Professional Personnel Adaptation: Essence and Features

The article analyzes the issues related to the identification of the essence and peculiarities of professional adaptation of personnel, problems of attitude to unification into groups, the degree of satisfaction: labor activity, working conditions, position in the team, the nature of interactions and relationships in the organization, in the team, themselves and the results of their work, assessment of collectivism. The study used the questionnaire "Assessment of socio-psychological professional adaptation" by M.A. Dmitrireva and "Methodology for determining integral satisfaction with labor" by A.V. Batarshev, the sample was 208 people. As a result of the study, factors were identified that negatively affect the system of adaptation of recruiting agency specialists: a low level of collectivism, as a result of low team cohesion; low level of self-satisfaction of specialists at work; low level of satisfaction of specialists with achievements in the work. Among the main directions of improving the personnel adaptation system, the following areas are proposed: increasing the level of collectivism by introducing communication games on team cohesion, as well as organizing intellectual timbuilding for specialists; formation of Total Rewards intangible motivation. This motivation system will allow employees to maintain a balance between work and life and feel their own value; Development of a quarterly performance compensation system. This method will allow for regular assessment of staff achievements.

Training technologies as a means of increasing motivation for creative activity of future nursery teachers

The article investigates the problem of increasing motivation for creative activity of future teachers with the help of training technologies. The studied experience of using training technologies allowed determining their potential to increase the motivation of future teachers to creative activities. Experimental application of training technologies was tested in training courses for future teachers “Psychology,” “General Pedagogy,” “Introduction to the Specialty.” Mathematical data processing methods and a software package for statistical analysis “Statistica” were used to analyze the obtained results and objectively consider the dynamics of change. Socio-psychological training is the most effective way to increase the level of motivation for creative activity of future teachers. Experimental research has shown that training should include a wide range of techniques, namely: icebreaker exercises, feedback games, game of social-perceptual orientation, communication games, psychotechnics aimed at problem solving, meditation, visualization.

How Do We Connect and Communicate?

Chapter 6 describes how games may support connection, community, and communication. Games are communities where civic deliberation and values-sharing take place. They also may be communities that foster harassment, exclusion, and cruelty. What are the best practices and strategies for supporting connections and communication using games? The chapter includes an overview of why communication matters in civics and ethics, and why games may support this. It also includes the limitations of using games to connect, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice skills related to communication and connection. It opens with the example of the game Way, and also shares four examples-in-action: Keep Talking and Nobody Explodes, Lasers, Minecraft, and Argument Wars.

Quantum Advantages of Communication Complexity from Bell Nonlocality

Communication games are crucial tools for investigating the limitations of physical theories. The communication complexity (CC) problem is a typical example, for which several distributed parties attempt to jointly calculate a given function with limited classical communications. In this work, we present a method to construct CC problems from Bell tests in a graph-theoretic way. Starting from an experimental compatibility graph and the corresponding Bell test function, a target function that encodes the information of each edge can be constructed; then, using this target function, we can construct a CC function, and by pre-sharing entangled states, its success probability exceeds that of the arbitrary classical strategy. The non-signaling protocol based on the Popescu–Rohrlich box is also discussed, and the success probability in this case reaches one.

THE USE OF COMMUNICATIVE GAMES FOR THE PURPOSE OF FORMING UNIVERSAL COMPETENCES OF STUDENTS OF TECHNICAL UNIVERSITIES IN THE CLASSES OF THE KYRGYZ LANGUAGE

The article will focus on the fact that in a rapidly changing world it is necessary to have not only professional competencies, but also universal competencies that help a person determine his place in life. As a result, in the lessons of the Kyrgyz language, it is proposed to use various communication games and tasks to form universal competencies of students.

Reevaluating pragmatic reasoning in language games

The results of a highly influential study that tested the predictions of the Rational Speech Act (RSA) model suggest that (a) listeners use pragmatic reasoning in one-shot web-based referential communication games despite the artificial, highly constrained, and minimally interactive nature of the task, and (b) that RSA accurately captures this behavior. In this work, we reevaluate the contribution of the pragmatic reasoning formalized by RSA in explaining listener behavior by comparing RSA to a baseline literal listener model that is only driven by literal word meaning and the prior probability of referring to an object. Across three experiments we observe only modest evidence of pragmatic behavior in one-shot web-based language games, and only under very limited circumstances. We find that although RSA provides a strong fit to listener responses, it does not perform better than the baseline literal listener model. Our results suggest that while participants playing the role of the Speaker are informative in these one-shot web-based reference games, participants playing the role of the Listener only rarely take this Speaker behavior into account to reason about the intended referent. In addition, we show that RSA’s fit is primarily due to a combination of non-pragmatic factors, perhaps the most surprising of which is that in the majority of conditions that are amenable to pragmatic reasoning, RSA (accurately) predicts that listeners will behave non-pragmatically. This leads us to conclude that RSA’s strong overall correlation with human behavior in one-shot web-based language games does not reflect listener’s pragmatic reasoning about informative speakers.

Reading between the lines: Listener’s vmPFC simulates speaker cooperative choices in communication games

Humans have a remarkable ability to understand what is and is not being said by conversational partners. It has been hypothesized that listeners decode the intended meaning of a communicative signal by assuming speakers speak cooperatively, rationally simulating the speaker’s choice process and inverting it to recover the speaker’s most probable meaning. We investigated whether and how rational simulations of speakers are represented in the listener’s brain, by combining referential communication games with functional neuroimaging. We show that listeners’ ventromedial prefrontal cortex encodes the probabilistic inference of what a cooperative speaker should say given a communicative goal and context, even when such inferences are irrelevant for reference resolution. The listener’s striatum encodes the amount of update on intended meaning, consistent with inverting a simulated mental model. These findings suggest a neural generative mechanism, subserved by the frontal-striatal circuits, that underlies our ability to understand communicative and, more generally, social actions.