Memory transmission in small groups and large networks: An empirical study

Author(s):  
Vael Gates ◽  
Jordan W. Suchow ◽  
Thomas L. Griffiths
2015 ◽  
Vol 26 (12) ◽  
pp. 1909-1917 ◽  
Author(s):  
Christian C. Luhmann ◽  
Suparna Rajaram

Science ◽  
2017 ◽  
Vol 358 (6361) ◽  
pp. 317.2-317
Author(s):  
Peter Stern
Keyword(s):  

Author(s):  
Umberto Dello Iacono

AbstractThis article is part of a wider research project that has the educational goal of supporting students in the production of conjectures, arguments and proofs, as well as promoting a move from the production of arguments expressed in colloquial registers to arguments expressed in literate registers. In this regard, we Giovannina Albano, Umberto Dello Iacono and Maria Alessandra Mariotti designed and implemented a digital educational environment that allows students to formulate and prove conjectures; three different working areas are available where students can work on a geometrical open problem sometimes individually, sometimes in collaboration. In this article, I report on an empirical study aimed at investigating the functioning of one of these areas, the ‘Working with others’ area, where small groups of students are expected to discuss and formulate a shared solution to a problem. The research question concerns if and to what extent the communication tools, specifically designed to foster students’ collaboration, can promote the production of mathematically acceptable arguments. The qualitative data analysis shows that the ‘Working with others’ area seems to foster discussion within the group and can make students aware of their mistakes. Moreover, it can bring out some students’ misconceptions and can provide useful information upon which the teacher can trigger fruitful discussions. However, this working area does not appear to foster a significant improvement of the production of mathematically acceptable arguments, produced by students in a collaborative and sharing mode. The integration of specific components within this working area seems to be necessary to support the student in moving from argumentation to proof.


Author(s):  
Olha Pletka

Introduction. Sometimes a person meets with complex social situations. How a person lives these situations down? What is the experience that supports and drives a person to recovery? How does the group help for a person in this? These questions now arise for each of us, because there is no person in the world who would have had the experience of living in complex social situations Purpose. The purpose of the article is to describe the results of the study of group stereotypes and the symbolism of complex social situations in small groups of different directions. Methodology. The sample of empirical research is 132 individuals - 16 groups of different directions: therapeutic (2), educational (7) and crisis (5) (real groups that were in situations of conflict and crisis) and self-help groups (2). Self-help groups are a group of families of demobilized soldiers (heterogeneous) and a group of veterans. The empirical study was conducted in 2 stages. In the first stage, the questionnaire “I am in the group” was prepared and tested. It consists of 21 questions and demographic data of the respondents (age, gender). In the second stage of the empirical study, the seminar “Difficult Social Situations: Experiences of Living and Overcoming” was conducted in the study groups, followed by a survey of respondents. The duration of the seminar is 3-4 hours, depending on the needs of the group Results. The article presents the results of an empirical study of group stereotypes and symbols in the image of small groups in complex social situations. The research identified stereotypical perceptions of the group and overcoming difficult social situations, outlined by the author as external and intra-group stereotypes. External group stereotypes include the destructive, relatively destructive, conditionally constructive and constructive groups of stereotypes described by the respondents. The groups of stereotypes pertaining to external groups are described in detail: relatively destructive (Uniqueness, Closeness and Complexity) and conditionally constructive (Causality and Willingness). Intra-group stereotypes are indicated too. Also, the article highlights a number of group symbols and group processes highlighted by the respondents, describes the analysis of the results of the “Symbolization of experience” methodology. Typization of symbolization of complex social situations and ways of overcoming them is presented. The symbols of this process are determined by the respondents by those symbols that demonstrate the dynamics (or transformation) of the character itself, the dynamics of the plot development, and the abstract ones, which have internal, not obvious, outside logic. Examples of these characters are described. Conclusion. The analysis of the results of the study showed that group stereotypes play a key role in predicting strategies for overcoming difficult social situations, and symbolizing this process helps to find support and help, both within and outside the group


2018 ◽  
Vol 11 (4) ◽  
pp. 687-709 ◽  
Author(s):  
Raeya Maswood ◽  
Suparna Rajaram

1998 ◽  
Vol 43 (2) ◽  
pp. 107-108
Author(s):  
Judith A. Kolb ◽  
Jennifer Jones Corley
Keyword(s):  

1996 ◽  
Vol 81 (1) ◽  
pp. 76-87 ◽  
Author(s):  
Connie R. Wanberg ◽  
John D. Watt ◽  
Deborah J. Rumsey

PsycCRITIQUES ◽  
2013 ◽  
Vol 58 (8) ◽  
Author(s):  
Etienne Pelaprat
Keyword(s):  

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