Structural selection in implicit learning of artificial grammars

In the contextual cueing paradigm, Endo and Takeda (in Percept Psychophys 66:293–302, 2004) provided evidence that implicit learning involves selection of the aspect of a structure that is most useful to one’s task. The present study attempted to replicate this finding in artificial grammar learning to investigate whether or not implicit learning commonly involves such a selection. Participants in Experiment 1 were presented with an induction task that could be facilitated by several characteristics of the exemplars. For some participants, those characteristics included a perfectly predictive feature. The results suggested that the aspect of the structure that was most useful to the induction task was selected and learned implicitly. Experiment 2 provided evidence that, although salience affected participants’ awareness of the perfectly predictive feature, selection for implicit learning was mainly based on usefulness

Гуманізуючий потенціал дистанційного навчання у контексті демократизації мовної освіти

У статті розглядається питання гуманізації мовної освіти за допомогою дистанційного навчання. Зроблено висновок про те, що слід активно використовувати сучасні інформаційні технології для гуманізації і демократизації сфери освіти.В статье рассмотрен вопрос гуманизации языкового образования с помощью дистанционного обучения. Сделан вывод о том, что следует активно использовать современные информационные технологии для гуманизации и демократизации сферы образования.The question of humanization of language education through distant teaching is considered. It is concluded that modern information technologies should be actively used for humanization and democratization of the educational sphere

Developmental asymmetries in learning to adjust to cooperative and uncooperative environments

Learning to successfully navigate social environments is a critical developmental goal, predictive of long-term wellbeing. However, little is known about how people learn to adjust to diferent social environments, and how this behaviour emerges across development. Here, we use a series of economic games to assess how children, adolescents, and young adults learn to adjust to social environments that difer in their level of cooperation (i.e., trust and coordination). Our results show an asymmetric developmental pattern: adjustment requiring uncooperative behaviour remains constant across adolescence, but adjustment requiring cooperative behaviour improves markedly across adolescence. Behavioural and computational analyses reveal that age-related diferences in this social learning are shaped by age-related diferences in the degree of inequality aversion and in the updating of beliefs about others. Our fndings point to early adolescence as a phase of rapid change in cooperative behaviours, and highlight this as a key developmental window for interventions promoting well-adjusted social behaviour

Здійснення релігієзнавчо-лінгвістичного аналізу поняття "добро" в Корані

У даній статті розглядаються особливості мови Корану. Проводиться морфологічний аналіз слів зі значенням «добро» в арабській мові та наводяться їх приклади уживання в релігійному тексті, тим самим розкриваючи глибину і багатогранність змістового насичення цієї дефініції.В данной статье рассматриваются особенности языка Корана. Проводится морфологический анализ слов со значением «добро» в арабском языке и приводятся примеры их употребления в религиозном тексте, тем самым раскрывая глубину и многогранность содержательного насыщения этой дефиниции.In this article the features of the Koran language are considered. The words with the meaning of “good” in Arab language are analyzed morphologically and the examples of their usage in religious text are given, thereby the depth and versatility of this definition content saturation are discovered

Social goals and gains of adolescent bullying and aggression:A meta-analysis

There is a long-standing debate on the goals that underlie adolescent socially coercive behaviors, such as bullying, relational aggression, and instrumental aggression. Knowledge about these goals is critical for the development of effective interventions. Bridging evolutionary and social-cognitive perspectives, we propose and substantiate a Social Goals and Gains Model of Adolescent Bullying and Aggression. The model holds that adolescents who hold agentic goals (i.e., getting ahead of others), rather than communal goals (i.e., getting along with others), engage in more bullying and aggression. Engaging in bullying and aggression, in turn, may lead adolescents to gain popularity but lose likeability. To substantiate this model, we meta-analyzed data of 164,143 adolescents (age range: 8–20 years), from 148 independent samples, with Meta-Analytic Structural Equation Modeling (MASEM). Our results both support and refine our model. As hypothesized, adolescents’ agentic goals were associated with higher levels of bullying and aggression. Bullying and aggression, in turn, were associated with higher popularity but lower likeability. However, there was no significant association between adolescents’ communal goals and bullying or aggression. These findings suggest that socially coercive behaviors, such as bullying and aggression, can be fueled by agentic goals and potentially lead to gains in popularity but losses in likeability. This suggests that intervention programs could reduce bullying and aggression by changing the means through which adolescents pursue agentic goals.</p