20. Syntactic Parsing and Named Entity Recognition for Hungarian with INTEX

Introduction Besides lexical and morphological analysis, INTEX is capable of performing higher level linguistic analysis. The final goal of my work is to develop a complete tool chain under INTEX for analyzing Hungarian corpora. The analysis would include tokenization, sentence splitting, lexical / morphological analysis, recognition of multiword expressions and named entities (as a part of the tokenization), disambiguation and shallow syntactic analysis. As INTEX functions are available not ..

Brief growth mindset and mindfulness inductions to facilitate effort after negative feedback

Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that certain predispositions, inductions, and interventions might mitigate the harmful effects of negative feedback. Among others, growth mindset beliefs and mindfulness meditation were proposed as the most promising candidates that may help students to retain motivation. In a pre-registered, randomized experiment, we gave a disappointing evaluation to 383 university students in a bogus laboratory IQ test situation. Half of the participants previously received a growth mindset induction referring to intelligence as a malleable characteristic, while the other half received a fixed mindset induction referring to intelligence as a stable characteristic that cannot be changed. Then participants had a brief mindfulness meditation session or a control condition. Subsequently, they could choose to complete practice tasks before the final IQ assessment. The number of completed optional tests was used as a behavioral proxy for effort. The results showed no difference in effort for the growth mindset or the mindfulness meditation groups, compared to the other conditions. However, those that reported having higher dispositional mindfulness completed more optional tasks after mindfulness meditation. We concluded that our brief mindset and mindfulness inductions may not be adequate for everyone to alleviate the demotivating effects of negative feedback, but it does not necessarily mean that mindfulness cannot help implementing a growth mindset

The Complementary Role of Growth Mindset and Trait Mindfulness: The Suffering and the Struggling Way of Learning from Feedback

Objectives Growth mindset beliefs promote adaptive motivations, learning, and challenge seeking; however, the learning process promoted by growth mindset is not always a joyride. It can be especially true if one faces harsh criticism. Mindfulness might be hypothesized as a potential adaptive mechanism in a negative feedback situation. The present research examined the interplay between growth mindset (GMS) beliefs and trait mindfulness (MFS) regarding the motivation to learn from negative feedback. Methods We distinguished three forms of engagement with negative feedback (over-engagement, disengagement, and constructive engagement) as potential setback-specific mediators between GMS, MFS and learning from negative feedback. Cross-sectional methods have been used on a diverse Hungarian sample (N=1,469). Results We found that both GMS and MFS are positively and directly related to the motivation to learn from negative feedback. GMS was negatively related to disengagement and was unrelated to over-engagement as well as constructive engagement, while MFS was negatively related to both disengagement and over-engagement, but positively related to constructive engagement. While disengagement was negatively, both over- and constructive engagement were positively related to learning from the negative feedback. Conclusions In sum, these results suggest that GMS beliefs do not let individuals to disengage from negative feedback, but do not provide guidelines for constructive or over-engagement with negative feedback. Complementarily, MFS promotes the struggling way of learning characterized by constructive engagement, and inhibit the suffering path of learning characterized by over-engagement with the negative feedback

Wpływ pandemii COVID-19 na aktywność fizyczną studentów uniwersytetu: wyniki węgierskiej ankiety online

Background. Due to COVID-19, social isolation and home confinement have changed daily behavior in Hungary since the pandemic hit in early 2020. This study aimed to examine physical activity (PA) patterns among young adults before and during distancing and lockdown safety measures. Material and methods. We recruited 827 students online across 10 faculties at the University of Pécs during April and May 2020. PA level (IPAQ-SF) and self-rated physical and mental health status were examined. The level of significance was set at p<0.05. Results. Students’ perceived mental health status proved to be worse than perceived physical health, while the percentage of individuals who did not engage in any sports decreased from 37.61% to 29.26%. Total PA levels and walking times were decreased, while sitting time significantly increased (p<0.001). A positive correlation was found between perceived physical health and total PA (R=0.215, p<0.001) as well as between perceived mental health and walking (R=0.091, p=0.009) and total PA (R=0.106, p=0.002). Conclusions. We found decreased amounts of PA among university students during the COVID-19 pandemic period, which highlights the need to promote a physically active lifestyle in cases of social restrictions.Wprowadzenie. Wirus COVID-19 całkowicie zmienił codzienne zachowania Węgrów u początków 2020 roku ze względu na izolację społeczną i konieczność pozostania w domach. Celem podjętego w niniejszej pracy badania była analiza wzorów aktywności fizycznej (ang. physical activity, PA) wśród młodych dorosłych przed wprowadzeniem obostrzeń oraz w trakcie. Materiał i metody. W badaniu wzięło udział 827 studentów z 10 wydziałów Uniwersytetu w Peczu w okresie od kwietnia do maja 2020 roku. Zbadano poziom aktywności fizycznej (IPAQ-SF) i własną ocenę ich stanu fizycznego i umysłowego. Poziom istotności wyniósł: p<0,05. Wyniki. Własna ocena zdrowia psychicznego studentów okazała się niższa niż ocena zdrowia fizycznego. Liczba osób, które nie uprawiają żadnego sportu, zmniejszyła się z 37,61% do 29,26%. Całkowity poziom aktywności fizycznej i czas marszu również uległy zmniejszeniu. Znacząco wzrósł natomiast czas spoczynku (p<0,001). Zaobserwowano pozytywną korelację między własną oceną zdrowia fizycznego a całkowitą aktywnością fizyczną (R=0,215, p<0,001) oraz oceną zdrowia psychicznego a chodzeniem (R=0,091, p=0,009) i całkowitą aktywnością fizyczną (R=0,106, p=0,002). Wnioski. Podczas pandemii COVID-19 zaobserwowano obniżony poziom aktywności fizycznej studentów uniwersytetu, co podkreśla istotność promocji aktywnego stylu życia w przypadku restrykcji