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ASSESSMENT OF STUDENTS’ VISUAL COGNITIVE COMPETENCIES: METHODOLOGICAL APPROACHES

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dc.contributor.authorOlimova Aziza Abdullayevna
dc.date.accessioned2026-03-11T20:30:53Z
dc.date.issued2026-03-11
dc.description.abstractThe contemporary educational landscape increasingly emphasizes the integration of visual-cognitive competencies as a cornerstone for enhancing students’ analytical, interpretive, and problem-solving capabilities. This study explores the multifaceted nature of visual-cognitive skills, conceptualizing them as dynamic interactions between perceptual acuity, spatial reasoning, and knowledge representation. The research investigates methodological frameworks for assessing these competencies within educational contexts, drawing upon interdisciplinary perspectives from cognitive psychology, instructional design, and educational neuroscience.
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dc.identifier.urihttps://usajournals.org/index.php/6/article/view/2057
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/118940
dc.language.isoeng
dc.publisherModern American Journals
dc.relationhttps://usajournals.org/index.php/6/article/view/2057/2141
dc.rightsCopyright (c) 2026 Modern American Journal of Linguistics, Education, and Pedagogy
dc.rightshttps://creativecommons.org/licenses/by/4.0
dc.sourceModern American Journal of Linguistics, Education, and Pedagogy; Vol. 2 No. 3 (2026); 33-42
dc.source3067-7874
dc.subjectVisual-cognitive competencies, spatial reasoning, cognitive assessment, educational methodology, perceptual skills, instructional design, interdisciplinary evaluation, student learning outcomes.
dc.titleASSESSMENT OF STUDENTS’ VISUAL COGNITIVE COMPETENCIES: METHODOLOGICAL APPROACHES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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