The geometry of the environment can affect numerous psychological, social, and ecological processes. But its roles in social learning and the dynamics of descriptive norms remain unclear. Here we use agent-based modeling to explore how environments with different geometric shapes can influence social learning to produce variations in the extent of universally shared descriptive norms. Our simulations show that an environment with an irregular layout facilitates the emergence of multiple descriptive norms in a population, whereas an environment with a regular grid plan constrains social learning to produce a behaviorally homogeneous population.
This article delves into the psychological literature concerning divorce and its impact on the personality development of preadolescents aged 9-12. Researchers in this field emphasize the significant role of family and socio-cultural environments in shaping a child’s personality, considering personality as a system embedded within a matrix of socio-cultural systems.
The Millon Pre-Adolescent Clinical Inventory (MPACI) test was employed to identify personality disorders among preadolescents affected by parental separation. The underlying hypothesis posits that preadolescents with divorced parents would exhibit personality disorders, and significant differences would emerge in the personality patterns between preadolescents from divorced families and those from intact families. Statistical analysis of the results corroborated this hypothesis, shedding light on the nuanced effects of divorce on preadolescent personality development.
Håkan Lagerberg, James F. Boswell, Michael J. Constantino
et al.
[Background] Deliberate Practice (DP), which underscores the importance of expert mentorship, personalized learning objectives, feedback, and repetition, has been suggested as a method to enhance the effectiveness of therapists. [Method] The study tested the efficacy of an eight-week, structured, group-based online course, enriched with peer feedback, for 37 Cognitive Behavioral Therapists. The goal was to assess whether this intervention could boost the quality of therapist-patient alliances, as compared to a control group. To measure this, therapists had their patients anonymously fill out the Session Alliance Inventory both before and after the course. The trial encompassed 120 patient alliance ratings at baseline and 64 at the post-course measurement. The DP course was comprised of a 75-minute remote video workshop each week for eight weeks, supplemented by related study materials. Each workshop focused on a specific skill, such as responding to client resistance, and included 55 minutes of concentrated role-play activities, providing ample opportunities for repetition and feedback. [Results] Using a linear mixed model we did not find an effect on patient alliance ratings. However, we observed a trend (p = .054) indicating that the DP group decreased their alliance ratings (Cohen’s d = -0.40), while the control group demonstrated an increase in their scores (d = 0.49). [Conclusion] This pilot study did not find support for DP leading to better patient-rated alliance compared to a waitlist control. However, the study had several methodological limitations. Further and more rigorous investigation of the effects of DP on patient outcomes is recommended.
This study aimed to examine the factors that potentially impact the self-directed use of mobile English learning resources (MELR). The participants were 206 Chinese undergraduate EFL learners at Yangzhou University in Mainland China. Applying and modifying the Unified Theory of Acceptance and Use of Technology (UTAUT), this study involved six constructs, including students’ performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and behavioral intention to use MELR. The structural equation modeling (SEM) technique was adopted to analyze the data collected from the questionnaire. The findings showed that facilitating conditions acted as the most significant predictor of behavioral intention to adopt MELR, followed by effort expectancy, perceived playfulness, and performance expectancy. However, social influence did not have significant effects on students’ use of MELR. Pedagogical implications for teachers and students were also presented in the end.
Existe consenso en torno a que la disciplina sociológica brindó un marco para comprender las relaciones
entre los sistemas educativos y los contextos sociales más amplios en que se emplazan. No obstante, los retratos
que ha esbozado aquella tradición en torno a la escuela, adquieren significados contrastantes. Las perspectivas que explora este articulo surgen como una respuesta a la obsolescencia de los modelos determinísticos del cambio educativo y su dificultad para explicar aquellos procesos de cambio que tienen lugar en la escuela. El
presente artículo ofrece una reflexión teórica en torno a la cuestión de la diversidad sociocultural, a partir de la
distinción entre los órdenes instrumental y expresivo en la escuela, delimitando la diversidad como un ámbito problemático y brindando herramientas conceptuales a partir de las aportaciones de Durkheim y Bernstein. El abordaje propuesto está anclado a la distinción entre los modelos de relaciones integrativas basadas en la
solidaridad orgánica y mecánica, presentando un esfuerzo sistemático de teorización en torno al ámbito
de prácticas educativas. Finalmente, se concluye que las políticas educativas se enfrentan a un dilema entre
la exigencia de rendimientos especializados y un conjunto de competencias, valores y creencias basales en el
contexto de sociedades que se complejizan y diversifican aceleradamente y aspiran a una coexistencia entre las
dinámicas de cambio tecnológico y profundización democrática.
Thanujeni Pathman, Lina Deker, Puneet Kaur Parmar
et al.
Abstract Free-recall paradigms have greatly influenced our understanding of memory. The majority of this research involves laboratory-based events (e.g., word lists) that are studied and tested within minutes. This literature shows that adults recall events in a temporally organized way, with successive responses often coming from neighboring list positions (i.e., temporal clustering) and with enhanced memorability of items from the end of a list (i.e., recency). Temporal clustering effects are so robust that temporal organization is described as a fundamental memory property. Yet relatively little is known about the development of this temporal structure across childhood, and even less about children’s memory search for real-world events occurring over an extended period. In the present work, children (N = 144; 3 age groups: 4–5-year-olds, 6–7-year-olds, 8–10-year-olds) took part in a 5-day summer camp at a local zoo. The camp involved various dynamic events, including daily animal exhibit visits. On day 5, children were asked to recall all the animals they visited. We found that overall recall performance, in terms of number of animals recalled, improved steadily across childhood. Temporal organization and recency effects showed different developmental patterns. Temporal clustering was evident in the response sequences for all age groups and became progressively stronger across childhood. In contrast, the recency advantage, when characterized as a proportion of total responses, was stable across age groups. Thus, recall dynamics in early childhood parallel that seen in adulthood, with continued development of temporal organization across middle to late childhood.
Spinoza regarded life as an active play of affects, and human freedom as the taming of passions by means of the concepts of reason. Following him, Lev Vygotsky treats affect as the alpha and omega of mental development. The key theme of Vygotsky’s last manuscripts is the same as in Spinoza’s Ethics: man’s path to freedom via the reasonable mastery of his affects. Vygotsky defines freedom as the affect in the concept; in the last years of his life, he investigates the processes of synthesis of emotional and intellectual forms in a child’s psychical development. Following Spinoza, Vygotsky defines affect as a dynamogenic state of the body, increasing or decreasing its capacity for action. Thus, affect acts as the intrinsic driving force behind the behaviour of all living beings. In the Spinozist view, psychology is the science about production of affects in the process of objectoriented activity and about exchange of affects in the process of communication of living beings. Vygotsky did not have time to carry out his project of the new psychology of man, and his successors refused or failed to continue this work. Aleksey Leontiev, Vygotsky’s closest disciple and associate, denounced his turn to Spinoza and returned to the phenomenological treatment of affect as a form of experiencing activity. As a consequence, Vygotsky’s problem of the relation between affect and intellect proved to be unsolvable. The philosopher Evald Ilyenkov, who adhered to the Vygotsky school, linked the beginning of psychical activity to the formation of images of the external world, losing sight of affect and, thus, of the problem of freedom as understood by Spinoza. Resuming of L. S. Vygotsky’s height psychology project and studying the evolution of the psyche, based on the concept of freedom as the active mastery of human affects and communication relationships, form two growth points of cultural-historical psychology.
Introduction. The conducted research is aimed at identifying the methodological foundations, content, methods and mechanisms for organizing the patriotic education in adolescents and "Z generation" youth. The article defines the essential characteristics of the education processes and creation of juvenile media, and substantiates the possibility and potential of integrating these processes. Theoretical analysis. The scientific novelty lies in the development and theoretical justification of the Model of organizing the patriotic education in the “Generation Z” youth with the involvement of the juvnile media resource, which includes methodological, target-oriented, activity and result blocks, and which is based on a combination of humanistic, personal, activity, and integrative approaches to the process of educating adolescents, allowing to ensure the integrity and functionality of the Model. The mechanism of education is the pedagogical support of the value-semantic self-determination of a young person at each stage of a young media journalist work on media material. In the process of creating media material, a chain of upbringing methods is used (according to Z. I. Vasilyeva): goal-setting – informational and educational – evaluative. Conclusion. As a result of the study, the possibility of using the potential of juvenile media in the process of patriotic education in generation Z teenagers is substantiated: the purpose, the main mechanism, the content and methods of the upbringing process, the structure and indicators of the result of the patriotic upbringing of adolescents and the "Generation Z" youth with the involvement of the juvenile media resource.
Voice syncretism is widely attested crosslinguistically. In this paper, we discuss three different types of Voice syncretism, under which the same morpheme participates in different configurations. We provide an approach under which the same Voice head can convey different interpretations depending on the environment it appears in, thus building on the notion of allosemy. We show that, in all cases under investigation, allosemy is closely associated with the existence of idiosyncratic patterns. By contrast, we notice that allosemy and idiosyncrasy are not present in analytic passive and causative constructions across different languages. We argue that the distinguishing feature between the two types of constructions is whether the passive and the causative interpretation comes from the Voice head, thus forming a single domain with the vP or whether passive and causative semantics are realized by distinct heads above the Voice layer, thus forming two distinct domains.
Grazyna Kmita, Grazyna Kmita, Eliza Kiepura
et al.
Postpartum depression is more prevalent in mothers and fathers of preterm infants compared to parents of full-term infants and may have long-term detrimental consequences for parental mental health and child development. The temperamental profile of an infant has been postulated as one of the important factors associated with parental depressiveness in the first months postpartum. This study aimed to examine the longitudinal relationship between depressive symptoms and perceived infant temperament at 3 months corrected age, and depressive symptoms at 6 months corrected age among mothers and fathers of infants born preterm. We assessed 59 families with infants born before the 34th gestational week using the Edinburgh Postnatal Depression Scale (EDPS) and the Infant Behavior Questionnaire-Revised. We found that mothers’ scores on EPDS and infants’ Orienting/regulation at 3 months corrected age predicted mothers’ EPDS scores at 6 months corrected age. In particular, higher depressive scores were related to higher depressive symptoms at 6 months corrected age, whereas higher infant Orienting/regulation was related to lower depressive symptoms at 6 months corrected age. Due to the low internal consistency of EPDS at 6 months for fathers, we were unable to conduct similar analyses for fathers. Our results point to the importance of considering both early indices of maternal mood as well as mother-reported measures of preterm infant temperament in the attempts to predict levels of maternal depressiveness in later months of an infant’s life. Further studies are urgently needed in order to better understand the associations between depressiveness and infant temperament in fathers, and with more consideration for the severity of the effects of infant prematurity.
The psychological study of religion has its roots first in the natural histories of religion of the Enlightenment and then in the comparative and evolutionary researches of the Victorian anthropologists. From its earliest days, its focus has always been on individuals and their beliefs, behaviors, and experiences, and how these relate to other aspects of their lives. As older natural histories or genealogies of religion did, psychological and neuroscientific approaches to religion still raise questions of religious epistemology.
The visual revolution and attention economy of the digital world have put visual aesthetic communication into the primary position of social media marketing. However, this phenomenon remains underexplored within social commerce research. This study thus develops a visual information adoption unimodel (VIAUM), to explore the relationship between visual aesthetics and social commerce intentions. Users with social commerce experience are invited to complete our online survey, and 321 valid data are collected. The results reveal that visual aesthetics has direct and indirect (via perceived usefulness) effects on the social commerce intention of users. Besides, interdependent self-construal (InterSC) strengthens the direct effect between visual aesthetics and social commerce intention. In contrast, independent self-construal weakens the mediation effects of perceived usefulness. This study is among the first attempts to empirically examine the intervening mechanism and boundary conditions between the visual aesthetics of self-presentation of micro-celebrity and the social commerce intention of consumers.
This article studies the al-Qur’an’s miracle about healthy. Method used in this writing descriptive qualitative. Result of study indicate that al-Qur’an has the spesial guidance about healthy, among of them how to keep the healthy, how to improve the healthy, consume the right food, how to treat the illness and the balance between physical and spiritualneeds.
Mina C. Johnson-Glenberg, Colleen Megowan-Romanowicz
Abstract A mixed design was created using text and game-like multimedia to instruct in the content of physics. The study assessed which variables predicted learning gains after a 1-h lesson on the electric field. The three manipulated variables were: (1) level of embodiment; (2) level of active generativity; and (3) presence of story narrative. Two types of tests were administered: (1) a traditional text-based physics test answered with a keyboard; and (2) a more embodied, transfer test using the Wacom large tablet where learners could use gestures (long swipes) to create vectors and answers. The 166 participants were randomly assigned to four conditions: (1) symbols and text; (2) low embodied; (3) high embodied/active; or (4) high embodied/active with narrative. The last two conditions were active because the on-screen content could be manipulated with gross body gestures gathered via the Kinect sensor. Results demonstrated that the three groups that included embodiment learned significantly more than the symbols and text group on the traditional keyboard post-test. When knowledge was assessed with the Wacom tablet format that facilitated gestures, the two active gesture-based groups scored significantly higher. In addition, engagement scores were significantly higher for the two active embodied groups. The Wacom results suggest test sensitivity issues; the more embodied test revealed greater gains in learning for the more embodied conditions. We recommend that as more embodied learning comes to the fore, more sensitive tests that incorporate gesture be used to accurately assess learning. The predicted differences in engagement and learning for the condition with the graphically rich story narrative were not supported. We hypothesize that a narrative effect for motivation and learning may be difficult to uncover in a lab experiment where participants are primarily motivated by course credit. Several design principles for mediated and embodied science education are proposed.
Prior research has shown that free walking can enhance creative thinking. Nevertheless, it remains unclear whether bidirectional body-mind links are essential for the positive effect of free walking on creative thinking. Moreover, it is unknown whether the positive effect can be generalized to older adults. In Experiment 1, we replicated previous findings with two additional groups of young participants. Participants in the rectangular-walking condition walked along a rectangular path while generating unusual uses for chopsticks. Participants in the free-walking group walked freely as they wished, and participants in the free-generation condition generated unconstrained free paths while the participants in the random-experienced condition walked those paths. Only the free-walking group showed better performance in fluency, flexibility, and originality. In Experiment 2, two groups of older adults were randomly assigned to the free-walking and rectangular-walking conditions. The free-walking group showed better performance than the rectangular-walking group. Moreover, older adults in the free-walking group outperformed young adults in the rectangular-walking group in originality and performed comparably in fluency and flexibility. Bidirectional links between proprioceptive-motor kinematics and metaphorical abstract concepts can enhance divergent thinking for both young and older adults.
En el artículo a continuación abordamos la recepción de la obra de Castoriadis enAmerica Latina a través de un ejercicio de dialogo con uno de los autores del numero 11de PROMETEICA, Emanuele Profumi. En particular nos ocupamos de ilustrar elcontexto en el que dicha obra es recibida por los medios académicos y políticos en elcontinente gracias a los desarrollos de Castoriadis en torno al fenómeno descrito deaumento de la insignificancia, poniendo un énfasis particular en la noción dedescomposición social en cuya base se encontraría la crisis de autoreferencia en lasociedad contemporánea. Para argumentar la relevancia de la noción dedescomposición social hacemos uso de la manera como Castoriadis aborda la cuestióndel proyecto social en occidente y de la manera como su ausencia tiene un efectodefinitivo para la relación de occidente a nivel global y muy particularmente respecto alabismo que lo separa del mundo Árabe. Damos cuenta de todo ello teniendo delante losrecientes atentados en Paris y el conflicto actual que involucra las potencias mundialesy el Estado Islámico.
Anne eFocke, Christian eStockinger, Christina eDiepold
et al.
In computational neuroscience it is generally accepted that human motor memory contains neural representations of the physics of the musculoskeletal system and the objects in the environment. These representations are called internal models. Force field studies, in which subjects have to adapt to dynamic perturbations induced by a robotic manipulandum, are an established tool to analyze the characteristics of such internal models. The aim of the current study was to investigate whether catch trials during force field learning could influence the consolidation of motor memory in more complex tasks. Thereby, the force field was more than double the force field of previous studies (35 Ns/m). Moreover, the arm of the subjects was not supported. A total of forty-six subjects participated in this study and performed center-out movements at a robotic manipulandum in two different force fields. Two control groups learned force field A on day 1 and were retested in the same force field on day 3 (AA). Two test groups additionally learned an interfering force field B (=-A) on day 2 (ABA). The difference between the two test and control groups, respectively, was the absence (0%) or presence (19%) of catch trials, in which the force field was turned off suddenly. The results showed consolidation of force field A on day 3 for both control groups. Test groups showed no consolidation of force field A (19% catch trials) and even poorer performance on day 3 (0% catch trials). In conclusion, it can be stated that catch trials seem to have a positive effect on the performance on day 3 but do not trigger a consolidation process as shown in previous studies that used a lower force field viscosity with supported arm. These findings indicate that the results of previous studies in which less complex tasks were analyzed, cannot be fully transferred to more complex tasks. Moreover, the effects of catch trials in these situations are insufficiently understood and further research is needed.
Pravidlá: spoločnosť, jazyk a racionalita
Abstrakt:Táto kritická štúdia sa zameriava na problematiku spolupráce a pravidiel, diskutovanú Jaroslavom Peregrinom v knihe Človek a pravidla (Praha: Dokořán 2011). Okrem extenzívneho exkurzu do osnovy Peregrinových hlavných myšlienok a argumentov budú systematicky analyzované niektoré kľúčové otázky patriace do tejto interdisciplinárnej teoretickej oblasti, pričom sa kriticky posúdia niektoré prvky Peregrinovho špecifického prístupu. Konkrétne, budem argumentovať, že Peregrinom preferovaná koncepcia pravidla - ako propozičného poznania, že niečo by malo (nemalo) nejako byť - nemôže dobre slúžiť jeho zámerom, ak chce udržať jeho evolučný prístup k pravidlám.
Rules: Society, Language, Rationality
Abstract:This critical review focuses on the topic of cooperation and rules discussed in the book by Jaroslav Peregrin: Človek a pravidla [Man and Rules] (Praha: Dokořán 2011). Except of an extensive excurse into the structure of Peregrin's main ideas and arguments, it aims to provide a systematic analysis of some central issues in this interdisciplinary theoretical field, while discussing some elements of Peregrin's specific approach. In particular, it will be argued that Peregrin's preferred conception of rule - as propositional knowledge to the effect that something ought to be (or ought not to be) a certain way - cannot serve well his purposes, if Peregrin is to keep his evolutionary perspective on rules.
Este estudio comenta algunos aspectos de la vida de Juce Gotina, sastre judío que residió en Épila, villa aragonesa del señorío de los Ximénez de Urrca, en el siglo XV. Juce fue hijo de Jaco Gotina y nieto del judío zaragozano Nahamen Gotina y de Estruga Albala.