Главная Публикации «Личность-слово-социум» – 2009 СМИ и медиакультура (Секция 5) THE INNER STRUCTURE ATTRACTION OF MEDIACOGNITIVE ACTIVITIES (Кравцова Анна Владимировна, Равков Денис Александрович)

Кравцова Анна Владимировна, Равков Денис Александрович

(Krautsova H. V., Ravkov D. A.)

Белорусский государственный педагогический университет им. М. Танка (Belarusian State Pedagogical University named after Maksim Tank)


Mediacognitive activity is directly connected with communicative processes, based on digital technologies of representation of reality. Intensive conscious communication with media presuppresses, first of all the presence of developed series of audio – visual thinking & critical attitude towards the contents side of the perceived information. Under communication well understand the activity on recoding of verbal information into non–verbal, and vice versa. The reception of the signal system of a digital mediatext is connected with a definite decoding its semantic contextual field. The medialanguage of digital representation operates with discreet sizes, that are, on the whole representations of corresponding analogy data (phenomena & processes of the real world). Discreet mediashots, having indepedence give birth to multivariable contextuality of the result material. The full reading, of information in flus case is possible only at a corresponding level of devolopment of common mediaculture. Here appears the clanger of breaking methodological renity of creating & reception a mediatext in scientific & methodical relation. According to the hypothesis of Vygotsky [1, c.56], perception, as any ofher kind of psychological process, depends on the terms of cultural development of an individum. In other words, social & cultural sphere, life experience, intellectualу & emotional space of living have a difining influence on the ways of cognition of the environmental world & the way of thinking.

Perception of media information is subordinate, first of all, to the laws of the language it is expressed in. Nowadays we can’t but ignore the fact, that dominating of audio – visual technologies of transmitting & processing information in the life of the modern society & educational space, makes non–verbal forms of communication major. Here we become witnesses of changing the nature of perception & using information itself. Today’s recepient of data, circulating in the space, is sooner a spectator than a reader. This fact effects, in the most direct way, the cognitive processes, and in separate cases, changes the inner nature of thinking as it is. Meanwhile, we can consider information, in common sense, as mediameans of media cognitive activity. Presentation or image, being a historical preelement of thinking, has a more spontaneous character of getting into our cognition, than verbal information. For its recognition & processing they don’t need a formed meaning vocabulary & knowing of a code system, on which verbal forms of information are based. As a result, separateness, fragmentness or descreetness of forming image thinking. It’s possible to overcome this negative moment with help of forming mediacompetence of a future teacher, that begins with studying the basis of digital mediarepresentation language.

One of the methods of cognitive activity, connected with studying the inner structure of digital mediatext is analysis of key shots of videoinformation.

As it is seen from the results of experimental observations held by us in the studying labs, there’s a definite interconnection between effectiveness of mediatext’s influence on the studying audience & the order of disposition of its key shots. These shots carry the main information about the depicting structure of the current videofragment & are defining in questions of perception. The major configuration of a digital mediafragment, its compositional peculiarity are given by the inner structure of key shots & its varying on the time scale of the videorow. The most successful in methodical relation fragments differ in similar structure of appearing these key, or, in other words – «I – shots», which aren’t used in processes of videocompression & keeping their firstmade look in the final videovariant. Their disposition on the common time scale of a mediatext gets closer to a so–called «golden» succession of numbers, to be exact, to the widely known number row of Fibonacci – 0,1,1,2,3,5,8,13,21,34… These numbers are time landmarks, defining the moment of appearing the next short. Since Da Vincies time the presence of Fibonacci’s row is widely known in the nature. Many masterpieces of architectural & art works are created, counting the correlations of them «golden» proportion. That’s why we think it not occasional the presence of such correlations in the inner structure of digital mediatexts. Here it should be menfioned, that exact building up of mediainformation according to Fibonacci’s row, conscious suiting to a definite numeral standard would be a mistake. This will lead to unwarranted time wastes & can close the major objective of creating and using an educationql mediatext. The analysis of alleration of key videoshots is sooner, an extra opportunity to have a look behind «the mediacurtain», to approach the laws of inner nature of a digital mediatext. This method lets us produce the intergral evaluation of the created educationally methodical material & find out its total harmony & final effectiveness of using in educational processes. While analytical work we take into consideration the ‘possibilites’ of multivariable adding of different numbers of Fibonacci’s, row.

It allows us use the numbers in both rising & falling orders. Presentation of numbers of Fibonacci’s row can be expressed, for example, in the following way: 3+5+13=21… The middle part of the videorow may be worked out of these relations, that can serve as a supporting perception signal will lead to deautomatization of the narrative way.

Creating of key shots in proportion of golden section can be fulfilled in forms of both a rising & falling rows (the beginning & the end of a videofragment). Exlusion of the middle part of the videorow from Fibonacci’s row let us create extra «white noise» or information proficiency of a mediatext. This fact makes perception more comfortable & creates a more flexible structure of a text. Besides, proficiency of mediainformation influences the total tezaurus of studying audience. The research of inner connection of proficiency of mediainformation & tezaurus barrier of students allow us make a conclusion about the necessity of a conscious using «the white noise» in information & communicative processes. Dynamics of development the main tezaurus shows that «the white noise» has a stimulating influence on building up the common media culture. As W. Burroughs says: «… the essence of words may be understood only with the help of sensations, when subconscious strength, feelings & instincts are used». [2, p.39]. It is supposed here, that the criteria of cognitability of words itself should be looked for not in intellect, lent in their influence on the nerroussystem of a person. Exactly the such a role is played by proficient information in the digital mediatext. This information creates this or that context of the perceived material. Technical methods of creating positive «white noise» can be natural or artificial components. This means, first of all, heuristic using of a speaking language & associative density of a mediatext.

Observations of fulfilling lab works let us make a conclusion, that dislocation of key shots in proportions, close «the golden middle» is seen in cases of mature forms of audiovisual thinking, characteristic of students of senior courses. As a rule, by this time, their experience of dealing with mediatechnical instruments lets operate with varied data in information – communication environment in a qualifield way, what is proved by a high level of common performance & stable skills in creating digital mediamaterials.

Formation of mediacompletence includes, besides, practice–oriented or activity component. Methodology of studying digital mediatexts in their variety serves to develop this component. The latest decades tendency to increasing visualization of human thinking leads often to the one–side using of enormous potential of modern mediaenvironment.

To our minds, methodology of modern education – information influence should be build up taking into consideration different types of representative systems. The inner structure of a modern educational mediatext should include different variants of presentation information & opportunity of interactive choice of a more appopriate type of communication hyperenvironmental compositional buildinp up of an educational shot also plays not the least part.

In the conditions of mass teaching, using of methods of individual influence on students is seen as complicated, &, probably, having no solution, in the full size. But, opportunities, given by the modern multimedia hyperenvironment let us make effective differentiation of ways of informational presentation and give students the opportunity to reproduce a mediatext themselves in the most appropriate form for them. The result of our reseach show that interconnection of effectiveness of perception (& consequently, activization of cognitive activity on the whole) & technical characteristics of information – communication technologies has an evident character. We think, that this factor must be taken into account in questions of working–out modern educational methodological conceptions. Here it should be mentioned, that a simply free choice of those or other forms of work with educational information won’t bring the desired result without special work in creating mature forms of perception of audio–visual info.

Here it should be mentioned, that orienting on the leading structures of information – communication channels of perception among students would an evident mistake [3, p.138]. Differentiation of channels of perception is justified at some stages of searching, connected with difficulties in perception of separate themes, activization of the studied material. The major objective of teaching is harmonic development of two main types of thinking – formal – logical & spatial – image, which would let students solve the problems, which much arise during professional activity in a creative way.

We think, that in the conditions of coming of digital era, when a so–called mutation of a phenomenon of a moving display is observed & when the new philosophy of cinema is getting born, connected with availability of technical means of digital mediarepresentation, questions of semiotical analysis in processes of creating & using mediatexts in educational process acquire a special actuality. Knowing the language which is used for communicational processes of a modern society is the obligatory conditions of a specialist of a pedagogical profile. Semiotical approach lets set free the effective scientifical – methodological potential of digital mediapresentation as an active means of managing cognitive activity.


1. Пономарев, Я. А. Психология творческого мышления / Я. Е. Пономарев. – М., 1960. – C. 56.

2. «Evergreen Review». June. – 1969. – Р. 39.

3. Eizenstein, S. Psychological questions of Art / S. Eizenstein. – M.: «Sense», 2002. – Р. 138.



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