Predictive Neuronal Adaptation as a Basis for Consciousness

Being able to correctly predict the future and to adjust own actions accordingly can offer a great survival advantage. In fact, this could be the main reason why brains evolved. Consciousness, the most mysterious feature of brain activity, also seems to be related to predicting the future and detecting surprise: a mismatch between actual and predicted situation. Similarly at a single neuron level, predicting future activity and adapting synaptic inputs accordingly was shown to be the best strategy to maximize the metabolic energy for a neuron. Following on these ideas, here we examined if surprise minimization by single neurons could be a basis for consciousness. First, we showed in simulations that as a neural network learns a new task, then the surprise within neurons (defined as the difference between actual and expected activity) changes similarly to the consciousness of skills in humans. Moreover, implementing adaptation of neuronal activity to minimize surprise at fast time scales (tens of milliseconds) resulted in improved network performance. This improvement is likely because adapting activity based on the internal predictive model allows each neuron to make a more “educated” response to stimuli. Based on those results, we propose that the neuronal predictive adaptation to minimize surprise could be a basic building block of conscious processing. Such adaptation allows neurons to exchange information about own predictions and thus to build more complex predictive models. To be precise, we provide an equation to quantify consciousness as the amount of surprise minus the size of the adaptation error. Since neuronal adaptation can be studied experimentally, this can allow testing directly our hypothesis. Specifically, we postulate that any substance affecting neuronal adaptation will also affect consciousness. Interestingly, our predictive adaptation hypothesis is consistent with multiple ideas presented previously in diverse theories of consciousness, such as global workspace theory, integrated information, attention schema theory, and predictive processing framework. In summary, we present a theoretical, computational, and experimental support for the hypothesis that neuronal adaptation is a possible biological mechanism of conscious processing, and we discuss how this could provide a step toward a unified theory of consciousness.

ПОНЯТТЯ ЧАСУ В ПОЕЗІЇ РАБІНДРАНАТА ТАГОРА: ЧИТАЦЬКА ІНТЕРПРЕТАЦІЯ

In the current study, readers’ interpretation of the conception of time in Rabindranath Tagore’s nonnarrative poetry is approached from the perspective of schema theory (E. Semino) and Text World Theory (P. Werth, J. Gavins). The analysis shows that in Rabindranath Tagore’s non-narrative poems about time, which were written in or translated into English, a TIME schema is instantiated through (i) linguistic units that refl ect human idea of dividing time into conventional periods – moments, days, months, years, etc.; (ii) a complex web of fi gurative devices, metaphors and similes in particular. In readers’ minds, fi gurative language prompts associative connections between several core, or basic, schemata: TIME, GOD, HUMAN LIFE, LIFE OF NATURE. Basic schemata can contain subordinate ones (TIME: MOMENT, DAY, MONTH; GOD: THY HANDS, SHUT GATE (thy gate be shut); HUMAN LIFE: CLOCK, PARODY, POEM, MEMORY; LIFE OF NATURE: BUTTERFLY, GARDEN, FLOWER, etc.). Connections between schemata on either a level or across levels indicate that the abstract conception of time is objectifi ed through physical processes and entities, which are perceptible by human senses; and that human life and life of nature have some common characteristics determined by time-related processes. Relying on schemata instantiated by the language of a poem, a reader creates his or her mental representation of the text, in other words, builds a poem’s text-world. On the text-world level, the conception of time in Rabindranath Tagore’s non-narrative poetry is presented through the use of all the three types of elements from which text-worlds are constructed: temporal deictic markers (world-building elements), function-advancing propositions (elements that describe actions, events, and states), and intensive relational processes (elements which describe physical characteristics). Text-worlds in Rabindranath Tagore’s non-narrative poems about time can be complex. His texts can contain world-switches – changes in the temporal parameters “present – future” from the perspective of the author and “present – past” from the perspective of a reader, and/or modal worlds that exist as hypothetical ones in the minds of the author and his readers. The latter concerns the poems in which time is associated with the transcendent conception of God. Key words: Rabindranath Tagore, non-narrative poetry, time, schema, text-world.

Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension

As a visual teaching tool, a Graphic Organiser aids students by constructing and displaying a graphic of the text’s structure, improving students’ sustainable development in English reading comprehension. However, few studies have investigated sustainable development in English reading comprehension using Graphic Organisers, although they might play a critical role in this. Thus, by adopting the methods of quasi-experimentation, observation and interview, this paper aims to address the following two questions from the perspectives of Schema Theory and Dual Coding Theory: (1) What is the effect of Graphic Organisers implemented in English reading on English as a foreign language (EFL) learners’ sustainable development in English reading comprehension? Is it positive? (2) How do Graphic Organisers affect various groups of EFL learners’ sustainable development in English reading comprehension? One hundred students in an EFL school were chosen as research participants for this experiment, and the whole treatment lasted for three months. The results revealed that the application of Graphic Organisers improved EFL learners’ sustainable development in English reading comprehension overall. In addition, Graphic Organisers benefited EFL learners with a medium reading ability most in their sustainable development of English reading comprehension; Graphic Organisers also made a certain difference for students with low and high reading abilities.

Gendered personality traits and entrepreneurial intentions: insights from information technology education

PurposeEntrepreneurial intention of students is frequently used in entrepreneurship research as an indicator of creativity, innovativeness and entrepreneurial mindset. The entrepreneurship courses offered by engineering disciplines do not always have the expected outcomes, while differences are observed on students' entrepreneurial intention. These differences sometimes stem from the stereotypical beliefs about entrepreneurship, in favor of masculinity. Although these anachronistic perceptions gradually fade in the society, personality traits attributed to “traditional” gender schemas still have an impact on students' career choices, especially in academic fields considered “masculine,” such as information technology. The purpose of this paper is to examine the impact of gender-typed personality (GTP) on students' entrepreneurial intentions (EI) and identify differences between genders.Design/methodology/approachThe impact of GTP traits on students' entrepreneurial intention is examined using gender schema theory and the theory of planned behavior (TPB) based on a sample of 321 university students of information technology. Structural equation models are used for the investigation of causal effects and group differences.FindingsThe results indicate significant interaction of GTP traits on the EI for both male and female students. However, no significant differences were found in the perception of gender schemas between males and females, which clearly suggests that the attribution of these traits to a specific gender nowadays is false.Originality/valueThe results offer convincing explanation of the differences observed in EI between the two genders and have both theoretical and practical implications for entrepreneurship education.

Board gender diversity and firms' internationalization speed: the role of female directors' characteristics

PurposeDrawing on the gender self-schema theory, upper echelons theory and the literature on international business, this study aims to examine the impact of board gender diversity on firms' internationalization speed.Design/methodology/approachIn this study, secondary data of 886 listed Chinese manufacturing firms from 2009 to 2018 are studied using the ordinary least squares regression model as the baseline method, an instrumental variable method is adopted for endogeneity control and both fixed and random effect models are adopted for the robustness test.FindingsBoard gender diversity reduces firms' internationalization speed, and the negative effect between board gender diversity and internationalization speed is stronger when the average age of female directors is older and weaker when female directors have international experience or financial background.Practical implicationsFirst, Chinese firms need to increase or decrease board gender diversity to match the board to firms' internationalization strategy. Increasing board gender diversity may be a more appropriate choice for firms that are expanding rapidly internationally, and vice versa. Second, when introducing female directors to international firms, it is essential to address other characteristics of these directors beyond their gender.Originality/valueFirst, the authors contribute to the literature on board gender diversity using Chinese manufacturing firms as our research sample, which provides new insights into the economic consequences of increasing the number of female directors. Second, this research contributes to the literature on firms' internationalization speed. Third, the authors capture in more detail the economic consequences of increasing board gender diversity in the context of China.

A Study of Sense and Sensibility from the Perspective of Schema Theory

This essay aims to analyze two main characters and the author in Sense and Sensibility by Schema theory. Schema theory refers to the theory of characterization and storage based on the knowledge of a particular subject. Three Schemata, the Marianne Schema and the Elinor Schema, the Austen Schema will be covered. Through the analysis of these three Schemata and their relationships, it will help readers to better understand the characters and the theme of the play by analyzing the relationships between three Schemata. The Schema theory is able to help readers to better understand the images of the characters and the author’s creating intentions and provide a new perspective for the interpretation of literary works.

Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students

The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.

The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

<p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p>

The Application of Schema Theory in the Teaching of English Reading in Senior High Schools

In English learning, good reading ability is very important. In recent years, the scores of students' reading ability in the college entrance examination have also increased. However, in many cases, even though students can understand the vocabulary and syntax of the text, they still cannot correctly grasp the main point of the text. They are easily immersed in the details of the text and cannot grasp the key content. There is a certain relationship between English reading and schema theory. The more complete a student's schema, the more targeted and efficient the processing of text materials. Therefore, high school English teachers should make full use of schema theory to improve teaching strategies, and focus on the development of students' schemata, so as to enhance students' English reading ability and information processing ability.