PENGARUH KECERDASAN EMOSIONAL, KECERDASAN SPIRITUAL, PERILAKU BELAJAR, DAN LINGKUNGAN BELAJAR TERHADAP TINGKAT PEMAHAMAN AKUNTANSI DENGAN PERKEMBANGAN TEKNOLOGI SEBAGAI VARIABEL PEMODERASI

The level of student understanding of accounting is not only measured by  the intelligence but also the emotional intelligence can be measured, spiritual intelligence, learning behavior, and the learning environment in this study is an independent variable. While the dependent variable is the level of understanding of accounting. Added moderating variable is the development of technology. The study sample of 180 accounting students UGM, STIE YKPN, UPN Veteran Yogyakarta, and UAD taken using purposive sampling technique. Data analysis techniques used in this study is a linear regression, moderated regression analysis, and the Chow test. Result of research indicate that emotional intelligence, spiritual intelligence, behavioral learning, and the learning environment does not affect the level of understanding of accounting, which means that the hypothesis first, second, third, and fourth is unacceptable. In addition, the MRA test results and test results show that the Chow technological developments do not strengthen the relationship between emotional intelligence, spiritual intelligence, behavioral learning, and the learning environment to the level of understanding of accounting, which means that the hypothesis fifth, sixth, seventh, and eighth is not acceptable

A novel plasticity rule can explain the development of sensorimotor intelligence

Grounding autonomous behavior in the nervous system is a fundamental challenge for neuroscience. In particular, the self-organized behavioral development provides more questions than answers. Are there special functional units for curiosity, motivation, and creativity? This paper argues that these features can be grounded in synaptic plasticity itself, without requiring any higher level constructs. We propose differential extrinsic plasticity (DEP) as a new synaptic rule for self-learning systems and apply it to a number of complex robotic systems as a test case. Without specifying any purpose or goal, seemingly purposeful and adaptive behavior is developed, displaying a certain level of sensorimotor intelligence. These surprising results require no system specific modifications of the DEP rule but arise rather from the underlying mechanism of spontaneous symmetry breaking due to the tight brain-body-environment coupling. The new synaptic rule is biologically plausible and it would be an interesting target for a neurobiolocal investigation. We also argue that this neuronal mechanism may have been a catalyst in natural evolution.Comment: 18 pages, 5 figures, 7 video

On the microfoundations of the link between classroom social norms and behavioral development

This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children's decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms

The Empirical Development of a Curriculum on Identification of the Tongues of 1 Corinthians 14 Utilizing a Socio-Exegetical Approach to Interpretation

Problem. The Corinthian tongues is a subject that has been extensively covered in the literature, especially in exegetical Bible commentaries, but no empirically developed curriculum for college-level instruction has been found. The purpose o f this study was to develop such a curriculum. The approach to the interpretation o f the tongues of 1 Corinthians 14 was interdisciplinary: both theological and sociological. Method. The instructional product development method formulated by Baker and Schutz and revised by Naden was used in this study. The process consisted of ten steps including; assessment of the need for a new curriculum, identification and description of the learners, formulation of measurable behavioral objectives, preparation of pre- and post-tests, development of test item criteria, development of an instructional outline, preliminary tryout of instructional product with a small group of participants, modification of instructional product based on multiple exposures to members of the target population, presentation of the developed instructional product in a regular college class setting and statistical analysis of the cognitive and affective test scores. Results. The standard of performance required that 80 percent of the participants score 80 percent or higher in the cognitive post-tests in each of the twelve behavioral objectives of the curriculum. The test results showed that the empirically developed curriculum was effective. More than 80 percent of the participants scored above 80 percent in each of the twelve behavioral objectives. The difference between the mean of the pre- and post-test scores was statistically significant and ranged from 85 to 89 percent. Modification of affect was also discernable. The results of the Likert scale instrument in pre- and post-test format showed a positive change in students\u27 attitude and learning experience. Conclusion. The statistical analysis of the data was carried out by the use of the t-est to compare the pre- and post-test scores. The scores were correlated with the level of significance set at .05 (critical t=2.0167,t42=4.81). Therefore, it was assumed that the learners were adequately motivated and that the empirically tested method used in this study contributed to cognitive mastery of the curriculum

Social rearing environment influences dog behavioral development

Early life experiences are known to influence behavior later in life. In dogs, environmental influences of early home rearing could be exploited to improve the chances of developing adult behavior most suited to the adult environment. For working dog organizations, such as Guide Dogs, suitable adult behavior is important to ensure that dogs can fulfill their role as guides for people with visual impairment. Here, we test the hypothesis that dogs' home rearing environment will influence behavioral development. To investigate this hypothesis, carers of potential guide dogs (puppy walkers) completed a questionnaire, termed the Puppy Walker Questionnaire (PWQ), about the dog's behavior at 5, 8, and 12 months of age. An additional 11 questions were answered about the home environment at the last assessment. Because no questionnaire existed which measured behavior most relevant to Guide Dogs, questions from an existing questionnaire (Canine Behaviour and Research Questionnaire) were combined with additional questions. Thus, a subsidiary aim of the study was to test the reliability of the PWQ for measuring behavioral development of potential guide dogs. The PWQ, scored on a 100-mm visual analogue scale, grouped into 5 new scales: trainability, distractibility, general anxiety, body sensitivity, and stair anxiety, with 4 Canine Behaviour and Research Questionnaire scales: excitability, separation-related behavior, attachment and attention seeking, and energy level. For each reliable scale, multivariate linear regression identified significant predictors from the home environmental questions. The results suggest that home rearing environment is indeed important for behavioral development: 9 of 11 environmental variables were significant predictors of behavioral scores. Those environmental variables that appeared most important were social in nature. Dogs were scored as higher in energy level, excitability, and distractibility if they had been raised in a home with children, lower on energy level and distractibility the more experience of puppy walking their carer had, and lower on separation-related behavior the more they had been able to play with other dogs. These findings have implications for matching between dogs' early and later home environments. Follow-up of dogs in this study could help to elucidate effects on guiding suitability and matching between dog and guide dog owner

EFFECTIVENESS OF A BLENDED LEARNING SOCIAL SKILLS INTERVENTION ON HIGH SCHOOL STUDENTS IDENTIFIED AS AT-RISK FOR EMOTIONAL AND BEHAVIORAL DISORDERS

The purpose of this study was to evaluate the social, emotional, and behavioral impact of a nine-week blended learning social skills intervention for high school students identified as having, or at-risk for, Emotional and Behavioral Disorders. Exploring how social skills interventions improve students’ social, emotional, and behavioral deficits can aid in the development of a curriculum that combines social and academic skills in new and innovative ways. This quantitative study utilized a pretest—posttest method. High school students identified as having, or at risk for, Emotional and Behavioral Disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding Social Emotional Assets and Resilience Scales (SEARS) pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS’ social-emotional domains (self-regulation, empathy, responsibility, and social competence) were all found to be statistically significant predictors of the students’ total composite score. Similarly, gender was found to be a robust, significant predictor of the student’s total composite score. Implications of the study include strategies for developing and delivering social skills interventions at the high school level

Early environmental conditions shape personality types in a jumping spider

Individuals of many species across the animal kingdom are found to be less plastic than expected, even in behavioral traits. The existence of consistent behavioral differences between individuals, termed personality differences, is puzzling, since plastic behavior is considered ideal to enable animals to adaptively respond to changes in environmental conditions. In order to elucidate which mechanisms are important for the evolution of personality differences, it is crucial to understand which aspects of the environment are important for the development of personality differences. Here, we tested whether physical or social aspects of the environment during development influence individual differentiation (mean level of behavior) using the jumping spider Marpissa muscosa. Furthermore, we assessed whether those behaviors were repeatable, i.e. whether personalities existed. We applied a split-brood design and raised spider siblings in three different environments: a deprived environment with no enrichment, a socially and a physically enriched environment. We focused on exploratory behavior and repeatedly assessed individual behavior in a novel environment and a novel object test. Results show that the environment during development influenced spiders’ exploratory tendencies: spiders raised in enriched environments tended to be more exploratory. Most investigated behaviors were repeatable (i.e. personalities existed) across all individuals tested, whereas only few behaviors were also repeatable across individuals that had experienced the same environmental condition. Taken together, our results indicate that external stimuli can influence the development of one aspect of personality, the inter-individual variation (mean level of behavior), in a jumping spider. We also found family by environment interactions on behavioral traits potentially suggesting genetic variation in developmental plasticity

Computational neuroscience across the lifespan: Promises and pitfalls

In recent years, the application of computational modeling in studies on age-related changes in decision making and learning has gained in popularity. One advantage of computational models is that they provide access to latent variables that cannot be directly observed from behavior. In combination with experimental manipulations, these latent variables can help to test hypotheses about age-related changes in behavioral and neurobiological measures at a level of specificity that is not achievable with descriptive analysis approaches alone. This level of specificity can in turn be beneficial to establish the identity of the corresponding behavioral and neurobiological mechanisms. In this paper, we will illustrate applications of computational methods using examples of lifespan research on risk taking, strategy selection and reinforcement learning. We will elaborate on problems that can occur when computational neuroscience methods are applied to data of different age groups. Finally, we will discuss potential targets for future applications and outline general shortcomings of computational neuroscience methods for research on human lifespan development