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The aim of the study was to determine the metaphorical perceptions of secondary school students in the 8th grade and high school 12th grade. According to the research findings, students produced 27 metaphors to express the concept of teacher. The students compared the concept of teacher to the metaphors of books, trees, parents, sun, light, water and stars. It is seen that metaphors formed by students are collected in 7 conceptual categories. The metaphors created by the students are gathered under the categories of “Illuminating Teacher”, “Informative Teacher”, “Formative Teacher”, “Counselor Love Expression Teacher”, “Element of Compassion Teacher”, “Inconsistent Teacher”. As a result; 8th and 12th grade students have a positive outlook in general to the teacher. However, Grade 12 students perceived their teachers with more negative characteristics than the 8th grade students
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The paper tests the correlation between sensorial marketing and consumer behavior. Most of our buying decisions, in practice, are based on emotions, rather than rationality. Using an experimental design, we have tested the influence of human senses, under various stimuli, on purchasing behavior of selected customers. We have also tested the features of chocolate related to the idea of tenderness, in the consumers’ minds. The findings revealed that customers are less influenced by visual stimuli, reacting more to texture and packaging.
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This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ.
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In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and creativity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other creative learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.
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The purpose of presented article is to propose a way of dividing a graphical activity of a student in accordance to his/her mental involvement. Presented proposition is not strictly limited to school situations. The three dimensions of drawing would include: 1) schemes – when students draws what they see, 2) drawings – where students draws what they understand, and 3) sketches – when basing on their knowledge and skills and understanding of the presented issue they can solve a biological problems, may create representations new for them as a result of creative problem solving. It seems like usually at the biological lessons the first type of drawing is used (if ever). Such situation may lead to limiting a creativity development among polish students. The additional claim of the presented article is to show and encourage everyone who is dealing with teaching to invite all three dimensions of drawing into regular practice. Especially that drawing used as a method might help and support learning progression in science education.
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Recently, the world of education lives a deep crisis. The educational universe is more strongly dominated by a relentless set of phenomena that can hardly be interpreted with the traditional categories. The crisis of formal education, and then of school, is reflected in the emergence of an even more marked distance between educational outcomes and strategic programming objectives. Against school’s anachronism as a place of learning and against educational offer’s inadequacy, the challenge consists in trying to link formal educational experiences to the numerous other educational experiences lived outside the “official” educational environment in life and in everyday’s history. In other words, it is necessary to reinterpret the educational tasks for the educational institutions, re-positioning knowledge and its paths according multiple points of view, expanding in a creative and constructive way the cognitive space and think an original “encyclopedia” of knowledge and skills in permanent advance. The first arrangement which would have to surrender and be re-founded is the human psychic reality “vision” of man.
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The classic barberpole effect shows that perceived direction of motion of parallel line segments depends on the orientation of the frame defined by segment end points. A stimulus configuration was created by crossing two oblique barberpoles. Perceived motion in the crossed portion of the configuration is bi-stable, alternating between two oblique directions defined by the two component barberpoles. Ratings of dominance of perceived motion direction in the crossed portion of two barberpoles of different width and orientation revealed a strong preference for the wider component barberpole and a weak preference for the nearer-to-vertical component barberpole. A network model is presented in which each unit inhibits units with different direction sensitivity and co-extensive receptive fields, and excites units with equal direction sensitivity and neighboring receptive fields. Simulations of the temporal evolution of the spatial activity profile exhibit the effect of barberpole width and the bi-stability of percepts. Fatigue of highly adapted units enables the gradual emergence of non-adapted units. Small initial variations can lead to profound differences in the final state of the system, explaining the quasi-random fluctuation between the two perceptual variants.
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Das Konzept des Chemiegleichgewichts ist ein Konzept mit starkem interdisziplinärem Charakter und ziemlich abstrakt für das Niveau der XII. Klasse. Deshalb erscheinen in der Konzeptualisation des Konzeptes Chemiegleichgewicht eine Menge Fehler oder Ungenauheiten, die wegen der Hindernisse während der Konzeptualisation bei den Schülern auftreten. Vorliegende Studie analysiert, durch Beispiele und entsprechende Einzelheiten, die Aspekte, die sich an diese Konzeptualisation knüpfen, sowie auch die Stützelemente wie zum Beispiel: Informationsdarstellung, Vorbegriffe, Fehler, Konzeptualisationskarte und die Entwicklung der Konzeptualisation für verscheidene psychogenetische Entwicklungsniveaus. Aufgrund dieser erwähnten Aspekte werden einige Verhaltungsweisen für die Vorbeugung/Überbrückung der Hindernisse vorgeschlagen.
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The article is an overview of modern studies of brain organization and genetic correlates of emotional intelligence. Emotional intelligence is becoming the subject of more and more attentive study of psychologists due to the fact that it influences the mental development of humans, plays an important role in many professions, and its impairment is a marker of some disorders. Nevertheless, the brain organization and genetic correlates of emotional intelligence have not been studied enough – first studies appeared only in the early 2000s. A review of the literature on the enceph-alographic showed that in rest, people with higher emotional intelligence show greater excitation of the left anterior regions of the brain. When per-ceiving affective stimuli, participants with high emotional intelligence show stronger synchronization of some EEG rhythms. Brain mapping technique made it possible to identify the areas of the brain involved in activities related to emotional intelligence. In regard to genetic correlates of emotional intelligence, some genes of neurotransmitter systems have been associated to this trait: the catechol-O-methyltransferase gene COMT, the dopamine DRD2 receptor gene, the serotonin receptor gene HTR2A, and the BDNF brain neurotrophic factor gene.
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The purpose of this study is to present the efficacy of psychotherapy in the treatment and recovery of personality disorders. Personality disorders are considered a result of the combination of biological, psychological and social factors. An effective treatment of personality disorders should include: solid theoretical background; multidimensional planning; individualized needs assessment; precise approach to problem behavior; the use of active and structured behavioral and active learning techniques; modeling prosocial attitudes; learning cognitive abilities (cognitive-behavioral accent); emphasis on the development of a functional therapeutic relationship. The results have shown that cognitive-behavioral treatments are effective in personality disorders. Through the psycho-educational approach, the patient gained better control capacity and better crisis management. In conclusion, the issues for which A.V. appeared in therapy were improved cognitive and behavioral long-term.
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The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.
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The teaching-learning-evaluation activity is new in terms of the requirements of training and development of communication skills in the education process. The quality of pedagogical communication depends both on the peculiarities of the "transmitter" and the "receiver", on the existence and further construction of a "common repertoire", the communicative aptitude of the teacher, his psycho-pedagogical and psychosocial empathy and his / her didactic strategy. However, the method of didactic communication should be selected and applied by considering the following factors: the purpose of the activity, the personality of the pupil, the concrete framework in which the activity takes place, the personality of the educator, his / her educational style. Pedagogical practice indicates the transition from teaching and acquiring information to the formation and development of students' thinking, centered on developing the capacity to work with this thinking in social-day life. In learning communication skills, the student is frequently put into problematic situations, with the tendency to problem and strive to solve. So the student is not out of the question, but appears to be a problem-generating factor, and problematic situations are defined in relation to the tensions involved, cognitive conflicts, discordances between concepts, representations or goals. From the point of view of operative cognitivism, evaluation is a complex action that engages the structuring of acquisitions through specific techniques of adjustment, integration and appreciation of new behavior. Evaluating the learning outcomes has as scope of investigation both the amount of acquisitions acquired in relation to the proposed objectives and their structuring in the perspective of sustainable, efficient learning. Pedagogical objectives have a substantial psychological basis, evident at the level of two behavioral, value anticipated, strategically committed and coherently assessed components. Competency objectives are studied and advanced to acquire a dynamic knowledge, related to values, programs, knowledge developed at the level of the training activity. Reporting of competence competences to knowledge is achievable through a complex pedagogical process of dynamization, didactic transposition and mobilization of competence objectives.
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Patients with schizophrenia requiring long-term institutionalization represent cases with poor outcome, often leading to high costs for patients and family and constituting a huge economical burden for society if patients are young. The aims of the study were identification of characteristics and predictors of institutionalization in schizophrenia. Retrospective study of all institutionalized patients with schizophrenia in Brasov County, Romania, with a DSM-IV-TR lifetime diagnosis of schizophrenia institutionalized between 1995 and 2014. Institutionalized patients between 2005 and 2014 (n=172) had lower age (51.15 vs. 57.08, p<0.05) and lower age at institutionalization compared with patients admitted between 1995 and 2004. Lower education level (8.23 vs. 13.22, p<0.05), only one parent, multiple antipsychotics treatments and suboptimal response under first generation long acting antipsychotics are predictors for institutionalization. Our study showed a tendency to institutionalize patients with schizophrenia at the younger age compared with other periods. Early intervention in psychosis, controlled treatment with SGAs should be solutions to avoid institutionalization of young patients with schizophrenia.
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One of the functions of cognitive control is to detect difficulties in information processing and adjust the level of performance. This article presents study on confl ict adaptation in which we investigated how detection of cognitive conflict influences behaviour on a subsequent trial. In two experiments we aimed to find out whether the adjustment can be carried out across two kinds of cognitive conflicts: between competing responses and requirements of two tasks. The modified version of the flanker task in switching paradigm was used so that participants had to switch between two tasks that shared the same stimulus set. The results showed that the two kinds of confl icts did not interact with each other. Furthermore, each conflict evoked conflict adaptation, but this adaptation did not occurred across conflicts. This suggests that conflict adaptation covers a set of mechanisms functioning uniquely in one domain.
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Recent papers on the Capgras delusion have focused on the role played by subpersonal abductive inference in the formation and maintenance of the delusional belief. In these accounts, the delusional belief is posited as the first delusion-related event of which the patient is conscious. As a consequence, an explanatory role for anomalous patient experience is denied. The aim of this paper is to challenge this revisionist position and to integrate subpersonal inference within a model of the Capgras delusion which includes a role for experiential content. I argue that the following revisionist claims are problematic: (a) that a fully-formed belief enters consciousness, and (b) that this is the first conscious delusion-related event. Instead, it is my contention that a delusional thought (arrived at through subpersonal abductive inference) and an anomalous experience co-occur in consciousness prior to the formation of the delusional belief. The co-occurrence of thought and anomalous experience overcomes problems with the revisionist position resulting in an account of the Capgras delusion with greater explanatory efficacy.
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In present study the temporal dimension of amodal completion in visual occlusion was investigated. We supposed that the visual system prefers to complete normally (vertically-horizontally) oriented contours than the oblique ones. Using the prime-matching paradigm we investigated the strength of amodal primes effects on processing speed of relating test figures. Both, prime and test stimuli were presented in normal and oblique (45o ) orientations. The primes were pairs of identical figures: CC (truncked squares), SS (hexagons) and AA (amodal patterns: circle occludes either amodal C or amodal S). Temporal distribution of stimuli: prime 400ms, ISIs 20ms and test figures until response. Test figures were the “same” pairs, CC and SS, and the “different” pairs, SC and CS. Each “same” test figures had its identical prime (CC => CC or SS => SS) and its amodal prime (AA => CC and AA => SS). The subjects were asked to answer wether the figures in test stimuli were same or different. The “same” RTs were analysed. The effect of amodal prime was systematically weaker (longer RT) than the effect of identical primes. Orientation was not significant factor. The significant partial interaction prime x orientation was obtained for C test figures: the effect of amodal prime was closer to effect of identical prime when the contour was normally oriented. In the case of S test figures the interaction was not obtained. We concluded that the more symmetric test figure (S) was resistent to the prime effect.
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In the psychometric instruments that measure cognitive aptitudes like general intelligence, logical thinking, or formal reasoning, there are included, sometimes, some few categorical syllogisms, but why those particular syllogisms are selected is not very clear. On the other hand, in the empirical studies in which the theoretical models of the categorical syllogistic reasoning are tested, there are used syllogistic tasks in which tens of categorical syllogisms are included, as many as possible from the total number of 64 possible syllogisms (for the case in which only the two premises of a syllogism are taken into consideration). From pragmatic reasons (for example, administration time of a psychometric instrument), it would be desirable that, from those syllogistic tasks with a high number of categorical syllogisms to be selected for a psychometric purpose a small number of categorical syllogisms that have the highest potential to discriminate between the persons with a high ability for categorical syllogistic reasoning and the ones with a low ability in this respect, providing a more solid empirical base for the choice of the categorical syllogisms included in the cognitive tests. The present research is intended to be a contribution in that direction, an undertaking that, to my knowledge, lacks from the psychological literature. The research was based on the data obtained by me in a yet unpublished series of empirical studies, on a total number of 323 participants, having the same experimental design, through which there were investigated the cognitive processes involved in the syllogistic reasoning. In those studies, a syllogistic task with 24 categorical syllogisms with an abstract symbolic content, with two versions with a different linguistic format was used. In this research, from these 24 categorical syllogisms, there were selected a small number of syllogisms (five) as having the highest discriminative potential, based on the way they were solved by two groups of participants taken out from the entire sample as having the highest, and, respectively, the lowest stable performance at this syllogistic task in its two versions. The majority of the selected syllogisms (three) were invalid ones, with two negative premises. Future studies are needed in order to investigate the measure in which the selected categorical syllogisms have indeed a predictive value for the ability to reason syllogistically, in particular, or even for the formal thinking, or for intelligence, in general.
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