scholarly journals Social Beliefs and Visual Attention: How the Social Relevance of a Cue Influences Spatial Orienting

2017 ◽  
Vol 42 ◽  
pp. 161-185 ◽  
Author(s):  
Matthias S. Gobel ◽  
Miles R. A. Tufft ◽  
Daniel C. Richardson
Keyword(s):  
Visual Attention ◽  
Social Relevance ◽  
Social Beliefs ◽  
Spatial Orienting ◽  
The Social

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Shall I trust you? From child human-robot interaction to trusting relationships

2019 ◽  
Author(s):  
Cinzia Di Dio ◽  
Federico Manzi ◽  
Giulia Peretti ◽  
Angelo Cangelosi ◽  
Paul L. Harris ◽  
...  
Keyword(s):  
Behavioral Pattern ◽  
Human Robot Interaction ◽  
School Age Children ◽  
Social Relevance ◽  
Robot Interaction ◽  
Cognitive Correlates ◽  
The Social ◽  
The Relationship

Studying trust within human-robot interaction is of great importance given the social relevance of robotic agents in a variety of contexts. We investigated the acquisition, loss and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in-vivo. The relationship between trust and the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. No differences were found in children’s trust in the play-partner as a function of agency (human or robot). Nevertheless, 3-years-olds showed a trend toward trusting the human more than the robot, while 7-years-olds displayed the reverse behavioral pattern, thus highlighting the developing interplay between affective and cognitive correlates of trust.

Predicting the Social Commitments of College Students

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Ellen Lavelle ◽  
Leslie W. O'Ryan
Keyword(s):  
College Students ◽  
Environmental Concern ◽  
Social Attitudes ◽  
Social Commitment ◽  
Social Beliefs ◽  
The Social ◽  
Scale Scores

Developmental orientations as measured by the Dakota Inventory of Student Orientations (DISO) are strong predictors of the social attitudes and commitments that college students make. The aim of this study was to investigate the nature of social beliefs and commitments during the college years in relation to developmental orientations as measured by DISO (Lavelle & Rickord, 1999). Results supported Creative-Reflective scale scores as predictive of commitment to the more humanitarian issues such as race and women’s rights, whereas Achieving-Social scores predicted environmental concern. Interestingly, Reliant scale scores were found to be negatively related to social commitment. Implications include interventions based on the strengths and weaknesses of each orientation and suggestions for further research.

The Social Beliefs of College Seniors

1932 ◽  
Vol 37 (5) ◽  
pp. 775-780
Author(s):  
George J. Dudycha
Keyword(s):  
College Seniors ◽  
Social Beliefs ◽  
The Social

scholarly journals Preparing Education Students for an International Future? Connecting Students’ Experience to Institutional Contexts

2021 ◽  
pp. 102831532199849
Author(s):  
Nafsika Alexiadou ◽  
Zoi Kefala ◽  
Linda Rönnberg
Keyword(s):  
Teaching Practice ◽  
Social Benefit ◽  
Social Dimensions ◽  
Intercultural Understanding ◽  
Social Relevance ◽  
Education Students ◽  
Documentary Analysis ◽  
The Social ◽  
Institutional Contexts ◽  
Internationalization At Home

This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

scholarly journals Inverting the Facing-the-Viewer Bias for Biological Motion Stimuli

i-Perception ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 204166951775017
Author(s):  
Séamas Weech ◽  
Nikolaus F. Troje
Keyword(s):  
Biological Motion ◽  
Social Relevance ◽  
Shape Information ◽  
Low Level ◽  
Stick Figure ◽  
Visual Processes ◽  
The Social ◽  
Point Light ◽  
Ambiguous Point

Depth-ambiguous point-light walkers are most frequently seen as facing-the-viewer (FTV). It has been argued that the FTV bias depends on recognising the stimulus as a person. Accordingly, reducing the social relevance of biological motion by presenting stimuli upside down has been shown to reduce FTV bias. Here, we replicated the experiment that reported this finding and added stick figure walkers to the task in order to assess the effect of explicit shape information on facing bias for inverted figures. We measured the FTV bias for upright and inverted stick figure walkers and point-light walkers presented in different azimuth orientations. Inversion of the stimuli did not reduce facing direction judgements to chance levels. In fact, we observed a significant facing away bias in the inverted stimulus conditions. In addition, we found no difference in the pattern of data between stick figure and point-light walkers. Although the results are broadly consistent with previous findings, we do not conclude that inverting biological motion simply negates the FTV bias; rather, inversion causes stimuli to be seen facing away from the viewer more often than not. The results support the interpretation that primarily low-level visual processes are responsible for the biases produced by both upright and inverted stimuli.

The map is not the territory: Applying qualitative Geographic Information Systems in the practice of activist archaeology

2018 ◽  
Vol 18 (2) ◽  
pp. 149-173 ◽  
Author(s):  
Michael JE O’Rourke
Keyword(s):  
Information Systems ◽  
Geographic Information Systems ◽  
Cultural Landscapes ◽  
Geographic Information ◽  
Heritage Management ◽  
Social Relevance ◽  
The Public ◽  
North American Archaeology ◽  
The Social ◽  
Activist Archaeology

In response to concerns regarding the social relevance of North American archaeology, it has been suggested that the tenets of ‘activist scholarship’ can provide a framework for a more publically engaged archaeological discipline. Maps have long been employed in the public dissemination of archaeological research results, but they can also play a role in enhancing public participation in heritage management initiatives. This article outlines how the goals of activist archaeology can be achieved through the mobilization of qualitative Geographic Information Systems practices, with an example of how ‘grounded visualization’ methods were employed in assessing the vulnerability of Inuvialuit cultural landscapes to the impacts of modern climate change.

Geomorphology

2004 ◽  
Author(s):  
David R. Butler
Keyword(s):  
Scientific Theory ◽  
Common Ground ◽  
New Technology ◽  
Simulation Models ◽  
Social Relevance ◽  
Exposure Dating ◽  
The Social ◽  
Scientific Nature ◽  
Archival Work

Geomorphology is the science that studies landforms and landforming processes. Topics of research in geomorphology during the 1990s represent the diversity of the discipline, as practiced by both academics and nonacademic applied geographers in government and private positions. Discussions on the role and importance of scientific theory and social relevance in geomorphology have become increasingly common, although agreement has not been forthcoming. Issues of scale, both spatial and temporal, appear at the forefront of many current papers in the discipline, but little consensus has been reached as to what constitutes the appropriate scale for studies in geomorphology. The use of a broad diversity of research tools also characterizes American geomorphology, including fieldwork, computer and/or laboratory modeling, surface exposure dating, historical archival work, remote sensing, global positioning systems, and geographic information systems. Problems arise, however, when attempting to integrate the results of fine-scale fieldwork with coarser-scaled simulation models. The 1990s saw a renewed debate in the role of scientific theory in geomorphology. Prominent in that debate were issues of temporal and spatial scale. Significant discussions, culminating in the 2000 Binghamton Symposium on the integration of computer modeling and fieldwork in geomorphology, were also engendered by perceived clashes between the roles of fieldwork and the “new technology” in geomorphology. The 1990s have seen continuing interest in defining the role of geomorphology as a science. Most geomorphologists have accepted applied geomorphology (in the sense of Sherman 1989) as a logical extension of the environmental linkages of the science. The social relevancy of geomorphological research can be established without sacrificing the intellectual core of the discipline (Sherman 1994). However, questions continue as to what actually constitutes “the scientific nature of geomorphology”. Rhoads and Thorn (1993) raised the question of the role of theory in geomorphology in an essay that ultimately led to the 1996 Binghamton Symposium on the scientific nature of the discipline (Rhoads and Thorn 1996). Their goals in hosting the symposium were to “initiate a broad examination of contemporary perspectives on the scientific nature of geomorphology. This initial exploration of methodological and philosophical diversity within geomorphology is viewed as a necessary first step in the search for common ground among the diverse group of scientists who consider themselves geomorphologists” (ibid. p. x).

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