Axiological Identity of Russian Students at Different Stages of Social Digitalization: a Meta-Analysis

Social informatization and virtualization are changing the living environment and life values. The article introduces a meta-analysis of the axiological identity of Russian students at various stages of the social digitalization. The authors selected sources, defined their relevance based on the inclusion and exclusion criteria, and performed their qualitative and quantitative analysis. The sample included 90 publications, 53 of which featured Russian students. The resulting trends in the axiological identity of Russian students were compared with foreign studies. The research revealed the following developmental trends in the life values of Russian students: individualistic values are giving way to collective ones, and conservative values are becoming more and more significant.

Development Trends in Robotization and Artificial Intelligence

This chapter analyzes developmental trends in robotization and artificial intelligence. The chapter begins by providing a brief history of artificial intelligence, focusing on developments during the 20th century. The chapter then examines developments of robot applications as well as their impacts on various economic sectors. Next, the ways in which AI have replaced advanced mental labor are examined, such as journalism. The chapter then focuses on the development of machine learning and deep learning. This is followed by a discussion of how AI can now be purchased and used via cloud services. The chapter concludes by considering the difficult question of whether AI can be creative and by considering security concerns related to AI.

Lie for Me: Developmental Trends in Acquiescing to a Blatantly False Statement

A pair of studies demonstrates that simply asking children to make a blatantly false accusation in the guise of helping others can result in both immediate and long-term false claims. In the pilot study, the initial willingness to make a blatantly false statement was associated with some children making false statements a week later despite being told that the first interviewer had made mistakes during the initial interview. On a positive note, the majority of participants accurately stated that they did not have first-hand knowledge of their accusation's accuracy. Across both studies, the rate of false accusation rates was high. The main experiment demonstrated that children who were young, possessed the lowest verbal intelligence or who were from the lowest SES homes made the most accusations. These findings illustrate not only the dangers of encouraging children to make false statements, but the ease and durability of making such false statements.

Developmental trends in early childhood and their predictors from an Indian birth cohort

Background Early childhood developmental pattern analyses not only project future cognition potential, but also identify potential risks for possible intervention. The current study evaluates developmental trends in the first 3 years of life and their predictors in a low and middle income country setting. Methods Trends of early childhood development at 6, 15, 24 and 36 months of age and their predictors were explored in a longitudinal community-based birth cohort study in an urban slum in Vellore, South India. Development was assessed using the Bayley Scales of Infant and Toddler Development-III (BSID-III). Results The birth cohort enrolled 251 children with 94, 91, 91 and 87% follow-up at 6, 15, 24 and 36 months respectively. Child development domains of cognition, language, motor and social skills showed a significant decline in scores between 6 and 36 months of age. Higher socioeconomic position (SEP) and nurturing home environment contributed to increase in cognition scores by 1.9 and 0.9 units respectively. However, stunting caused a decline in cognition scores by 1.7 units. Higher maternal cognition, higher SEP, and caregiver responsivity positively contributed to language change over time, while higher maternal depression contributed negatively. An enriching home environment, growth parameters and blood iron status had positive association with change in motor skills. Conclusions A triple intervention plan to enhance home environment and nurturance, early childhood nutrient supplementation, and maternal education and well-being might prevent child developmental decline in high risk settings.

Toward Generalized Concern: The Development of Compassion and Links to Kind Orientations

Compassion underlies kindness and as such, is important for creating harmonious societies. We examined children and adolescents’ personal experiences of compassion and then how youth with different compassion profiles differed in their kindness (i.e., dispositional sympathy and prosocial behavior). An ethnically diverse sample of 8-, 11-, and 15-year-olds ( N = 32; 66% girls) provided narratives of times they felt compassion. Next, in another diverse sample of 7-, 11-, and 15-year-olds ( N = 168; 49% girls), we assessed youths’ potential for global compassion (i.e., compassion that transcends intergroup boundaries) using a novel interview procedure. We also collected self- and caregiver-reports of dispositional sympathy and prosocial behavior. Youths’ narratives revealed that youth often experienced compassion toward peers and relatives following both physical and psychological sufferance and often mentioned responding to the suffering other with helping behavior. On average, youth reported moderate levels of global compassion (i.e., compassion toward a suffering victimizer) and developmental trends revealed that 15-year-olds reported lower feelings of compassion than 11-year-olds. Next, latent profile analysis showed that compassion-oriented youth (i.e., youth who displayed moderate-high levels of global compassion) were rated as more prosocial than non-compassion-oriented youth (i.e., those who displayed low levels of global compassion). We discuss findings in relation to theory and research on the development of kindness in general and in intergroup contexts.

Social Expectations and Abilities to Meet Them as Possible Mechanisms of Youth Personality Development

Rationale: Personality traits change in both mean levels and variance from childhood through mid-adolescence, but the mechanisms underlying these developmental trends remain unknown. We tested the possible roles of social pressure and self-regulation. Methods: The Common-Language California Child Q-Set was used to measure youths’ mean-level personality, social expectations for youths’ behavior from multiple perspectives (parents, teachers, peers) and the self-regulatory requirements for achieving the desired trait levels. Results: There were consistent expectations for youths’ traits, regardless of who described the expectations or whether these pertained to children or adolescents. Mean trait levels were moderately commensurate with social expectations, but age differences in the means did not follow these expectations. Traits with strong expectations showed more pronounced individual differences and increased even more in variance with age. In contrast, traits’ self-regulation requirements did not predict their developmental trends. Implications: Strong social expectations may contribute to the development of individual differences.