Методы активного социально-психологического обучения. Учебник и практикум для академического бакалавриата.
The article considers the conditions necessary for arranging educational environment, which can provide the required level of training. One of the key factors affecting the quality of education is the professional level of teachers, their ability and willingness to design their own trainingtechnologies and use non-standard methods of solving educational problems such as active learning. The article provides research on the assessment process of writing papers and project learning experiment.
We consider a problem of adaptive design of experiments for Gaussian process regression. We introduce a Bayesian framework, which provides theoretical justification for some well-know heuristic criteria from the literature and also gives an opportunity to derive some new criteria. We also perform testing of methods in question on a big set of multidimensional functions.
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.