The paper presents the modelling measurement results of the load-displacement relation for scaffold stands and bracings. In the case of stands, there are two sections of curves, i.e. a straight-line and curvilinear section, and in the case of bracings, two straight line sections as well as one curvilinear section are distinguished. As a result of analyses, it is concluded that the sections which can be approximated by means of linear functions should be distinguished in graphs, if possible. On the one hand, this results from the evaluation methods of scaffold components. Nevertheless, the determination of elastic-linear scope of components’ operation is useful in engineering practice during computer calculations. Moreover, the method of determining an intersection point between functions, approximating tests results, along with analysis of the impact of polynomial degree, approximating the research results, on the time and effectiveness of the process of approximating functions selection, are all demonstrated in this article. The proposed method can prove useful in all science fields where curves obtained from any research (laboratory test, in situ test, numerical analysis) require approximation or replacement with a simpler description.
The process of cognitive aging in global sense can be characterised by changes of the fluid and crystallised intelligence. In the context of this explanation the basic question is which cognitive functions and regulatory mechanisms play the basic role of the determinants for cognitive aging. Probable, mechanism of associative memory play a central role in top-down direction of cognitive processing. This type of memory connect the resources/networks of long term memory with the current processing in working memory. Another set of mechanisms concerns with bottom-up direction based on procedural memory, which is fundamental for the functioning of the mind as whole (Tulving theory,1985). Unfortunately, our knowledge about associative memory and its relations to working and procedural memory is incomplete and unclear. The importance of associative memory are partly, empirically supported by classic research on decreasing the cognitive components of intelligence aging, since the fluid and crystallized intelligence where discovered (Horn, Cattell, 1967). Changes of the mind functioning and its cognitive growth/aging can be characterised as a complex chain from primary, biologically determined mind, through Piagetian and Vygotsky’s type of mind to relatively balanced mind.
The article analyses the issue of the potential development of theoretical thinking in young children. The context for this discussion is found in the cultural and historical development theory of L.S. Vygotsky which constitutes the basis for assumptions regarding the thinking about development and education of children. It highlights the elementary education stage as a very important area of designing „developmental teaching” as understood by Vygotsky. The article emphasizes the role of an adult who builds the scaffolding for the child’s thinking and acting, and establishes the conditions and teaching environment necessary for the performance of a cognitive process directed at the development of theoretical thinking. In the author’s opinion building the foundation for theoretical thinking will be possible when teachers set „the right developmental and educational tasks” for a child who is constructing knowledge.