Связь эмоционального интеллекта и личностных черт с настроением
The main objective of the study is the search of relationships between mood, personality traits and emotional intelligence (EI). The additional goal is acquisition of the new psychometric data on the used questionnaires. To measure mood, the Russian adaptation of the questionnaire PANAS was used, which assesses mood by the scales of positive affect (PA) and negative affect (NA). Personality traits were measured with the help of the Big 5 questionnaire, emotional intelligence was measured with the help of the questionnaire EmIn. Questionnaires were used on a sample of 71 subjects aged 18–49 years. Data was received about the reliability of the scales of all the used questionnaires, which in whole was satisfactory – Chronbach’s of all the scales except one lie in the range from .78 to .89. Positive correlations of some scales of the EmIn questionnaire (general EI, interpersonal EI, management of emotions) were found with the scale PA and negative correlations were found with the scale NA. Scales of interpersonal EI and understanding of emotions had only positive correlations with the scale PA. Negative correlation of neuroticism with the scale PA and positive correlation with the scale NA were found. Extraversion was positively correlated with the scale PA and had no correlations with the scale NA. In whole the acquired results correspond to the results of the similar studies, conducted in other countries. The necessity to move from one-time measurements to data collection about participants’ mood for a long period of time (the so-called experience sampling) is validated. It will allow acquiring more reliable information about emotional background, characteristic for this or that participant, and analyzing relationships between personality traits and emotional intelligence, from the one side, and dynamic characteristics of emotional states, from the other side.
The book contains 17 papers presented at the Fifth International Conference on Cognitonics - Cognit-2017 (Slovenia, Ljubljana, Jozef Stefan Institute, 9-10 October 2017) as a part of the 20th International Multiconference ‘Information Society’ - IS 2017, organized by the Jožef Stefan Institute. The papers are submitted by 36 researchers from 16 countries of the world: PR China, Croatia, Cyprus, Finland, India, Italy, Japan, Lebanon, Macedonia, Pakistan, Poland, Russia, Slovenia, Sweden, United Kingdom, USA.
The first objective of cognitonics (or the science about the human being in the digital world) is to explicate numerous distortions in the perception of the world caused by the information society and globalization. The second, principal objective of cognitonics is to cope with these distortions in different fields by means of elaborating systemic solutions for compensating the negative implications of the kind for the personality and society, in particular, for creating cognitive-cultural preconditions of the harmonic development of the personality in the information society and smart society and for ensuring the successful development of national cultures and national languages.
The papers describe numerous aspects and preconditions of successful personal and professional development of the human being in modern information society transforming into knowledge society (or smart society).
In many languages of the world, the forms in the irrealis domain (subjunctive, conjunctive, conditional) are also used in complement clauses. The set of verbs that require subjunctive complementation is similar but not identical across languages. The paper identifies Russian verbs licensing subjunctive in complement clauses, either as the only option or as an alternative to the indicative. Basing on the Russian National Corpus, a list of these predicates is compiled, with relative frequencies of subjunctive vs. indicative for each predicate. The main result of the study is distinguishing two types of subjunctive complement clauses. Most predicates belong to the group which is similar to purpose clauses with чтобы, both semantically and syntactically. The subject of the main predicate is involved in the situation described by the subordinate clause by wishing it to be realized, by intention, or causal relations. The second, minor group includes epistemic uses of чтобы with e.g. сомневаться and other predicates in the context of negation, interrogation and other constructions expressing low probability.
The Caucasus is the place with the greatest linguistic variation in Europe. The present volume explores this variation within the tense, aspect, mood, and evidentiality systems in the languages of the North-East Caucasian (or Nakh-Daghestanian) family. The papers of the volume cover the most challenging and typologically interesting features such as aspect and the complicated interaction of aspectual oppositions expressed by stem allomorphy and inflectional paradigms, grammaticalized evidentiality and mirativity, and the semantics of rare verbal categories such as the deliberative (‘May I go?’), the noncurative (‘Let him go, I don’t care’), different types of habituals (gnomic, qualitative, non-generic), and perfective tenses (aorist, perfect, resultative). The book offers an overview of these features in order to gain a broader picture of the verbal semantics covering the whole North-East Caucasian family. At the same time it provides in-depth studies of the most fascinating phenomena.
This book is a study of the Russian subjunctive and the grammatical uses of the subjunctive particle бы (б). The author adopts a broad view of the Russian subjunctive and provides a unified account of uses of by with the morphological past alongside uses with the infinitive and predicatives, grouping all of these types into center and periphery. Dobrushina provides a detailed analysis of the subjunctive in the main as well as in a wide range of dependent clauses, including relative, conditional, concessive-conditional, purpose and complement clauses, basing the study on quantitative data obtained from the Russian National Corpus. The Russian subjunctive is compared to the category of irrealis in a wider typological context.
Meta-analytic research in psychology of academic performance proved that Big Five Conscientiousness and Openness to Experience predict scholastic achievements of university students (O’Connor, Paunonen, 2007; Poropat, 2009). But we claim that psychological predictiors of academic success depend on educational environment and can be culture-related. We examined 176 2nd and 3rd year economy and computer science university students in Russia with the Big Five – Ipsative version test (Shmelyov, 2010) and discovered that GPA and USE (United State Examination in Russia) scores are significantly correlated with Agreeableness (r = 0.15; p < 0.01 for GPA and r = 0.22 p < 0.01 for USE math) and Neuroticism (r = 0.2, p < 0.01 for GPA and r = -0,17; p < 0,01 for USE math). We suppose that the difference between our result and results provided by the meta-analyses mentioned above can be explained by the differences in educational environment in Russia and other countries. We assume that big number of classes and relatively small amount of individual and analytical assignments create the environment where Agreeableness and Neuroticism are important for the academic success.
The form whose main function is to express indirect commands, called the third person Imperative, Jussive or Exhortative, when compared to the prototypical (second person) Imperative, shows semantic and formal similarities and distinctions at the same time. The study describes formal and functional patterns of Jussive and places this category within the typology of the related categories, such as Imperative and Optative, based on data from six East Caucasian languages (Archi, Agul, Akhvakh, Chechen, Icari and Kumyk). Five formal patterns of Jussive are attested in these languages, including a specialized form, constructions derived from want, from tell him to do and from make him do and the Optative. Jussive forms may express such meanings as third person command, indirect causation, permission, indifference towards the accomplishment of an action and an assumption. While the Jussive is crucially different from the second person Imperative in that it introduces a third participant, this article shows that it is the addressee, not a third person, who is the central participant of a Jussive situation from both formal and functional points of view.
The article is devoted to the 80th anniversary of the prominent psychologist and educator - V. V. Davydov, who (together with D. B. Elkonin) has developed psychological base and pedagogical practices of the developing education. The main focus of the elaborated program was the development of theoretical thinking and the formation of readiness to thought and the ability for conceptual thought among school children. The article is an attempt to apply conceptualizations developed by V.V. Davydov to the analysis of thinking as such.The greatest attention is given to reflection and intuition.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.