Психологическая помощь социально незащищенным лицам с использованием дистанционных технологий (интернет-консультирование и дистанционное обучение): Материалы III Международной научно-практической конференции, Москва, 27-28 февраля 2013 г.
The book is dedicated to problems of applying the competence-based approach in teaching a foreign language to extra-mural students of a Linguistics University. This type of education can also be successfully obtained by means of distant learning and it makes it possible to form a socially and professionally mobile (flexible) personality having the ability to develop and upgrade their professional competency by the use of modern teaching technologies. Specific features of distant learning are considered taking into account two main forms of teaching/learning process while mastering a foreign language by correspondence. Those are: tutorials at University during sessions and studying at home. An integral system of education is developed.
The experience of the well known world business schools in using MBA programs is analysed. Тhe history of MBA programs is presented on many American and European examples. American and British benchmarking in qualities and the content of training programs reflects the current level of business education in many countries of the world. Programs in Harvard School of Business, Ecoles Superior de Commerce, INSEAD and other prestigious schools of business are discribed.
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.