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n
al
p
s
y
ch
o
lo
g
is
t,
f
ir
s
t
o
f
all,
s
h
o
u
l
d
m
o
n
ito
r
an
d
d
iag
n
o
s
e
b
o
t
h
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
th
e
s
u
cc
ess
o
f
th
e
s
tu
d
en
t.
T
h
e
r
esear
ch
e
r
r
ev
ea
ls
th
e
m
eth
o
d
o
l
o
g
y
o
f
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
s
y
s
tem
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
,
wh
ich
is
th
e
r
esu
lt
o
f
th
e
ac
q
u
is
itio
n
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
n
ec
ess
ar
y
to
en
s
u
r
e
q
u
ality
an
d
p
r
o
d
u
ctiv
ity
in
th
e
p
ed
ag
o
g
ical
ac
tiv
ity
o
f
a
n
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
t.
Sap
ar
g
aliy
ev
a
et
a
l.
[
5
]
n
o
te
t
h
at
u
n
d
er
s
tan
d
i
n
g
th
e
ess
en
ce
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
lies
in
th
e
in
teg
r
ativ
e
ab
ilit
y
o
f
th
e
p
er
s
o
n
ality
o
f
e
d
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
,
b
ased
o
n
th
e
ab
ilit
y
to
ca
r
r
y
o
u
t
p
ed
ag
o
g
ical
d
iag
n
o
s
tics
,
ex
p
er
ien
c
e
in
f
o
r
ec
asti
n
g
an
d
r
esear
ch
o
f
m
et
h
o
d
o
lo
g
ica
l
f
o
u
n
d
atio
n
s
f
o
r
t
h
e
d
ev
elo
p
m
en
t
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
o
b
tain
e
d
r
esu
lts
in
d
icate
th
at
th
e
tr
ain
in
g
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
in
Kaz
ak
h
s
tan
n
ee
d
s
ch
an
g
es,
n
am
ely
,
u
p
d
atin
g
a
p
p
r
o
ac
h
es
to
d
iag
n
o
s
tics
–
an
im
p
o
r
tan
t m
eth
o
d
o
f
m
o
n
ito
r
i
n
g
r
esear
ch
.
Sli
d
er
et
a
l.
[
6
]
wh
o
h
av
e
s
tu
d
ied
th
e
r
ea
liti
es
an
d
p
r
o
s
p
ec
ts
o
f
p
s
y
ch
o
lo
g
ical
ed
u
ca
ti
o
n
in
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
,
ar
e
c
o
n
v
in
ce
d
th
at
th
e
co
u
n
tr
y
is
ac
tiv
ely
s
ea
r
ch
in
g
f
o
r
e
f
f
ec
tiv
e
f
o
r
m
s
an
d
m
eth
o
d
s
o
f
tr
ain
in
g
p
s
y
ch
o
lo
g
ical
an
d
p
ed
ag
o
g
ical
s
p
ec
ialis
ts
.
I
t
is
p
r
o
v
ed
t
h
at
th
er
e
is
a
n
ee
d
f
o
r
c
o
m
p
r
e
h
en
s
iv
e
tr
ain
in
g
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
,
b
o
th
th
eo
r
is
ts
an
d
p
r
ac
titi
o
n
er
s
,
s
in
ce
s
u
ch
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
ar
e
p
r
ac
tically
n
o
t
p
r
o
v
id
e
d
m
ai
n
ly
in
in
s
titu
tio
n
s
o
f
h
ig
h
er
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
.
R
eg
ar
d
in
g
t
h
e
r
esu
lts
o
b
tain
ed
i
n
th
is
s
tu
d
y
,
a
ce
r
ta
in
ap
p
r
o
ac
h
is
k
ey
,
s
in
ce
th
e
tr
ain
in
g
o
f
a
cr
ea
tiv
e
a
n
d
co
m
p
eten
t
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
t
with
d
ev
elo
p
e
d
d
iag
n
o
s
tic
co
m
p
eten
ce
in
th
e
s
y
s
tem
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
is
s
ig
n
if
ican
tly
co
n
s
tr
ain
ed
b
y
th
e
g
ap
b
etwe
e
n
th
e
ac
h
iev
e
m
en
ts
o
f
s
cien
ce
,
p
r
o
d
u
ctio
n
,
a
n
d
v
o
ca
tio
n
al
e
d
u
ca
tio
n
[
7
]
.
Ar
alb
ae
v
a
[
8
]
n
o
tes
th
at
th
e
p
r
o
f
ess
io
n
al
tr
ain
i
n
g
o
f
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
in
v
o
lv
es
r
eth
in
k
in
g
th
e
m
ain
co
m
p
o
n
en
ts
o
f
t
h
e
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
o
f
a
f
u
tu
r
e
s
p
ec
ialis
t
in
th
e
f
ield
o
f
p
ed
a
g
o
g
ical
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
.
T
h
e
ex
is
tin
g
tr
en
d
s
in
t
h
e
d
e
v
elo
p
m
en
t
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
ar
e
r
ef
lecte
d
to
a
ce
r
tain
ex
ten
t
in
th
e
c
o
n
te
n
t
o
f
th
e
d
ev
el
o
p
m
en
t
o
f
d
i
ag
n
o
s
tic
co
m
p
ete
n
ce
wh
en
s
tu
d
y
in
g
in
h
i
g
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
u
s
,
in
t
h
e
c
o
n
tex
t
o
f
th
e
d
ev
el
o
p
m
en
t
o
f
m
o
d
er
n
Kaz
ak
h
s
o
cie
ty
,
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
is
o
n
e
o
f
th
e
p
r
io
r
it
ies
o
f
th
e
d
ev
elo
p
m
en
t
o
f
h
i
g
h
er
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
.
C
o
n
s
eq
u
en
tly
,
s
o
lu
tio
n
s
to
th
e
p
r
o
b
le
m
s
o
f
i
m
p
r
o
v
i
n
g
th
e
s
y
s
tem
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
f
o
r
t
h
e
d
ev
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies a
r
e
r
ele
v
an
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
m
ain
m
eth
o
d
s
i
n
th
e
p
r
o
ce
s
s
o
f
ex
p
er
im
en
tal
r
esear
ch
wer
e
aim
e
d
at
s
tu
d
y
i
n
g
th
e
p
r
o
b
lem
s
o
f
th
e
r
ea
d
in
ess
o
f
f
u
tu
r
e
ed
u
ca
t
io
n
al
p
s
y
ch
o
lo
g
is
ts
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
in
h
i
g
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
Kaz
ak
h
s
tan
,
wh
ich
p
r
o
v
id
ed
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
a
m
eth
o
d
o
lo
g
y
f
o
r
cr
ea
tin
g
co
m
p
o
n
en
ts
o
f
r
ea
d
in
ess
an
d
cr
iter
ia
f
o
r
th
em
,
n
am
ely
:
m
o
tiv
atio
n
al
(
m
o
tiv
atio
n
al
a
n
d
v
alu
e)
,
em
o
tio
n
al
(
em
o
tio
n
al
an
d
v
o
liti
o
n
al)
,
c
o
g
n
itiv
e
(
co
g
n
itiv
e
an
d
o
p
er
atio
n
al)
,
s
u
b
jectiv
e
(
r
ef
le
x
iv
e)
,
an
d
in
d
icat
o
r
s
.
Ass
es
s
m
en
t o
f
th
e
f
o
r
m
atio
n
o
f
r
ea
d
in
ess
co
m
p
o
n
en
ts
was c
ar
r
ied
o
u
t a
t th
r
ee
lev
els:
h
ig
h
,
av
er
ag
e,
a
n
d
lo
w.
T
h
e
ex
p
er
im
e
n
tal
s
tu
d
y
was c
o
n
d
u
cte
d
at
Z
h
ety
s
u
Un
iv
er
s
ity
n
am
ed
af
ter
I
.
Z
h
an
s
u
g
u
r
o
v
.
T
o
en
s
u
r
e
th
e
r
ep
r
esen
tativ
en
ess
an
d
r
eliab
ilit
y
o
f
th
e
s
am
p
le,
th
e
f
ea
tu
r
es
o
f
t
h
e
f
o
r
m
atio
n
o
f
ex
p
er
i
m
en
tal
g
r
o
u
p
s
,
a
g
e,
an
d
g
en
d
er
wer
e
d
eter
m
in
e
d
.
T
h
e
estab
lis
h
m
en
t
o
f
th
e
co
n
tr
o
l
an
d
r
esear
ch
ar
r
a
y
was
ca
r
r
ied
o
u
t
b
y
p
air
wis
e
s
elec
tio
n
.
T
h
e
co
n
d
itio
n
was c
o
n
s
id
er
ed
th
at
at
th
e
en
d
o
f
th
e
s
elec
tio
n
,
th
e
n
u
m
b
e
r
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
m
et
th
e
r
eq
u
ir
e
m
en
ts
o
f
r
e
p
r
esen
tativ
en
ess
.
T
h
e
s
am
p
l
e
co
n
s
is
ted
o
f
7
8
u
n
d
er
g
r
a
d
u
ates.
T
h
ir
ty
-
eig
h
t
r
esp
o
n
d
en
ts
we
r
e
in
clu
d
ed
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
an
d
4
0
p
ar
ticip
an
ts
in
th
e
ex
p
er
im
en
ta
l
g
r
o
u
p
.
T
h
ir
ty
-
s
ix
wo
m
en
a
n
d
4
2
m
en
wer
e
s
elec
ted
f
r
o
m
t
h
e
s
elec
ted
r
esp
o
n
d
en
ts
f
o
r
th
e
ex
p
er
im
en
tal
s
tu
d
y
.
T
h
e
an
aly
s
is
o
f
th
e
liter
atu
r
e
b
ase
o
n
th
e
r
esear
ch
p
r
o
b
le
m
was
ca
r
r
ied
o
u
t
,
th
e
v
iews
o
f
r
esear
c
h
er
s
o
n
th
is
p
r
o
b
le
m
wer
e
co
m
p
ar
ed
,
s
y
s
tem
atiza
tio
n
,
c
lass
if
icatio
n
,
an
d
g
en
er
aliza
t
io
n
o
f
th
e
o
r
etica
l
d
ata,
co
m
p
ar
ativ
e
a
n
aly
s
is
;
m
o
d
ellin
g
,
an
d
g
e
n
er
aliza
tio
n
o
f
th
e
m
eth
o
d
o
lo
g
y
o
f
t
r
ain
i
n
g
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
is
ts
wer
e
ca
r
r
ied
o
u
t,
th
e
co
m
p
o
n
en
ts
o
f
th
e
r
ea
d
in
ess
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
f
o
r
m
d
iag
n
o
s
tic
co
m
p
ete
n
ce
wer
e
d
eter
m
in
ed
: m
o
tiv
atio
n
al,
em
o
tio
n
al,
co
g
n
itiv
e
an
d
o
p
e
r
atio
n
al,
an
d
s
u
b
jectiv
e.
T
h
e
s
tu
d
y
ex
am
in
es
m
o
d
er
n
p
r
o
b
lem
s
an
d
co
n
d
itio
n
s
f
o
r
in
cr
ea
s
in
g
th
e
r
ea
d
in
ess
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
to
d
ev
elo
p
d
iag
n
o
s
tic
co
m
p
et
en
cies
in
p
r
o
f
ess
io
n
al
tr
ain
i
n
g
,
wh
ich
ca
n
b
e
ef
f
ec
tiv
ely
an
d
q
u
alitativ
ely
s
o
lv
ed
with
th
e
h
elp
o
f
p
r
a
ctica
l
u
s
e
o
f
th
is
tech
n
iq
u
e,
th
e
co
n
tin
g
en
t
o
f
p
ar
ticip
an
ts
is
d
eter
m
in
ed
,
d
i
ag
n
o
s
tics
o
f
in
d
iv
id
u
al
lev
els
o
f
co
m
p
o
n
e
n
ts
o
f
th
e
d
e
v
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
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o
f
f
u
tu
r
e
e
d
u
ca
tio
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p
s
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ch
o
lo
g
is
ts
in
p
r
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f
ess
io
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tr
ain
in
g
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er
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o
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co
mp
eten
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f e
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ates
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ed
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6
B
0
1
1
0
1
“
p
ed
a
g
o
g
y
an
d
p
s
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ch
o
lo
g
y
”
was
co
n
d
u
cte
d
,
th
e
n
ec
ess
ar
y
co
n
c
lu
s
io
n
s
wer
e
d
r
awn
.
An
an
aly
tical
s
tu
d
y
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
esig
n
ate
d
co
m
p
o
n
en
ts
o
f
th
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ess
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th
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d
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el
o
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
ete
n
cies
in
p
r
o
f
ess
io
n
a
l
tr
ain
in
g
h
as
b
ee
n
ca
r
r
ied
o
u
t.
T
h
e
a
u
th
o
r
’
s
co
u
r
s
e
“
f
u
n
d
am
en
tals
o
f
d
iag
n
o
s
tic
ac
tiv
ity
o
f
ed
u
ca
tio
n
al
p
s
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ch
o
lo
g
is
ts
”
was
d
ev
elo
p
e
d
,
f
o
llo
wed
b
y
its
in
tr
o
d
u
ctio
n
in
to
th
e
ed
u
ca
ti
o
n
al
p
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o
ce
s
s
o
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tr
ain
in
g
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n
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er
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ates
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ed
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6
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0
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0
1
“
p
ed
ag
o
g
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a
n
d
p
s
y
ch
o
l
o
g
y
”,
u
p
d
atin
g
t
h
e
c
u
r
r
icu
la
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f
in
d
u
s
tr
ial
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p
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-
g
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ad
u
ate
p
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ac
tice,
u
s
in
g
th
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M
ay
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-
Salo
v
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-
C
ar
u
s
o
em
o
tio
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al
in
tellig
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test
(
MSC
E
I
T
)
test
,
co
n
v
er
s
atio
n
s
,
q
u
esti
o
n
n
air
es,
test
in
g
,
m
o
d
e
llin
g
to
id
e
n
tify
p
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o
b
lem
s
a
n
d
way
s
to
s
o
lv
e
th
e
is
s
u
es
o
f
tr
ain
i
n
g
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
;
th
e
d
ata
o
b
tain
ed
wer
e
wo
r
k
e
d
o
u
t
u
s
in
g
m
eth
o
d
s
o
f
m
at
h
em
atica
l
s
tatis
tic
s
:
p
r
o
ce
s
s
in
g
o
f
f
in
al
in
d
icato
r
s
o
f
th
e
lev
el
o
f
r
ea
d
in
ess
o
f
f
u
t
u
r
e
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
d
ia
g
n
o
s
tic
co
m
p
eten
cies
in
p
r
o
f
ess
io
n
al
t
r
a
in
in
g
.
At
t
h
e
e
n
d
o
f
t
h
e
ex
p
er
im
en
t,
th
e
an
aly
s
is
o
f
th
e
r
esu
lts
o
b
tain
e
d
,
t
h
eir
g
en
er
aliza
tio
n
,
an
d
co
n
cl
u
s
io
n
s
wer
e
d
r
awn
a
n
d
p
r
o
s
p
ec
ts
f
o
r
f
u
r
th
e
r
r
esear
ch
wer
e
o
u
tlin
ed
.
3.
RE
SU
L
T
S
T
h
e
im
p
lem
en
tatio
n
o
f
h
ig
h
-
q
u
ality
tr
ain
in
g
o
f
e
d
u
ca
tio
n
a
l
p
s
y
ch
o
lo
g
is
ts
co
m
p
etitiv
e
i
n
th
e
lab
o
r
m
ar
k
et
in
h
ig
h
er
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
o
f
Kaz
a
k
h
s
tan
is
t
h
e
n
ewe
s
t
ed
u
ca
tio
n
al
a
r
ea
th
at
is
o
n
th
e
p
ath
o
f
ac
tiv
e
d
ev
elo
p
m
en
t.
T
o
d
ay
,
Kaz
ak
h
s
tan
is
ac
tiv
ely
s
ea
r
ch
in
g
f
o
r
way
s
to
d
e
v
elo
p
d
ia
g
n
o
s
tic
co
m
p
eten
ce
am
o
n
g
e
d
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
in
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
n
ew
f
o
r
m
s
an
d
tec
h
n
o
lo
g
ie
s
o
f
th
eir
tr
ain
in
g
,
wh
ich
r
eq
u
ir
es
th
e
in
tr
o
d
u
ctio
n
o
f
in
n
o
v
atio
n
s
in
to
th
e
p
r
ac
t
ice
o
f
h
ig
h
er
ed
u
ca
tio
n
an
d
th
eir
im
p
lem
en
tatio
n
in
m
o
d
er
n
co
n
d
itio
n
s
o
f
tr
ain
in
g
s
p
ec
ialis
ts
[
9
]
,
[
1
0
]
.
T
h
er
e
is
a
n
ee
d
to
d
e
v
elo
p
a
s
y
s
tem
f
o
r
cr
ea
tin
g
a
f
av
o
r
a
b
le
lear
n
in
g
en
v
ir
o
n
m
e
n
t
f
o
r
teac
h
in
g
a
n
ew
g
en
er
at
io
n
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
i
s
ts
,
wh
o
m
u
s
t
h
av
e
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e
an
d
s
k
ills
,
p
ed
ag
o
g
ical
s
k
ills
,
in
d
iv
id
u
al
ap
p
r
o
ac
h
es
to
tea
ch
in
g
,
m
eth
o
d
s
f
o
r
d
iag
n
o
s
in
g
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
is
tics
o
f
th
e
lev
el
o
f
k
n
o
wled
g
e
o
f
s
tu
d
e
n
ts
[
1
1
]
,
[
1
2
]
.
B
ased
o
n
th
e
s
u
b
ject
o
f
th
e
s
tu
d
y
,
th
e
im
m
e
d
iate
task
was
t
o
in
v
esti
g
ate
th
e
lev
el
o
f
d
ev
e
lo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
o
f
s
tu
d
en
ts
,
f
u
tu
r
e
ed
u
ca
ti
o
n
al
p
s
y
c
h
o
lo
g
is
ts
o
f
m
aster
’
s
d
eg
r
ee
an
d
th
e
d
ev
elo
p
m
en
t
o
f
a
s
y
s
tem
f
o
r
im
p
r
o
v
in
g
th
e
m
eth
o
d
o
lo
g
y
o
f
r
ea
d
in
ess
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
.
T
o
en
s
u
r
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
s
y
s
tem
o
f
d
ev
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies,
th
eir
s
eq
u
e
n
ce
i
s
h
ig
h
lig
h
ted
:
−
Pre
p
ar
ato
r
y
:
f
am
iliar
izatio
n
with
th
e
p
r
o
f
ess
io
n
a
n
d
its
s
i
g
n
if
ican
ce
f
o
r
s
o
ciety
.
T
h
e
i
m
p
lem
en
tatio
n
o
f
th
is
s
tag
e
tak
e
s
p
lace
in
th
e
s
t
u
d
y
o
f
s
u
ch
d
is
cip
lin
es
as
“I
n
tr
o
d
u
ctio
n
to
th
e
Pro
f
ess
io
n
”,
“Fu
n
d
am
en
tals
o
f
Gen
er
al
Ps
y
ch
o
l
o
g
y
”
a
n
d
“
Ped
ag
o
g
y
”.
−
Ma
in
s
tag
e
:
d
ev
elo
p
m
en
t
o
f
t
h
e
co
g
n
itiv
e
co
m
p
o
n
e
n
t
o
f
r
e
ad
in
ess
am
o
n
g
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
.
T
h
e
b
asis
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
e
co
g
n
itiv
e
co
m
p
o
n
e
n
t
is
th
e
s
tu
d
y
o
f
s
u
ch
d
is
cip
lin
es:
“A
g
e
Ps
y
ch
o
lo
g
y
”,
“Ped
ag
o
g
ical
Ps
y
ch
o
lo
g
y
”,
“
Did
ac
tics
”,
“T
h
eo
r
y
an
d
Me
th
o
d
o
lo
g
y
o
f
E
d
u
c
atio
n
”.
−
Fin
al
s
tag
e
p
u
r
s
u
es
th
e
g
o
al
o
f
m
o
v
i
n
g
to
p
r
ac
tical
ac
tio
n
s
.
I
t
is
im
p
lem
en
ted
b
y
s
tu
d
y
in
g
p
r
o
f
ess
io
n
al
m
eth
o
d
o
l
o
g
ical
to
o
ls
:
d
is
cip
lin
es
“Ped
ag
o
g
ical
s
k
ills
”,
“M
o
d
er
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
”,
s
p
ec
ial
co
u
r
s
e
“Fu
n
d
am
en
tals
o
f
d
iag
n
o
s
tic
ac
tiv
ity
o
f
an
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
t”,
p
ed
a
g
o
g
ical
p
r
ac
tice,
r
esear
ch
ac
tiv
ities
.
−
R
ef
lex
iv
e
an
d
co
r
r
ec
tio
n
al
:
co
n
s
is
ts
in
p
r
o
v
id
in
g
d
ir
ec
t
p
r
o
f
ess
io
n
al
ac
tiv
ity
,
th
e
im
p
lem
en
tatio
n
o
f
r
ef
lectio
n
an
d
s
elf
-
r
ef
lectio
n
.
T
h
e
s
y
s
t
e
m
o
f
t
as
k
s
t
h
a
t
a
r
e
f
o
r
m
e
d
d
u
r
i
n
g
t
r
a
i
n
i
n
g
a
t
a
l
l
s
t
a
g
es
i
s
h
i
g
h
l
i
g
h
t
e
d
,
n
am
e
l
y
[
1
3
]
:
i
)
p
r
o
v
i
s
i
o
n
o
f
d
i
a
g
n
o
s
ti
c
a
ct
i
v
i
t
y
o
f
t
h
e
f
u
t
u
r
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e
d
u
c
a
t
i
o
n
a
l
p
s
y
c
h
o
l
o
g
i
s
t
,
i
ts
p
u
r
p
o
s
e
a
n
d
o
b
j
e
c
t
i
v
es
;
ii
)
m
e
a
n
i
n
g
f
u
l
f
i
l
l
i
n
g
a
n
d
f
u
n
c
t
i
o
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l
i
t
y
o
f
d
i
a
g
n
o
s
t
i
c
a
c
t
i
v
it
i
es
;
i
i
i
)
p
r
o
v
i
d
i
n
g
o
r
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n
t
a
t
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o
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p
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f
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c
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p
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h
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l
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s
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s
;
i
v
)
t
h
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m
b
o
d
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m
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t
o
f
a
n
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l
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d
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a
c
ti
o
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in
t
h
e
a
c
t
i
v
i
t
y
o
f
a
n
e
d
u
c
a
t
i
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n
a
l
p
s
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c
h
o
l
o
g
is
t
;
v
)
d
e
v
e
l
o
p
m
e
n
t
o
f
d
i
a
g
n
o
s
t
i
c
co
m
p
e
t
e
n
c
i
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s
,
;
v
i
)
m
e
t
h
o
d
o
l
o
g
i
c
a
l
b
a
s
es
o
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t
h
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i
m
p
l
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m
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n
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ti
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p
e
d
a
g
o
g
i
c
a
l
d
i
a
g
n
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s
t
i
cs
;
v
i
i
)
m
a
s
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d
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e
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h
n
i
q
u
es
a
n
d
t
e
c
h
n
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l
o
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e
s
f
o
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d
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t
;
v
i
ii
)
i
m
p
l
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m
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i
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it
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es
;
i
x
)
i
m
p
l
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m
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n
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at
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f
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d
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d
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t
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m
e
n
t
;
a
n
d
x
)
d
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q
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at
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.
I
m
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at
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o
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t
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r
e
:
i
)
1
st
i
n
t
r
o
d
u
c
t
o
r
y
–
p
e
d
a
g
o
g
i
c
a
l
p
r
a
c
ti
c
e:
“
S
u
p
e
r
v
i
s
i
o
n
o
f
t
h
e
e
d
u
c
a
ti
o
n
a
l
w
o
r
k
o
f
t
h
e
t
e
a
c
h
e
r
-
c
u
r
a
t
o
r
”
;
i
i
)
2
nd
m
a
i
n
–
p
e
d
a
g
o
g
i
c
a
l
p
r
ac
t
i
c
es
:
“
E
d
u
c
a
t
i
o
n
al
a
n
d
c
r
e
d
i
t
”
;
“
P
r
a
c
ti
c
e
i
n
h
e
a
l
t
h
c
a
m
p
s
”
;
a
n
d
i
i
i
)
3
rd
f
i
n
a
l
–
p
e
d
a
g
o
g
i
c
a
l
p
r
a
c
t
i
c
e
:
“
T
e
c
h
n
o
l
o
g
i
ca
l
”
,
“
S
c
i
e
n
t
i
f
i
c
a
n
d
p
e
d
a
g
o
g
i
c
a
l
p
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a
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t
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t
t
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w
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k
p
l
a
c
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o
f
a
n
e
d
u
c
a
t
i
o
n
a
l
p
s
y
c
h
o
l
o
g
i
s
t
”
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
3
9
3
-
3401
3396
Fo
r
th
e
c
o
m
p
lex
d
e
v
elo
p
m
e
n
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
,
ea
ch
ty
p
e
o
f
p
r
ac
tical
tr
ain
in
g
p
r
o
v
id
es
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
i
s
ts
w
ith
th
e
o
p
p
o
r
tu
n
ity
to
u
s
e
d
iag
n
o
s
tic
m
eth
o
d
s
:
o
b
s
er
v
atio
n
,
q
u
esti
o
n
in
g
,
test
in
g
,
f
o
r
ec
asti
n
g
,
d
r
awin
g
u
p
ch
ar
ac
ter
is
tics
f
o
r
a
s
tu
d
en
t
an
d
a
g
r
o
u
p
,
th
e
ab
ilit
y
to
d
eter
m
in
e
d
iag
n
o
s
tic
f
u
n
ctio
n
s
in
t
h
e
p
r
o
f
ess
io
n
al
ac
tiv
ity
o
f
an
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
t;
en
s
u
r
in
g
th
e
im
p
r
o
v
em
en
t
o
f
s
k
ills
o
f
wo
r
k
in
g
with
s
tu
d
en
ts
with
d
if
f
er
en
t
lev
els
o
f
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
;
th
e
ab
ilit
y
to
ca
r
r
y
o
u
t
d
if
f
er
en
tiated
an
d
a
p
er
s
o
n
ality
-
o
r
ie
n
ted
ap
p
r
o
ac
h
.
B
ased
o
n
t
h
e
an
aly
s
is
o
f
s
cien
tific
ac
h
iev
em
en
ts
in
t
h
e
f
ield
o
f
t
r
ain
in
g
f
u
tu
r
e
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
i
s
ts
,
th
e
co
m
p
o
n
e
n
ts
o
f
r
ea
d
in
ess
an
d
cr
iter
ia
f
o
r
t
h
e
d
e
v
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
ar
e
id
e
n
tifie
d
,
allo
win
g
to
b
u
ild
a
s
y
s
tem
f
o
r
i
m
p
r
o
v
i
n
g
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
s
p
ec
ialis
ts
.
T
h
e
h
ig
h
lig
h
ted
co
m
p
o
n
e
n
ts
an
d
cr
iter
ia
in
clu
d
e:
i)
m
o
tiv
a
tio
n
al
(
m
o
tiv
atio
n
al
an
d
v
al
u
e
)
co
n
s
is
ts
o
f
g
o
als,
m
o
tiv
es,
n
ee
d
s
,
v
alu
es,
p
r
o
f
ess
io
n
al
in
ter
ests
;
ii)
e
m
o
tio
n
al
(
em
o
tio
n
al
an
d
v
o
liti
o
n
a
l)
co
n
s
is
ts
in
th
e
d
ev
elo
p
m
e
n
t
o
f
em
o
tio
n
al
i
n
tellig
en
ce
;
iii)
c
o
g
n
itiv
e
a
n
d
ac
tiv
ity
(
co
g
n
itiv
e
a
n
d
o
p
er
atio
n
al)
m
an
if
ests
in
t
h
e
p
r
esen
ce
o
f
k
n
o
wled
g
e:
g
e
n
er
al
p
r
o
f
ess
io
n
al,
p
r
o
f
ess
io
n
al,
s
p
ec
ial,
m
eth
o
d
ical;
s
k
ills
an
d
ab
ilit
ies
t
o
im
p
lem
en
t
th
em
in
p
r
ac
tice
;
an
d
iv
)
s
u
b
jectiv
e
(
r
ef
le
x
iv
e)
m
an
if
ests
in
th
e
ab
ilit
y
to
an
aly
ze
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
is
tics
an
d
p
r
o
f
ess
io
n
al
in
clin
atio
n
s
,
p
r
e
d
ict
an
d
co
n
tr
o
l
th
e
r
esu
lts
o
f
th
eir
ac
tiv
ities
;
th
e
ab
ilit
y
to
m
o
b
ilize
th
eir
o
wn
p
o
ten
tial,
m
o
b
ilize
cr
ea
tiv
e
en
er
g
y
,
th
e
ab
ilit
y
to
ex
p
r
ess
th
em
s
elv
es,
s
elf
-
d
ev
elo
p
m
e
n
t
an
d
s
elf
-
im
p
r
o
v
em
e
n
t.
Du
r
in
g
th
e
ex
p
e
r
im
en
t,
a
s
et
o
f
ad
ap
ted
m
eth
o
d
s
was
s
elec
ted
to
in
v
esti
g
ate
th
e
lev
els
o
f
d
ev
elo
p
m
e
n
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
o
f
th
e
d
ef
in
itio
n
in
q
u
esti
o
n
d
u
r
in
g
th
e
ex
p
e
r
im
en
t.
Du
r
in
g
th
e
ex
p
er
im
en
t,
a
co
n
tin
g
en
t
o
f
p
ar
ticip
an
ts
was
d
eter
m
in
e
d
,
a
q
u
esti
o
n
n
air
e
an
d
a
s
u
r
v
ey
o
f
u
n
d
e
r
g
r
a
d
u
ates
s
tu
d
y
in
g
u
n
d
er
th
e
e
d
u
ca
tio
n
al
p
r
o
g
r
am
6
B
0
1
1
0
1
“
p
ed
a
g
o
g
y
an
d
p
s
y
ch
o
lo
g
y
”
wer
e
co
n
d
u
cted
,
d
iag
n
o
s
tics
o
f
in
d
iv
id
u
al
lev
els
o
f
f
o
r
m
atio
n
o
f
co
m
p
o
n
en
ts
o
f
t
h
e
d
ev
elo
p
m
e
n
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
is
ts
in
p
r
o
f
ess
io
n
al
tr
ai
n
in
g
was
p
er
f
o
r
m
ed
.
Du
r
in
g
t
h
eir
s
tu
d
ies,
s
tu
d
en
ts
in
th
is
f
ield
m
u
s
t
s
h
o
w
th
e
f
o
llo
win
g
le
ar
n
in
g
o
u
tco
m
es:
i)
d
em
o
n
s
tr
ate
th
e
ab
ilit
y
to
ab
s
tr
ac
t
th
in
k
in
g
,
a
n
aly
s
is
,
s
y
n
th
esis
;
th
e
ab
ilit
y
to
im
p
r
o
v
e
an
d
d
e
v
elo
p
o
wn
in
telle
ctu
al
an
d
g
en
er
al
c
u
ltu
r
al
le
v
el;
willin
g
n
ess
to
cr
itically
an
aly
ze
s
o
cial
p
h
en
o
m
en
a,
tak
e
a
ce
r
tain
p
o
s
itio
n
i
n
d
is
cu
s
s
io
n
s
an
d
ex
p
r
ess
o
wn
o
p
in
io
n
,
in
clu
d
i
n
g
in
a
f
o
r
eig
n
lan
g
u
ag
e
;
ii)
ap
p
ly
m
eth
o
d
s
an
d
m
eth
o
d
s
o
f
tea
ch
in
g
p
ed
ag
o
g
ical
a
n
d
p
s
y
ch
o
lo
g
ical
d
is
cip
lin
es
in
h
ig
h
er
ed
u
ca
tio
n
,
m
o
d
er
n
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies,
r
ely
i
n
g
o
n
in
n
o
v
atio
n
s
in
ed
u
ca
tio
n
,
in
ter
n
atio
n
al,
an
d
d
o
m
esti
c
ex
p
er
ien
ce
in
im
p
r
o
v
in
g
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
;
iii)
to
id
en
tify
th
e
n
ee
d
s
o
f
p
ar
ticip
an
ts
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
in
p
s
y
ch
o
lo
g
ical
s
er
v
ices
f
o
r
th
e
o
r
g
an
i
za
tio
n
o
f
p
s
y
ch
o
lo
g
ical
s
er
v
ic
es,
u
s
in
g
m
eth
o
d
s
o
f
p
s
y
ch
o
l
o
g
ical
d
iag
n
o
s
tics
an
d
p
s
y
ch
o
tec
h
n
ics
o
f
in
f
l
u
en
ce
;
iv
)
to
an
aly
z
e
ed
u
ca
t
io
n
al
an
d
r
esear
ch
s
itu
atio
n
s
b
ased
o
n
c
u
ltu
r
al
a
n
d
h
is
to
r
ical
a
n
d
ac
tiv
ity
-
b
ased
ap
p
r
o
ac
h
es
in
p
s
y
ch
o
lo
g
y
f
o
r
th
e
d
esig
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
u
s
in
g
m
o
d
er
n
p
r
in
cip
les
o
f
s
y
n
e
r
g
y
a
n
d
in
teg
r
atio
n
o
f
s
cien
tific
r
e
s
u
lts
;
v
)
to
o
r
g
an
ize
an
d
s
tr
u
ctu
r
ally
f
o
r
m
alize
in
d
ep
en
d
e
n
t
f
u
n
d
am
e
n
tal
an
d
a
p
p
lied
s
cien
tific
r
esear
ch
,
in
c
lu
d
in
g
i
n
a
f
o
r
eig
n
lan
g
u
ag
e,
u
s
in
g
th
e
o
r
etica
l,
em
p
ir
ical,
m
ath
em
atica
l
an
d
s
tatis
t
ical
m
eth
o
d
s
,
g
u
id
ed
b
y
th
e
p
r
i
n
cip
les
o
f
s
cien
tific
eth
ics
an
d
ac
ad
em
ic
in
teg
r
ity
;
v
i)
to
im
p
lem
e
n
t
co
n
tin
u
o
u
s
an
d
s
y
s
tem
atic
ed
u
ca
tio
n
,
cr
ea
tiv
el
y
u
s
in
g
m
o
d
e
r
n
teac
h
in
g
m
eth
o
d
s
to
in
d
ep
en
d
en
tly
s
o
lv
e
p
r
o
f
ess
io
n
al
p
r
o
b
lem
s
an
d
cr
ea
te
n
ew
p
ed
ag
o
g
ical
id
ea
s
;
v
ii)
to
ev
alu
ate
p
s
y
ch
o
lo
g
ical
an
d
p
ed
a
g
o
g
ical
p
r
o
b
le
m
s
;
d
eter
m
in
in
g
way
s
to
s
o
lv
e
th
em
b
ased
o
n
th
e
an
aly
s
is
o
f
th
e
ch
a
r
ac
ter
is
tics
an
d
f
ac
to
r
s
o
f
p
er
s
o
n
ality
d
ev
elo
p
m
en
t,
co
n
s
id
er
in
g
t
h
em
i
n
th
e
o
r
g
a
n
izatio
n
o
f
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
;
v
iii)
to
d
ev
elo
p
o
p
tio
n
s
f
o
r
m
an
ag
em
en
t
d
ec
is
io
n
s
an
d
s
u
b
s
t
an
tiate
th
eir
c
h
o
ice
b
ased
o
n
th
e
cr
iter
ia
o
f
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
o
r
g
a
n
i
za
tio
n
;
an
d
ix
)
to
c
r
ea
tiv
ely
ap
p
ly
in
ter
ac
tiv
e
tech
n
o
lo
g
ies an
d
in
n
o
v
ativ
e
ar
t m
eth
o
d
s
in
ed
u
ca
tio
n
f
o
r
p
er
s
o
n
al
d
ev
elo
p
m
en
t.
T
o
o
b
tain
e
m
p
ir
ical
in
d
icat
o
r
s
an
d
d
eter
m
in
e
th
e
in
p
u
t
lev
el
o
f
d
e
v
elo
p
m
e
n
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
am
o
n
g
r
esp
o
n
d
en
ts
at
th
e
b
eg
in
n
in
g
o
f
th
e
ac
ad
em
ic
y
ea
r
,
th
e
au
t
h
o
r
’
s
q
u
e
s
tio
n
n
air
e
“T
ea
ch
er
an
d
d
ia
g
n
o
s
tics
o
f
s
tu
d
e
n
t
ed
u
ca
tio
n
al
ac
h
iev
em
e
n
ts
”
was
u
s
ed
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
ed
5
0
q
u
esti
o
n
s
a
n
d
aim
ed
to
id
en
tify
th
e
lev
el
o
f
f
o
r
m
atio
n
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
with
o
u
tlin
e
d
co
m
p
o
n
en
ts
.
A
1
0
-
p
o
i
n
t
s
y
s
tem
an
d
f
o
u
r
lev
els
wer
e
u
s
ed
f
o
r
th
e
ass
ess
m
en
t.
At
th
e
f
ir
s
t
lev
el,
th
e
lev
el
o
f
awa
r
e
n
ess
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
o
n
th
e
d
iag
n
o
s
is
o
f
s
tu
d
en
t
p
r
o
g
r
ess
was
d
eter
m
in
ed
;
th
e
s
ec
o
n
d
lev
el
aim
s
to
ed
u
ca
te
th
e
attitu
d
e
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
th
e
p
r
o
ce
s
s
o
f
d
et
er
m
in
in
g
t
h
e
ass
ess
m
en
t
o
f
th
e
d
ev
elo
p
m
en
t
o
f
ap
p
lican
ts
f
o
r
h
ig
h
er
ed
u
ca
tio
n
;
th
e
t
h
ir
d
le
v
el
co
n
s
is
ts
in
d
eter
m
in
in
g
t
h
e
n
ec
ess
ar
y
k
n
o
wled
g
e,
s
k
ills
,
an
d
ab
ilit
ies
to
p
ar
ticip
ate
i
n
d
ia
g
n
o
s
tic
ac
tiv
ities
;
th
e
f
o
u
r
t
h
aim
s
to
d
eter
m
in
e
th
e
r
ea
d
in
ess
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
p
er
f
o
r
m
d
iag
n
o
s
tic
f
u
n
ctio
n
s
in
p
r
o
f
ess
io
n
a
l tr
ain
in
g
.
T
h
e
s
u
r
v
ey
was c
o
n
d
u
cted
o
n
t
h
e
b
asis
o
f
an
o
n
y
m
ity
an
d
with
o
u
t
tim
e
co
n
s
tr
ain
ts
in
o
r
d
er
t
o
in
cr
e
ase
th
e
lev
el
o
f
o
b
jectiv
ity
a
n
d
im
p
ar
tiality
o
f
th
e
r
esu
lts
.
B
ased
o
n
th
e
r
esu
lts
o
b
tain
ed
d
u
r
in
g
th
e
s
u
r
v
ey
o
f
th
e
g
r
o
u
p
at
th
e
in
itial
s
tag
e
o
f
th
e
e
x
p
er
im
en
t,
it
was
co
n
clu
d
ed
th
at
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
s
tu
d
y
in
g
u
n
d
er
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
6
B
0
1
1
0
1
“
p
ed
ag
o
g
y
an
d
p
s
y
ch
o
lo
g
y
”
o
f
th
e
s
ec
o
n
d
(
m
aster
’
s
)
lev
el
h
a
v
e
d
if
f
e
r
en
t
lev
els
o
f
awa
r
en
ess
o
f
d
iag
n
o
s
tic
ac
tiv
ities
,
m
ain
ly
at
lo
w
an
d
a
v
er
ag
e
l
ev
els.
T
h
is
tr
en
d
s
u
g
g
ests
th
at
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
c
h
o
l
o
g
is
ts
m
o
s
tly
h
av
e
lim
ited
id
ea
s
ab
o
u
t
th
e
m
eth
o
d
o
lo
g
y
o
f
d
ev
elo
p
in
g
d
iag
n
o
s
tic
co
m
p
eten
ce
.
T
h
e
r
esu
lts
o
f
th
e
d
ata
o
b
tain
ed
af
ter
th
e
s
u
r
v
e
y
at
th
e
in
itial st
ag
e
d
u
r
i
n
g
th
e
e
x
p
er
im
e
n
tal
s
tu
d
y
ar
e
s
h
o
wn
in
Fig
u
r
e
1
.
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I
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J
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&
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2252
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8
8
2
2
Dev
elo
p
men
t o
f d
ia
g
n
o
s
tic
co
mp
eten
cies o
f e
d
u
ca
tio
n
a
l p
s
y
ch
o
lo
g
is
t in
…
(
R
ysz
h
a
ma
l A
r
a
lb
a
ev
a
)
3397
Fig
u
r
e
1
.
R
esu
lts
o
f
d
iag
n
o
s
tics
o
f
th
e
r
ea
d
i
n
ess
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
d
ev
elo
p
d
iag
n
o
s
tic
co
m
p
eten
cies a
t th
e
b
e
g
in
n
in
g
o
f
th
e
e
x
p
er
im
e
n
t
I
n
th
e
co
u
r
s
e
o
f
th
e
ex
p
e
r
im
e
n
t,
th
e
d
ev
elo
p
m
en
t
o
f
an
in
d
iv
id
u
al
m
a
p
o
f
th
e
r
esu
lts
o
f
t
r
ain
in
g
i
n
d
iag
n
o
s
tic
co
m
p
eten
ce
was
ca
r
r
ied
o
u
t.
Dete
r
m
in
atio
n
o
f
th
e
lev
el
o
f
d
iag
n
o
s
tic
co
m
p
et
en
ce
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
was
ca
r
r
ied
o
u
t
in
ac
co
r
d
a
n
ce
with
th
e
d
iag
n
o
s
tic
p
r
o
g
r
am
,
th
e
o
u
tlin
e
d
co
m
p
o
n
e
n
ts
,
cr
iter
ia,
an
d
in
d
icato
r
s
r
ef
lect
th
e
p
r
o
b
lem
s
r
elate
d
to
th
e
d
ev
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
an
d
way
s
to
s
o
lv
e
th
em
.
T
h
e
d
e
v
elo
p
e
d
th
e
s
p
ec
ial
co
u
r
s
e
“Fu
n
d
am
e
n
tals
o
f
d
iag
n
o
s
tic
ac
tiv
ity
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
”
in
teg
r
ated
p
r
o
f
ess
io
n
al
co
m
p
eten
cies,
in
clu
d
in
g
d
ia
g
n
o
s
tic
o
n
es,
in
its
co
n
ten
t.
T
h
e
s
t
u
d
y
o
f
th
e
s
p
ec
ial
co
u
r
s
e
is
aim
ed
at
d
ev
elo
p
in
g
th
e
m
o
tiv
atio
n
al
an
d
c
o
g
n
i
tiv
e
co
m
p
o
n
en
t
o
f
th
e
r
ea
d
i
n
ess
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
d
ev
elo
p
d
iag
n
o
s
tic
co
m
p
eten
ce
in
th
e
p
r
o
c
ess
o
f
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
t
ested
with
th
e
h
elp
o
f
d
ev
el
o
p
ed
test
s
.
T
h
e
d
ev
elo
p
m
en
t
o
f
p
r
ac
tical
s
k
ills
,
an
d
th
er
ef
o
r
e
th
e
d
i
ag
n
o
s
tic
an
d
s
u
b
jectiv
e
co
m
p
o
n
en
t
o
f
r
ea
d
in
ess
,
is
p
r
o
p
o
s
ed
to
b
e
f
o
r
m
ed
d
u
r
in
g
th
e
p
ass
ag
e
o
f
u
n
d
e
r
g
r
ad
u
ates
o
f
in
d
u
s
tr
ial
an
d
p
r
e
-
g
r
ad
u
ate
p
r
ac
tice
ac
co
r
d
in
g
t
o
u
p
d
ated
p
r
o
g
r
am
s
d
u
r
in
g
th
e
wr
itin
g
o
f
m
aster
’
s
p
a
p
er
s
.
T
h
e
em
o
ti
o
n
al
co
m
p
o
n
e
n
t
o
f
r
ea
d
in
ess
d
u
r
in
g
th
e
e
x
p
er
im
e
n
tal
s
tu
d
y
was
estab
lis
h
ed
u
s
i
n
g
th
e
MSC
E
I
T
test
,
co
n
s
is
tin
g
o
f
task
s
class
if
ied
in
to
f
o
u
r
g
r
o
u
p
s
o
f
em
o
tio
n
al
in
tellig
en
ce
ab
ilit
ies
with
s
ec
tio
n
s
o
f
task
s
to
id
en
tify
ea
ch
o
f
th
em
.
T
h
e
MSC
E
I
T
test
is
ad
ap
ted
b
y
in
co
r
p
o
r
atin
g
ex
er
cises
in
tr
ai
n
in
g
p
r
o
g
r
am
s
to
d
e
v
elo
p
s
tu
d
en
ts
’
p
er
ce
p
tio
n
,
ev
alu
atio
n
a
n
d
ex
p
r
ess
io
n
o
f
em
o
tio
n
s
;
u
s
e
o
f
em
o
tio
n
s
;
u
n
d
er
s
tan
d
in
g
an
d
a
n
aly
s
is
o
f
em
o
tio
n
s
;
an
d
co
n
s
cio
u
s
m
an
a
g
em
en
t
o
f
e
m
o
tio
n
s
f
o
r
p
er
s
o
n
al
g
r
o
wth
an
d
im
p
r
o
v
e
d
in
te
r
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
.
T
h
e
ass
es
s
m
en
t
o
f
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
em
o
tio
n
al
co
m
p
o
n
e
n
t
was
ca
r
r
ied
o
u
t
with
th
e
h
elp
o
f
c
o
m
p
o
n
en
ts
,
n
am
ely
:
p
e
r
ce
p
tio
n
,
ev
alu
atio
n
,
an
d
ex
p
r
ess
io
n
o
f
em
o
tio
n
s
;
th
e
u
s
e
o
f
e
m
o
tio
n
s
to
in
cr
ea
s
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
in
k
i
n
g
; u
n
d
er
s
tan
d
in
g
an
d
ex
p
r
ess
io
n
o
f
em
o
ti
o
n
s
; c
o
n
s
cio
u
s
m
an
ag
em
en
t
o
f
em
o
tio
n
s
.
T
h
e
r
esu
lts
o
b
tain
ed
d
escr
ib
e
b
o
th
th
e
g
en
e
r
al
lev
el
o
f
em
o
tio
n
al
in
tellig
en
ce
(
h
i
g
h
,
av
er
ag
e,
a
n
d
lo
w)
an
d
th
e
lev
el
o
f
d
ev
elo
p
m
en
t
o
f
its
in
d
iv
id
u
al
co
m
p
o
n
en
ts
(
th
e
a
b
ilit
y
to
id
e
n
tify
,
u
n
d
er
s
tan
d
,
u
s
e,
a
n
d
m
an
ag
e
em
o
tio
n
s
)
.
W
h
en
co
n
d
u
ctin
g
an
ex
p
er
im
en
tal
s
tu
d
y
,
co
r
r
elatio
n
s
b
etwe
en
th
e
s
tu
d
ied
f
ac
to
r
s
wer
e
u
s
ed
,
n
am
ely
:
co
g
n
itiv
e
in
d
i
ca
to
r
s
in
th
e
f
ield
o
f
d
iag
n
o
s
tics
,
r
esp
o
n
d
en
ts
’
o
p
in
io
n
o
n
th
e
f
ea
tu
r
es
o
f
d
eter
m
in
in
g
t
h
e
ass
ess
m
en
t
o
f
d
ev
el
o
p
m
en
t,
ac
q
u
ir
e
d
k
n
o
wled
g
e,
s
k
ills
o
f
co
n
d
u
ctin
g
d
iag
n
o
s
tics
,
an
d
r
ea
d
in
ess
to
p
er
f
o
r
m
d
iag
n
o
s
tic
f
u
n
ctio
n
s
.
At
th
e
e
n
d
o
f
t
h
e
ex
p
er
im
en
tal
s
tu
d
y
,
i
n
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
wh
o
co
m
p
leted
a
f
u
ll c
o
u
r
s
e
(
2
0
cr
ed
its
)
,
th
er
e
was a
s
ig
n
if
ican
t
ch
an
g
e
in
i
n
d
icato
r
s
f
o
r
th
e
le
v
els o
f
d
ev
elo
p
m
en
t
o
f
r
ea
d
i
n
ess
co
m
p
o
n
e
n
ts
.
T
h
e
r
esu
lts
o
f
th
e
o
b
tain
e
d
ex
p
er
i
m
en
tal
d
ata
ar
e
p
r
esen
ted
in
F
ig
u
r
e
2
.
T
h
u
s
,
th
e
d
ev
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
o
f
ed
u
ca
t
io
n
al
p
s
y
ch
o
lo
g
is
ts
d
u
r
in
g
th
e
ir
tr
ain
in
g
in
in
s
titu
tio
n
s
o
f
h
ig
h
er
ed
u
ca
t
io
n
is
a
s
y
s
tem
th
at
tak
es
p
lace
in
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
o
f
tr
ain
i
n
g
s
u
ch
s
p
ec
ialis
t
s
.
T
h
e
co
n
tin
u
ity
o
f
th
e
ed
u
ca
tio
n
al
c
o
m
p
o
n
en
t
i
s
an
im
p
o
r
tan
t
co
n
d
itio
n
f
o
r
th
e
ex
p
an
s
io
n
a
n
d
d
ee
p
en
in
g
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
o
p
p
o
r
tu
n
ities
.
As
a
r
esu
lt
o
f
th
e
co
n
d
u
cted
ex
p
er
im
en
tal
r
esear
ch
,
a
m
et
h
o
d
o
lo
g
y
f
o
r
im
p
r
o
v
in
g
th
e
d
e
v
elo
p
m
en
t
o
f
d
iag
n
o
s
tic
co
m
p
eten
cies
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
o
f
Kaz
ak
h
s
tan
h
as
b
ee
n
d
ev
elo
p
e
d
an
d
im
p
lem
en
ted
.
H
i
g
h
A
v
e
rage
L
o
w
0
20
40
60
Mo
ti
vatio
n
al
E
mo
ti
o
n
al
Co
g
n
i
t
i
ve
an
d
o
p
e
r
at
i
o
n
al
S
u
b
je
c
ti
ve
18.6
21.3
24.6
23.1
29.8
30
.7
32.3
34.5
51.6
48
43.1
42.4
Level
A
m
o
u
n
t
Co
m
p
o
n
e
n
ts
o
f th
e
r
e
ad
i
n
e
ss
H
i
g
h
A
ve
rag
e
L
o
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
3
9
3
-
3401
3398
Fig
u
r
e
2
.
R
esu
lts
o
f
d
iag
n
o
s
tics
o
f
th
e
r
ea
d
i
n
ess
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
to
d
ev
elo
p
d
iag
n
o
s
tic
co
m
p
eten
cies a
t th
e
en
d
o
f
th
e
ex
p
er
im
en
t
4.
DIS
CU
SS
I
O
N
Mo
d
er
n
s
o
cio
-
ec
o
n
o
m
i
c
ch
an
g
es
in
K
az
a
k
h
s
ta
n
,
th
e
in
ten
s
if
i
ca
tio
n
o
f
th
e
p
r
o
ce
s
s
o
f
i
t
s
en
tr
y
in
to
th
e
wo
r
ld
e
co
n
o
m
ic
co
m
m
u
n
ity
h
av
e
le
d
to
th
e
n
ee
d
t
o
m
o
d
er
n
ize
s
o
c
ia
l
in
s
ti
tu
tio
n
s
,
n
am
ely
,
th
e
h
ig
h
er
ed
u
ca
t
io
n
s
y
s
t
em
,
d
i
r
ec
t
ly
r
el
ated
t
o
th
e
s
y
s
tem
o
f
tr
ain
in
g
p
ed
ag
o
g
i
ca
l
a
n
d
p
s
y
c
h
o
lo
g
ic
al
p
er
s
o
n
n
el
[
1
4
]
,
[
1
5
]
.
T
o
en
s
u
r
e
co
n
f
i
d
en
c
e
i
n
d
i
ag
n
o
s
t
ic
p
r
o
ce
d
u
r
e
s
an
d
r
esu
lt
s
,
it
is
n
ec
e
s
s
a
r
y
to
d
e
ter
m
in
e
th
e
b
a
s
ic
s
o
f
d
iag
n
o
s
ti
c
s
r
eg
ar
d
i
n
g
i
t
s
m
e
t
h
o
d
s
,
f
o
r
m
s
,
f
ea
tu
r
e
s
,
an
d
m
i
n
im
u
m
r
eq
u
ir
em
en
t
s
f
o
r
th
e
m
th
a
t
co
n
tr
ib
u
t
e
t
o
im
p
r
o
v
in
g
th
e
q
u
a
li
ty
o
f
ed
u
c
at
io
n
.
T
h
e
d
ev
e
lo
p
m
en
t
o
f
a
s
y
s
tem
o
f
d
iag
n
o
s
ti
c
co
m
p
et
en
ce
i
s
a
d
e
te
r
m
in
in
g
f
ac
to
r
in
th
e
f
o
r
m
a
t
io
n
o
f
le
ar
n
in
g
o
u
tco
m
e
s
in
th
e
im
p
lem
e
n
ta
tio
n
o
f
p
ed
ag
o
g
ic
al
ac
t
iv
i
ti
es
[
1
6
]
.
E
n
s
u
r
in
g
th
e
f
o
r
m
u
latio
n
o
f
th
e
e
d
u
ca
tio
n
al
r
esu
lt
f
o
r
ed
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
is
ts
in
v
o
lv
es
th
e
d
ev
elo
p
m
e
n
t o
f
d
ia
g
n
o
s
tic
co
m
p
eten
ce
.
T
h
e
r
esu
lts
,
in
tu
r
n
,
ca
n
b
e
co
g
n
itiv
e
(
k
n
o
wled
g
e
an
d
d
ev
elo
p
m
en
t o
f
in
tellectu
al
s
k
ills
/atti
tu
d
es),
p
s
y
ch
o
m
o
t
o
r
(
f
ee
lin
g
s
,
v
al
u
es,
ev
alu
atio
n
,
e
n
th
u
s
iasm,
an
d
m
o
tiv
atio
n
)
o
r
af
f
ec
tiv
e
in
n
atu
r
e
(
k
in
etic
s
p
h
er
e,
ap
p
lied
o
r
p
h
y
s
ical
s
k
ills
)
[
1
7
]
.
Diag
n
o
s
tic
co
m
p
eten
ce
is
d
ev
elo
p
ed
in
th
e
p
r
o
ce
s
s
o
f
a
f
u
ll
co
u
r
s
e
o
f
tr
ai
n
in
g
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
in
in
s
titu
tio
n
s
o
f
h
ig
h
er
ed
u
ca
tio
n
.
Sin
ce
th
e
m
o
d
er
n
e
d
u
ca
tio
n
al
p
ar
a
d
ig
m
is
d
eter
m
in
ed
b
y
h
o
w
well
a
g
r
ad
u
ate
h
as
d
ev
elo
p
ed
co
m
p
eten
cies,
in
clu
d
in
g
d
iag
n
o
s
tic
o
n
es,
d
eter
m
in
e
d
b
y
s
tak
eh
o
ld
e
r
s
[
1
8
]
.
I
d
en
tific
a
tio
n
an
d
ev
alu
atio
n
o
f
th
e
d
ia
g
n
o
s
tic
co
m
p
eten
ce
o
f
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
is
an
u
r
g
en
t
p
r
o
b
lem
.
Acc
o
r
d
in
g
t
o
th
e
th
eo
r
y
b
y
K
o
lb
[
1
9
]
,
in
o
r
d
e
r
to
ac
h
iev
e
ef
f
ec
tiv
e
r
esu
lts
in
lear
n
in
g
,
it
is
n
ec
ess
ar
y
to
h
av
e
f
o
u
r
s
k
ills
:
r
ea
l
ex
p
e
r
ien
ce
,
r
ef
le
x
iv
e
o
b
s
er
v
atio
n
o
f
th
e
e
x
p
er
ien
ce
o
f
o
th
er
s
,
t
h
e
cr
ea
tio
n
o
f
th
ei
r
o
wn
co
n
ce
p
ts
an
d
th
eo
r
ies
b
ased
o
n
ac
q
u
ir
e
d
ex
p
er
ie
n
ce
,
an
d
th
e
u
s
e
o
f
ac
tiv
e
ex
p
er
im
en
t
atio
n
.
T
h
e
s
p
ec
if
ic
f
ea
tu
r
e
o
f
th
is
th
e
o
r
y
is
th
at
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
ac
co
r
d
in
g
to
t
h
e
r
esear
c
h
er
,
ca
n
o
r
ig
in
ate
at
an
y
s
tag
e
an
d
co
n
tin
u
e
u
n
til a
ce
r
tain
s
k
ill is
ac
h
iev
ed
.
C
o
n
tin
u
atio
n
o
f
id
e
as e
x
p
r
ess
ed
b
y
th
e
a
u
th
o
r
is
r
ef
lecte
d
b
y
E
n
g
lis
h
p
s
y
ch
o
lo
g
is
ts
Ho
n
e
y
an
d
Mu
m
f
o
r
d
[
2
0
]
,
d
escr
ib
in
g
lear
n
i
n
g
s
ty
les:
“a
ctiv
is
ts
”,
“th
in
k
e
r
s
”,
“th
eo
r
is
ts
”,
an
d
“p
r
ag
m
atis
ts
”.
E
ac
h
o
f
th
e
s
ty
les
in
clu
d
es
its
o
wn
s
tr
en
g
th
s
an
d
wea
k
n
ess
es,
b
eh
av
io
r
al
ch
ar
ac
ter
is
tics
,
r
eq
u
ir
em
e
n
ts
f
o
r
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
o
th
er
p
ar
ticip
an
ts
.
R
e
s
ea
r
ch
er
s
h
av
e
p
r
o
v
e
d
th
at
th
e
d
o
m
in
an
t
ten
d
en
cies
o
f
lear
n
in
g
s
ty
les
d
eter
m
in
e
th
e
f
ea
tu
r
es
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
th
e
s
tu
d
en
t’
s
r
ea
ctio
n
to
ce
r
tain
m
eth
o
d
s
a
n
d
ef
f
o
r
ts
o
f
th
e
teac
h
er
.
T
h
e
p
s
y
ch
o
m
o
to
r
s
p
h
e
r
e
o
f
le
ar
n
in
g
co
n
f
ir
m
s
th
at
th
er
e
is
a
co
g
n
itiv
e
asp
ec
t
to
lear
n
in
g
a
p
h
y
s
ical
s
k
ill
[
2
1
]
,
[
2
2
]
.
T
h
e
af
f
ec
tiv
e
s
p
h
er
e
is
b
ased
o
n
em
o
tio
n
al
lear
n
in
g
.
T
h
u
s
,
in
t
h
e
s
t
u
d
y
,
th
e
co
n
ce
p
t
o
f
“d
iag
n
o
s
tics
”
r
ef
er
s
t
o
a
s
et
o
f
tech
n
o
lo
g
ies,
to
o
ls
,
p
r
o
ce
d
u
r
es,
tech
n
iq
u
es,
an
d
m
eth
o
d
s
aim
ed
at
im
p
r
o
v
i
n
g
th
e
co
u
r
s
e
o
f
p
ed
a
g
o
g
ical
p
r
o
ce
s
s
es.
At
th
e
s
am
e
tim
e,
th
e
c
o
n
ce
p
t o
f
“
d
iag
n
o
s
tic
co
m
p
ete
n
ce
o
f
a
s
p
ec
ialis
t”
h
as
n
o
t
r
ec
ei
v
ed
s
u
f
f
icien
t
s
o
l
u
tio
n
s
in
p
e
d
ag
o
g
ical
s
cien
ce
.
Fo
r
ex
am
p
le,
T
ik
k
an
en
[
2
3
]
d
ef
in
es
it
as
a
s
et
o
f
m
eth
o
d
s
o
f
co
n
tr
o
l,
v
er
if
ica
tio
n
an
d
ev
alu
atio
n
o
f
e
d
u
c
atio
n
al
p
r
o
g
r
am
s
a
n
d
m
eth
o
d
s
o
f
p
ed
ag
o
g
ical
in
f
lu
en
ce
.
I
n
th
e
co
n
te
x
t
o
f
s
u
ch
a
f
o
r
m
u
latio
n
,
th
e
co
n
ce
p
t
o
f
“d
iag
n
o
s
tics
”
is
ch
ar
ac
t
er
ized
th
r
o
u
g
h
t
h
e
co
n
ce
p
ts
o
f
“c
o
n
tr
o
l”,
“v
e
r
if
ic
atio
n
”,
an
d
“e
v
alu
atio
n
”
.
I
t
is
d
eter
m
in
ed
th
at
d
iag
n
o
s
tic
ac
tiv
ity
is
an
in
teg
r
al
H
i
g
h
A
ve
rag
e
L
o
w
0
10
20
30
40
50
Mo
ti
vatio
n
al
E
m
o
ti
o
nal
Co
g
n
i
t
i
ve
an
d
o
p
e
rat
i
o
n
al
S
u
b
je
c
ti
ve
27.8
33.6
37.8
34.2
38.7
41.2
44.6
45.7
33.5
25.2
17.6
20.1
Level
A
m
o
u
n
t
Co
m
p
o
n
e
n
ts
o
f th
e
r
e
ad
i
n
e
ss
H
igh
Av
e
ra
ge
Lo
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t o
f d
ia
g
n
o
s
tic
co
mp
eten
cies o
f e
d
u
ca
tio
n
a
l p
s
y
ch
o
lo
g
is
t in
…
(
R
ysz
h
a
ma
l A
r
a
lb
a
ev
a
)
3399
p
ar
t
o
f
p
e
d
ag
o
g
ical
ac
tiv
ity
.
I
t
is
b
eliev
ed
th
at
t
h
e
d
ia
g
n
o
s
tic
ac
tiv
ity
o
f
an
e
d
u
ca
tio
n
a
l
p
s
y
ch
o
lo
g
is
t
is
a
co
m
p
o
n
en
t
o
f
th
eir
p
e
d
ag
o
g
ical
ac
tiv
ity
,
d
u
r
in
g
wh
ich
th
ey
d
eter
m
in
e
th
e
lev
el
o
f
p
r
o
f
ess
io
n
al
p
r
ep
ar
e
d
n
ess
,
ab
ilit
y
,
an
d
willin
g
n
ess
to
s
u
c
ce
s
s
f
u
lly
p
er
f
o
r
m
p
r
o
f
ess
io
n
al
d
u
ties
[
2
4
]
,
[
2
5
]
.
Acc
o
r
d
in
g
to
p
r
ev
i
o
u
s
s
tu
d
ies
[
2
6
]
,
[
2
7
]
,
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
tin
g
p
e
d
ag
o
g
ical
ac
tiv
ity
co
n
s
is
ts
o
f
d
iag
n
o
s
in
g
th
e
ca
p
ab
ilit
ies
o
f
s
tu
d
en
ts
,
teac
h
e
r
r
eso
u
r
ce
s
an
d
en
d
s
with
d
ia
g
n
o
s
in
g
t
h
e
f
in
al
r
esu
lts
.
T
h
e
au
th
o
r
’
s
o
p
in
io
n
is
s
u
p
p
o
r
ted
th
at
tr
ain
in
g
f
o
c
u
s
ed
o
n
p
er
s
o
n
al
n
ee
d
s
h
elp
s
f
u
tu
r
e
e
d
u
ca
ti
o
n
al
p
s
y
ch
o
l
o
g
is
ts
to
im
p
r
o
v
e
an
d
s
y
s
tem
atize
d
iag
n
o
s
tic
co
m
p
eten
cies,
ac
tiv
ate
th
eir
o
wn
ex
p
er
ien
ce
,
d
ev
elo
p
th
in
k
in
g
,
m
em
o
r
y
,
atten
tio
n
an
d
im
ag
i
n
atio
n
,
an
d
f
o
r
m
a
p
o
s
itiv
e
attitu
d
e
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
Fra
n
z
[
2
8
]
u
n
d
er
s
tan
d
s
th
e
c
o
n
ce
p
t
o
f
“p
ed
ag
o
g
ical
d
iag
n
o
s
tics
”
as
a
ty
p
e
o
f
p
e
d
ag
o
g
ical
ac
tiv
ity
o
f
e
d
u
ca
tio
n
a
l
p
s
y
ch
o
lo
g
is
ts
aim
ed
at
s
tu
d
y
i
n
g
an
d
r
ec
o
g
n
izin
g
th
e
s
tate
o
f
th
e
s
u
b
jects
o
f
th
e
e
d
u
ca
ti
o
n
al
p
r
o
ce
s
s
.
T
h
e
o
p
in
io
n
o
f
th
e
r
esear
ch
er
is
s
u
p
p
o
r
ted
an
d
it
is
b
eliev
e
d
th
at
d
iag
n
o
s
tic
ac
tiv
ity
is
a
co
n
s
tan
t,
co
n
s
is
ten
t,
an
d
s
y
s
tem
atic
s
o
lu
tio
n
o
f
co
u
n
tles
s
d
iag
n
o
s
tic
task
s
o
f
p
ed
ag
o
g
ical
ar
ea
,
f
o
r
wh
ich
ed
u
ca
t
io
n
al
p
s
y
ch
o
l
o
g
is
ts
n
ee
d
to
b
e
p
r
o
f
ess
io
n
ally
tr
ain
ed
in
v
alu
e
an
d
m
o
tiv
ati
o
n
al,
em
o
tio
n
al
a
n
d
v
o
liti
o
n
al,
co
g
n
itiv
e,
an
d
s
u
b
jectiv
e
asp
ec
ts
.
Acc
o
r
d
in
g
to
Fre
u
d
en
b
er
g
e
r
[
2
9
]
,
d
iag
n
o
s
tic
s
k
ills
in
clu
d
e
“th
e
ab
ilit
y
to
an
al
y
ze
,
class
if
y
,
estab
lis
h
ca
u
s
al
r
elatio
n
s
h
ip
s
;
m
o
d
ellin
g
an
d
tr
an
s
f
o
r
m
atio
n
o
f
th
e
in
ter
ac
tio
n
m
o
d
el,
g
o
als,
an
d
d
ev
elo
p
m
en
t
o
f
s
p
ec
if
ic
task
s
o
f
d
iag
n
o
s
tic
s
t
u
d
y
,
s
elec
tio
n
o
f
d
iag
n
o
s
tic
to
o
ls
,
ac
cu
m
u
latio
n
an
d
p
r
o
ce
s
s
in
g
o
f
d
iag
n
o
s
tic
in
f
o
r
m
atio
n
,
s
elf
-
d
iag
n
o
s
is
”.
Kn
ig
h
t
[
3
0
]
n
o
tes
th
e
i
n
ter
r
ela
tio
n
in
th
e
co
m
p
o
n
en
ts
o
f
d
ia
g
n
o
s
tic
co
m
p
eten
ce
o
f
f
u
tu
r
e
e
d
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
is
ts
a
co
m
p
lex
o
f
k
n
o
wled
g
e,
ac
q
u
ir
ed
e
x
p
er
ie
n
ce
o
f
p
r
ac
tical
s
k
ills
an
d
ab
ilit
ies
u
n
d
er
ly
in
g
it.
T
h
e
r
esear
ch
er
d
ef
in
es
d
iag
n
o
s
tic
s
k
ills
as
“a
way
o
f
p
er
f
o
r
m
i
n
g
ac
tio
n
s
,
a
s
et
o
f
ac
q
u
ir
ed
k
n
o
wled
g
e
an
d
s
k
ills
in
th
e
f
ield
o
f
d
ia
g
n
o
s
tic
ac
tiv
ity
”.
Stra
tf
o
r
d
[
3
1
]
co
n
d
u
ctin
g
a
s
tu
d
y
o
f
th
e
p
r
o
ce
s
s
o
f
d
iag
n
o
s
in
g
th
e
k
n
o
wled
g
e
an
d
s
k
ills
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
,
n
o
ted
th
at
th
er
e
is
a
n
ee
d
to
d
e
v
elo
p
a
s
y
s
tem
f
o
r
th
e
f
o
r
m
a
tio
n
o
f
d
iag
n
o
s
tic
co
m
p
eten
ce
,
wh
ich
ca
n
b
e
r
e
p
r
esen
ted
b
y
th
e
f
o
llo
win
g
g
r
o
u
p
s
:
i)
g
r
o
u
p
1
,
k
n
o
wled
g
e
o
f
th
e
ess
en
ce
an
d
co
n
ten
t
o
f
d
iag
n
o
s
tic
ac
tiv
ity
o
f
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
,
m
ea
n
s
an
d
f
u
n
ctio
n
s
o
f
d
iag
n
o
s
tic
ac
tiv
ity
o
f
its
co
m
p
o
n
en
ts
an
d
s
p
ec
if
ics
:
ii)
g
r
o
u
p
2
,
k
n
o
wled
g
e
o
f
th
eo
r
ies
o
f
p
ed
ag
o
g
ical
d
iag
n
o
s
tics
,
r
eq
u
ir
em
en
ts
f
o
r
co
n
d
u
ctin
g
p
ed
ag
o
g
ical
s
u
p
e
r
v
is
io
n
,
q
u
esti
o
n
n
air
es,
test
in
g
,
ev
al
u
atio
n
,
m
o
n
ito
r
in
g
,
a
n
d
f
o
r
ec
asti
n
g
;
a
n
d
iii)
g
r
o
u
p
3
,
k
n
o
wled
g
e
o
f
d
ia
g
n
o
s
tic
ac
tiv
ity
tech
n
o
lo
g
ies.
L
o
tter
et
a
l.
[
3
2
]
co
n
d
u
ctin
g
r
esear
ch
o
n
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
tin
g
p
ed
ag
o
g
ical
d
iag
n
o
s
tics
,
n
o
ted
th
at
d
iag
n
o
s
is
as
an
an
aly
tic
al
an
d
ev
al
u
ativ
e
ac
tiv
ity
o
f
p
ed
ag
o
g
ical
p
s
y
c
h
o
lo
g
is
ts
is
ab
le
to
p
r
o
v
id
e
in
f
o
r
m
atio
n
to
a
f
u
t
u
r
e
s
p
e
cialist
th
at
i
s
n
ec
ess
ar
y
f
o
r
m
ak
in
g
m
a
n
ag
er
ial
d
ec
is
io
n
s
to
en
s
u
r
e
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
p
ed
a
g
o
g
ic
al
p
r
o
ce
s
s
in
a
n
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
t
h
e
ab
o
v
e
-
d
escr
ib
e
d
r
esu
lts
an
d
it
is
b
eliev
ed
th
at
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
s
h
o
u
ld
h
av
e
m
o
d
e
r
n
tech
n
o
lo
g
ica
l
to
o
ls
an
d
r
eliab
le
m
eth
o
d
s
ca
p
ab
le
o
f
g
u
ar
a
n
te
ein
g
th
e
q
u
ality
an
d
tim
elin
e
s
s
o
f
o
b
jectiv
e
in
f
o
r
m
atio
n
r
ec
eiv
ed
.
T
h
u
s
,
t
h
e
im
p
r
o
v
em
e
n
t o
f
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
f
u
tu
r
e
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
is
ts
will so
lv
e
a
n
u
m
b
er
o
f
p
r
o
b
lem
s
r
elate
d
to
th
e
d
ev
elo
p
m
en
t
o
f
p
ed
ag
o
g
ical
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
,
an
d
will
cr
ea
te
co
n
d
itio
n
s
f
o
r
t
h
e
r
ap
i
d
p
r
o
f
ess
io
n
aliza
tio
n
o
f
f
u
t
u
r
e
e
d
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
is
ts
in
th
e
lab
o
r
m
a
r
k
et.
5.
CO
NCLU
SI
O
N
I
n
th
e
co
u
r
s
e
o
f
th
e
s
tu
d
y
,
it
was
co
n
clu
d
ed
th
at
h
ig
h
-
q
u
a
lity
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
e
d
u
ca
tio
n
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Evaluation Warning : The document was created with Spire.PDF for Python.
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T.
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[
2
4
]
M
.
B
.
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.
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