The use of cognitive visualization techniques (as in the case crossens) to develop logical thinking of university students

Volume 4, Number 4, 2019, P. 363–369


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Change of graduation requirements has inevitably resulted in the development and implementation of new educational technologies in the educational process. The article analyzes the issues of increasing the efficiency of the educational practice through the technology of visualization of knowledge that facilitates strengthening of students’ mental and cognitive activities. Visual information should enhance the cognitive activity of students. The technology of cognitive visualization is based on cognitive graphics that develops students’ logical ways of thinking and contributes to the activation of cognitive processes. That requires educators to understand the role of visual teaching aids, to master new methods and tools for their creation and use. The author considers theoretical approaches and practical experience of visualization technologies application in organizing education in higher educational institutions. The article explains why educators should master the methods and tools for visualizing educational material and put them into practice. One of the methods is crossens. This technique involves a chain of nine pictures, describing them a student makes a linked story on the topic of images. The article focuses on the relevance of the introduction of crossens techniques to develop students’ logical thinking. The author emphasizes that the effectiveness of cognitive visualization including crossens techniques depends on the educator’s motivation to organize classes using this method.


logical thinking, visualization, interactivity, cognitive activity of students, crossens


Elena N. Struk, Dr. Sci. (Philosophy), Head of Sociology and Psychology Department, Irkutsk National Research Technical University, Irkutsk, Russia

For citation:

Struk E.N. (2019) The use of cognitive visualization techniques (as in the case crossens) to develop logical thinking of university students. Social Competence. Vol. 4. No. 4. P. 363–369. (In Russ.)


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