Where does brain neural activation in aesthetic responses to visual art occur? Meta-analytic evidence from neuroimaging studies

Here we aimed at finding the neural correlates of the general aspect of visual aesthetic experience (VAE) and those more strictly correlated with the content of the artworks. We applied a general activation likelihood estimation (ALE) meta-analysis to 47 fMRI experiments described in 14 published studies. We also performed four separate ALE analyses in order to identify the neural substrates of reactions to specific categories of artworks, namely portraits, representation of real-world-visual-scenes, abstract paintings, and body sculptures. The general ALE revealed that VAE relies on a bilateral network of areas, and the individual ALE analyses revealed different maximal activation for the artworks' categories as function of their content. Specifically, different content-dependent areas of the ventral visual stream are involved in VAE, but a few additional brain areas are involved as well. Thus, aesthetic-related neural responses to art recruit widely distributed networks in both hemispheres including content-dependent brain areas of the ventral visual stream. Together, the results suggest that aesthetic responses are not independent of sensory, perceptual, and cognitive processe

The role of answer fluency and perceptual fluency in the monitoring and control of reasoning: Reply to Alter, Oppenheimer, and Epley

In this reply, we provide an analysis of Alter et al. (2013) response to our earlier paper (Thompson et al., 2013). In that paper, we reported difficulty in replicating Alter, Oppenheimer, Epley, and Eyre’s (2007) main finding, namely that a sense of disfluency produced by making stimuli difficult to perceive, increased accuracy on a variety of reasoning tasks. Alter, Oppenheimer, and Epley (2013) argue that we misunderstood the meaning of accuracy on these tasks, a claim that we reject. We argue and provide evidence that the tasks were not too difficult for our populations (such that no amount of “metacognitive unease” would promote correct responding) and point out that in many cases performance on our tasks was well above chance or on a par with Alter et al.’s (2007) participants. Finally, we reiterate our claim that the distinction between answer fluency (the ease with which an answer comes to mind) and perceptual fluency (the ease with which a problem can be read) is genuine, and argue that Thompson et al. (2013) provided evidence that these are distinct factors that have different downstream effects on cognitive processe

The effects of first exposure to an unknown language at different ages

Wir konfrontierten 152 Schweizerdeutsch sprechende 10-90-Jährige mit einem 7-minütigen kontrollierten, aber natürlich gesprochenen Wetterbericht auf Mandarin-Chinesisch, um zu testen, ob sie phonotaktisches Wissen nach minimaler Exposition ableiten können. Mit einer lexikalischen Entscheidungsaufgabe wurde untersucht, ob die ProbandInnen Wörter von Nicht-Wörtern unterscheiden können und aus der Exposition abgeleitetes phonotaktisches Wissen auf neue Einheiten der Sprache anwenden können. ProbandInnen lehnten Konsonanten-Cluster leichter ab als unmögliche CVC-Silben. Dabei bemerkenswert ist, dass die CVC-Struktur sowohl in der Erstsprache der Teilnehmenden, als auch im Chinesischen möglich ist, und somit die Erkenntnis, dass die spezifischen Silben (CV_nasal/plosive) im Chinesischen nicht möglich sind, aus dem kurzen Fremdsprach-Input abgeleitet werden musste. Es gab keinen Alterseffekt für die korrekte Ablehnung der CVC-Silben, was darauf hinweist, dass sich die getestete Fähigkeit nicht mit dem Alter verändert. Diese Resultate bestätigen Ergebnisse aus der Forschung zur Lernbarkeit künstlicher Sprachen und belegen eine starke menschliche Fähigkeit zum Erwerb abstrakter Information nach minimalem Kontakt, nicht nur mit künstlicher, sondern auch mit natürlicher gesprochener Sprache. Ausserdem scheint diese Fähigkeit über die Lebensspanne konstant zu bleiben, was herkömmliche Annahmen bezüglich Alterseffekten im Zweitspracherwerb in Frage stellt

THE FACTORS CREATING STRESS IN STUDENTS AND THE WAYS OF ERADICATING THEM

No artigo, foram investigados os fatores que criam diferentes estresses de caráter nos estudantes que estudam com o sistema de bolonha e o papel dos processos emocionais, volitivos e cognitivos em sua gestão. Indicou-se que, como o processo de ensino é rico em fatores estressogênicos, eles influenciam a saúde psicológica e física dos estudantes. 200 entrevistados, que consistem em estudantes de um a três anos, estudando nas Faculdades Natural e Humanitária, participaram da investigação. A idade média dos sujeitos foi de 18 a 25 anos. 96 deles eram mulheres, enquanto 104 eram homens. Para dizer com mais precisão, 48% dos entrevistados eram mulheres, 52% eram homens. Compilamos a investigação e a validade foi verificada através do método de investigação da pilotagem, por meio das 5 perguntas a seguir: 1) Hierarquia de estresse criada nos alunos com base nos problemas de educação e ensino; 2) Hierarquia de estresse criada nos alunos pelos problemas de humor e saúde. 3) Hierarquia de estresse criada nos estudantes devido a problemas domésticos; 4) “Investigação da auto-regulação vocacional” por A.V. Zverkov və Y.V.Eddman; 5) Maneiras de sair do estresse (gerenciamento do estresse); 6) Nos processos cognitivos, a regulação do estresse consistia em pesquisa de gerenciamento do estresse. Indicou-se que investigar o caráter dos fatores de estresse, hierarquia, possibilidade de seu correto gerenciamento por auto-regulação é importante para a criação de resistência ao estresse e, finalmente, para aumentar a atividade cognitiva dos alunos e as realizações de ensino. No artigo, foram reveladas as formas relevantes usadas para o gerenciamento do estresse e a regulação do estresse pelos alunos, dependendo do caráter do estresse.En el artículo, se investigaron los factores que crean un estrés de carácter diferente en los estudiantes que estudian con el sistema de Bolonia y el papel de los procesos emocionales, volitivos y cognitivos en su manejo. Se indicó que, dado que el proceso de enseñanza es rico en factores estrogénicos, influyen en la salud psicológica y física de los estudiantes. 200 encuestados que constaban de estudiantes de 1 a 3 años que estudiaban en facultades naturales y humanitarias participaron en la investigación. La edad promedio de los sujetos fue de 18-25. 96 de ellos eran mujeres, mientras que 104 eran hombres. Para decir más precisamente, el 48% de los encuestados eran mujeres, el 52% eran hombres. Recopilamos la investigación y se verificó la validez mediante el método de investigación de practicaje a través de las siguientes 5 preguntas: 1) Jerarquía de estrés creada en los estudiantes basada en los problemas de educación y enseñanza; 2) Jerarquía de estrés creada en los estudiantes por los problemas relacionados con el estado de ánimo y la salud. 3) Jerarquía de estrés creada en estudiantes debido a problemas domésticos; 4) "Investigación de la autorregulación vocacional" por A.V.Zverkov və Y.V.Eydman "; 5) Salidas del estrés (manejo del estrés); 6) En los procesos cognitivos, la regulación del estrés consistió en una encuesta de manejo del estrés. Se indicó que investigar el carácter de los factores de estrés, la jerarquía, la posibilidad de su correcto manejo mediante la autorregulación son importantes para crear resistencia al estrés y, finalmente, para aumentar la actividad cognitiva y los logros de enseñanza de los estudiantes. En el artículo se revelaron las formas relevantes utilizadas por los estudiantes para el manejo del estrés y la regulación del estrés, dependiendo del carácter del estrés.In the article, the factors creating different character stress in students studying with bologna system and the role of emotional, volitional, cognitive processes in their management were investigated. It was indicated that since teaching process is rich with stressogenic factors they have influence to psychological and physical health of students. 200 respondents consisting of 1-3 year students studying in Natural and Humanitarian Faculties were involved in the investigation. Average age of subjects was 18-25. 96 out of them were women, while 104 were men. To say more precisely, 48% of the respondents were women, 52% were men. We compiled the investigation and validity was checked through pilotage investigation method through the following 5 questions: 1) Hierarchy of stress created in students based on the education and teaching problems; 2) Hierarchy of stress created in students by the problems regarding mood and health. 3) Hierarchy of stress created in students due to domestic problems; 4) “Investigation of vocationally self-regulation” by A.V.Zverkov və Y.V.Eydman”; 5) Ways-out of stress (stress-management); 6) In cognitive processes regulation of stress consisted of stress-management survey. It was indicated that investigating the character of stress factors, hierarchy, possibility of their correct management by self-regulation are important for creation of stress resistance and finally for increasing of students’ cognitive activeness and teaching accomplishments. In the article the relevant ways used for stress management and stress regulation by the students depending on the character of stress were revealed

Employee Appraisals and Cognitive Information Processing Systems

This book is vitally important because performance activities is become one of the main task for officer or manager in every organization. In every organization, human beings or workers play vital role in determining its survival. Human capital, or workers, have become the ultimate assets compared with other resources (money, land , machine, factory, hardware, software, material, equipment and etc). and are the key or prerequisite factors in making the operation of the organization or factory runs as planned. Linking the appraisal system to the reward system means that it can be used as a strategic tool by organizations to achieve their mission and vission

Apprendre à écrire un texte documentaire de comparaison en 2e année du primaire : étude comparée d’interventions didactiques contrastées

Cet article rend compte d’une recherche visant à vérifier l’efficacité d’une séquence didactique caractérisée par l’enseignement de la structure du texte et des procédés linguistiques qui permettent de linéariser un texte de comparaison sur les performances d’écriture des élèves de 2e année du primaire. La séquence différenciée par deux étapes de réalisation a été soumise à deux groupes, expérimental et témoin, selon une méthode pré-test / post-test. La comparaison des résultats montre un effet significatif de l’enseignement dispensé au groupe expérimental sur la capacité des élèves à produire une structure de comparaison et à utiliser des procédés de thématisation reliés à cette structureThis paper presents the results of a study to verify the efficacy of a didactic sequence on the writing performance of primary school 2nd graders. This sequence is characterized by the specific teaching of text structure and of linguistic processes enabling text-writing tasks of an expository comparison text. The study compared the effects of a didactic sequence divided into two procedural steps according to a method of pre-testing/post-testing both a control and an experimental group. In general, comparison between the two groups shows that the specific teaching given to students in the experimental group had a significant effect on their ability to produce a comparative structure and to use thematization processes specifically related to this structure.Este artículo presenta una investigación que tiene por propósito verificar la eficacia de una secuencia didáctica caracterizada por la enseñanza de la estructura del texto y de los procedimientos lingüísticos que permiten linealizar un texto de comparación sobre el desempeño de alumnos de 2o año de primaria en escritura. La secuencia dividida en dos etapas de realización fue experimentada sobre dos grupos, uno experimental y uno piloto, según un método pre-test / post-test. La comparación de los resultados muestra un efecto significativo de la enseñanza en el grupo experimental sobre la capacidad de los alumnos para producir una estructura de comparación y para utilizar procesos de tematización vinculados con esta estructura

How to Analyse Comprehension in Print Advertising: Advertising Effect from a Peircean Perspective

The present article shows how the composition of an advertisement influences the creation of comprehension in the receiving process. It is suggested that composition is a varying structure of inference fields, and on this foundation, it is emphasised how composition is underrated in consumer research and in its classical modelling of the cognitive effect of advertising, especially comprehension as an effect, and as a contributing factor in the ongoing mental assimilation of the message in general. That composition is an important factor in an advertisement’s cognitive construction of the message is demonstrated via a so-called reduction analysis, that is, an operation in the ad’s composition; its inference fields. This reduction analysis is meant as a preliminary method to establish hypotheses concerning how the composition supports different kinds of comprehension, and to be able to further test such hypotheses experimentally

Креативно-акмеологічний картоїд професійного розвитку викладача вищої школи

У статті розглянуто авторський метод аналогем, застосування якого дозволяє утворювати дуальний креативно-акмеологічний картоїд професійного розвитку викладача вищої школи і наповнювати його феноменами мотиваційно-ціннісної взаємодинаміки особистості і педагогічної професі

How to Analyse Comprehension in Print Advertising: Advertising Effect from a Peircean Perspective

The present article shows how the composition of an advertisement influences the creation of comprehension in the receiving process. It is suggested that composition is a varying structure of inference fields, and on this foundation, it is emphasised how composition is underrated in consumer research and in its classical modelling of the cognitive effect of advertising, especially comprehension as an effect, and as a contributing factor in the ongoing mental assimilation of the message in general. That composition is an important factor in an advertisement’s cognitive construction of the message is demonstrated via a so-called reduction analysis, that is, an operation in the ad’s composition; its inference fields. This reduction analysis is meant as a preliminary method to establish hypotheses concerning how the composition supports different kinds of comprehension, and to be able to further test such hypotheses experimentally