Метод кино-кейсов в преподавании современной персонологии
The article presents the results of author’s reflection of long-term experience of teaching and studying of contemporary personology. Personology understood as a science which tends to achieve the synthesis of hermeneutics, theoretical and practical knowledge about personality. It proceeds in the specific forms of education, research and counseling. The teaching of contemporary personology presented as a creative process, which realizes in the dialogue "lecturer - student» and aimed to problematization of significant facts, ideas, theory and models in personological context. The process of learning of personological models which have synchronous references to culture, personality theories, practical psychology, self-expereience and self-development is accented. These models based on complicated scientific synthesis. They develop through method of interpretation, reconstruction, reflection, analysis of cases, etc. We believe that the method of film-case analysis plays a special role. In our paper we reflect the process of student’s dialogical learning of models of Topology of Life and Chronology of Life through "hermeneutics of personality» on the material of two famous films. We justify that learning of personological models through the film-cases contributes to conceptual promotion in studying of personality, posing of new theoretical problems, deepening and problematization of culture and psychological vision of personality's reality and projects of its practical transformation.
Souvent considéré comme une activité des plus nuisibles, le piratage des contenus audiovisuels n’en constitue pas moins, depuis des décennies, pour de nombreuses populations aux quatre coins du monde, un moyen majeur d’accéder aux produits des industries culturelles. Nourri d’enquêtes de terrain, cet ouvrage explore les enjeux que recèle ce phénomène complexe. Cette étude inédite analyse les stratégies globales de lutte contre le piratage, évalue les politiques des autorités nationales, décrit les usages que font les publics des contenus audiovisuels piratés, retrace les chemins qu’empruntent ces derniers et s’intéresse à ceux qui font le commerce de ces produits, de même qu’aux mutations engendrées par internet en la matière.
This article considers the model of metaphorical transfer of names of natural (atmospheric) phenomena. The worn inner form of many metaphors needs to consult the diachronic aspect, which allowes us to determine the conceptual transfer vector - the emotional attitude of speakers to natural phenomena, deterministic fear of them, faith in their supernatural origin.
Combinatorial abilities are fundamental to experimental thinking. The aim of this work was to design didactic objects that will stimulate preschoolers’ experimental thinking and to study young children’s thinking in relation to these objects. Six heuristic rules for the design of didactic objects are specified, and the responses of 623 children aged between 3 and 7 to the didactic objects are described in this paper. The first two calculating devices required rods to be pressed simultaneously for successive windows to be lit up or made visible. A total of 30 five year olds played with these for 20 minutes, and were seen to perform a logical series of actions in order to understand the device’s function. Half of the children counted the presses and thereby understood the way the device functioned. The second device was designed to allow all possible combinations of four variables. Sixty children between the ages of 4 and 6 played with the device for 20 minutes. A total of 88% of the children found all possible combinations of the device, with no differences between age groups in the strategies used. The third device had a matrix of shutters opened by buttons arrayed along two edges. In the first mode, single buttons presses opened the nearest windows and button presses along both edges opened windows on coordinates determined by the two buttons. In the second mode, single button presses opened nothing and simultaneous button presses along two edges opened windows on coordinates determined by the two buttons. Ninety children between the ages of 5 and 10 played with the device in the second mode for 20 minutes. The children used scientific strategies to discover the device’s function in the following proportions: 20% at five years, 50% at six years and 93% at 10 years. Eighteen children between the ages of 4 and 6 played with the device in the second mode. They played in pairs, and each child was assigned a row of buttons, thus requiring co-operation to open the windows requiring two coordinated button presses. All the children were eventually successful in the joint experimentation. The fourth device had 16 windows and eight buttons, which lit up the windows when pressed in logical combinations. A total of 20 five-year-old children were trained on this device to use combinations of button presses to light up selected windows. These children were then allowed to explore the third device in second mode by themselves. The trained five year olds all used scientific strategies in their search for the third device’s combinations. The study showed that preschoolers can combine actions and discover hidden relationships, and that the didactic objects can be used to develop children’s thinking.
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.