשימות חשיבה סילוגיסטיות‬
‫‪ .84‬ניוטון ‪ -‬ניסוי לפיתוח אסטרטגיות‬
‫ביבליוגרפיה מרכזית‪:‬‬
‫אשל‪ ,‬י'‪ .)1980( .‬לאיתור ולאבחון תלמידים טעוני‪-‬טיפוח‪ .‬עיונים בחינוך‪.143-156 ,27 ,‬‬
‫גלוברזון‪ ,‬ת'‪ .)1990( .‬התפתחות הכרתית‪ ,‬למידה‪ ,‬וסגנונות חשיבה‪ ,‬לקראת גישה משולבת‪ .‬בתוך‪ :‬ד' בר‪-‬טל‪,‬‬
‫‪ .)18-32‬ירושלים‪:‬‬
‫וא' קלינגמן (עורכים)‪ ,‬סוגיות נבחרות בפסיכולוגיה וייעוץ בחינוך (עמודים‬
‫משרד החינוך והתרבות‪ ,‬השירות הפסיכולוגי‪-‬ייעוצי‪.‬‬
‫הבר‪ ,‬ד'‪ .)1990( .‬לא הואב לקרוא‪ .‬טיפול רב‪-‬מימדי בליקויי למידה‪ .‬הוצאת רמות‪ -‬אוניברסיטת תל‪-‬אביב‪.‬‬
‫היימן‪ ,‬ט'‪ .)2000( .‬ליקויי למידה‪ .‬רמת‪-‬אביב‪ :‬האוניברסיטה הפתוחה‪.‬‬
‫וייס‪ ,‬י‪ .)2000( .‬האומנם מיומנויות קוגניטיביות תלויות תוכן ? ראיות מתחום פתרון בעיות אנלוגיה והעברה‪.‬‬
‫עבודת דוקטור‪ .‬רמת‪-‬גן‪ :‬אוניברסיטת בר‪-‬אילן ב"ס לחינוך‪.‬‬
‫כהן‪ ,‬א‪ .)1990( .‬האסטרטגיה‪-‬נקודת התורפה בהוראה‪ .‬עיונים בחינוך‪.89-100 ,53/54 ,‬‬
‫מיילס‪ ,‬ט'‪ .‬ומיילס‪ ,‬א‪( .‬עורכים) (‪ .)1994‬דיסלקציה ומתימטיקה‪ .‬הוצאת "אח" בע"מ‪ .‬קרית ביאליק‪.‬‬
‫מליץ‪ ,‬ע'‪ ,‬ומליץ צ'‪ .)1993( .‬אסטרטגיות למידה‪ :‬תיאוריה ומעשה‪ .‬באר‪-‬שבע‪ :‬המכון לשיפור הישגים‬
‫לימודיים בע"מ‪.‬‬
‫מרגלית‪ ,‬מ' וטור‪-‬כספא‪ ,‬ח' (‪ .)1998‬ליקויי למידה‪ :‬מודל נוירו‪-‬התפתחותי רב‪-‬ממדי‪ ,‬פסיכולוגיה‪ ,‬ז‪.64-76 ,‬‬
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