Facial Trustworthiness Perceptions Across the Adult Lifespan

This paper adopted an adult lifespan developmental approach by asking 87 young (25-39 years), 59 middle-aged (44-59 years), and 47 older (60-78 years) women and men to rate the trustworthiness of faces that systematically varied in age (young, middle-aged, older) and emotion (neutral, happy, sad, fearful, angry, disgusted) from the FACES Lifespan Database.

Analysing the Obstacles in Agile Software Development Approach: A Review

The development of reusable and extensible software for business purposes has been the hallmark of the day. More developers are taking advantage of numerous approaches towards reaching their goals. One such approach is the agile approach in the development of extensible applications which has become so popular since its introduction over a decade ago. Using an agile approach that has a defined value in developing applications portray numerous benefits which have been identified by various scholars pointing out their outcomes as motivating factors of its adoption. With all such outline benefits, there exist some potential obstacles to agile developmental approach which has not been fully addressed. Hence, this article is aimed at analysing the obstacles which software developers face during agile development through a database search and also to guide them on ways to overcome such obstacles.

Ocular Motility Testing in Children

The purpose of this chapter is to provide the main indications, background, and procedures when assessing eye movement function in the pediatric patient. The assessment of extraocular motility function includes version and ductions using the H pattern test in order to determine the presence of underaction or overactions of the extraocular muscles (EOM). EOM testing detects abnormalities in the structural and neurological integrity caused by an acquired or congenital disease of the central nervous system. Deficits in eye movement function can also contribute to poor academic performance which requires a developmental approach to the assessment of saccadic and pursuit eye movements to determine if a referral for optometric vision therapy is indicated. For the older child who is reading to learn, an assessment of reading eye movements using objective tests, such as the Visagraph and/or the ReadAlyzer, will guide the direction of the management plan.

PSYCHOLOGICAL FACTORS FOR PERSONALITY USE OF NETWORK COMMUNICATIONS

Statement of the problem. The article is devoted to the problem of the influence of network communications on the personality of students. The purpose of the article is to present the results of the analysis of scientific literature, the results of empirical research, which make it possible to distinguish the entities, characteristics and indicators of the influence of network communications on personality in the learning process, to determine positive and negative trends of this influence in the context of the psychological and social aspect of the subjective-developmental approach. The methodological foundation consists of works on personality (K.A. Abulkhanova), tolerance for ambiguity among teachers and students (T.V. Kornilova, S.D. Smirnov), personal decision-making (A.I. Sannikov), about the viability of an individual (N.T. Selezneva, N.V. Rublenko, T.Yu. Todysheva), representing digital society as a socio-cultural phenomenon (G.N. Sergeeva), processes of digitalization of modern education (V.S. Agapov, A.M. Balykina). This made it possible to determine the methodological foundations of the study on the qualitative content of the influence of network communications on personality in the process of training. The basis for the choice of research methods was understanding of the complexity of the structure of the personality, the multifaceted manifestation of it in real life and virtual space of education environment. Research methods. The following methods were used in this study: 1. Questionnaire on “Style of self-regulation of behavior – SSB” (V.I. Morosanova). 2. Questionnaire of reflexivity (A.V. Karpov). 3. Questionnaire on “Communicative and organizational tendencies” (V.A. Sinyavsky, B.A. Fedorishin). 4. Value questionnaire (S. Schwartz). 5. Test on “Motivation to succeed” (T. Elers). 6. Questionnaire on “Modern social values” (N.T. Selezneva). The results of the study allow us to distinguish the influence of network communications on reflexive, regulatory, motivational mechanisms of personality self-consciousness, which determine the self-development of personality, its productive expression in real life and virtual space. The unproductive realization of the personality is possible in the absence of the integrity of life space in its consciousness. Conclusion. Active users of network communications, young people studying at universities and colleges, in whose consciousness representations of eventuality are formed – the perception of a holistic life space. They show readiness and ability to self-develop qualitative characteristics of meaningful orientations, ideas about themselves, as a subject of life dynamics, having freedom of choice, timely assessment of life problem situations, self-organization in the construction of educational and professional activities. Users of network communications who do not express subjectivity need psychological support throughout the entire process of organizing educational and professional activities. Authors’ contribution consists in theoretical analysis of scientific literature, definition and substantiation of research methods, processing and analysis of results of influence of network communications on personality. In the process of empirical research, we have identified manifestations of the subjectivity of the personality of active users of network communications, if consciousness has formed ideas of eventuality – the perception of a holistic life space and they have high or moderate motive levels for achieving success.

FORMATION OF MOTIVES OF EDUCATIONAL ACTIVITY AS ONE OF THE CONDITIONS FOR SUCCESSFUL SELF-ORGANIZATION OF STUDENTS FROM CADET SCHOOLS AND MARIINSKY FEMALE GYMNASIUMS OF THE KRASNOYARSK TERRITORY

Statement of the problem. Article presents an overview of theoretical positions and studies devoted to the formation of students’ motivation, considered as certain human actions aimed at achieving a goal, as well as being one of the conditions for successful self-organization. The purpose of the article is to characterize the features of the motives of educational activity among students from cadet schools and Mariinsky female gymnasiums, depending on the level of self-organization. Research methodology. Theoretical and methodological basis of research includes the following approaches: a systematic approach: the principle of consistency, the principle of development (L.I. Antsyferova, B.A. Drummers, I.V. Blauberg, B.F. Lomov, E.G. Yudin, etc.), activity-based approach: the principle of determinism, the principle of unity of consciousness and activity (K.A. Abulkhanova, A.G. Asmolov, L.S. Vygotsky, A.N. Leontiev, V.D. Shadrikov, etc.), and subject-developmental approach: the principle of balance between individual and the public (a. Adler, A. Maslow, K. Rogers, K.A. Abulkhanova, S.L. Rubinstein, E.A. Sergienko, L.V. Slobodchikov, etc.). The study involved 920 students of the cadet and female gymnasium education system of the Krasnoyarsk Territory aged 12 to 17. The research was based on the regional state educational organizations with the specialized name “cadet (sea cadet) corps” and the regional state educational organizations of the Mariinsky female gymnasium, as well as the regional state autonomous educational institution “Regional boarding school for work with gifted children “Cosmonautics School”. We used the following for diagnostics: the “Methodology for diagnosing the type of school motivation” in high school students by E. Lepeshova, and “Methodology for diagnosing personal time disorganizers” by O.V. Kuzmina. Statistical data processing included comparison of samples and analysis of the interdependence of features. To compare the samples, the Mann Whitney U-test was used, the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The key reasons leading to unproductive organization of the activity of students in cadet schools and Mariinsky gymnasiums are emotional tension and emotional apathy. Organizational disorganizers associated with the lack of skills in planning, setting priorities, ability to work on one problem for a long time, desire to postpone duties. Internal motives of learning related with knowledge, self-development, self-realization are noted in a small number of students. There is a high level of motivation associated with awareness of social need for education, prestige of education in a family, with approval of parents. The motives associated with the approval of teachers, classmates, and the prestige of studying in the classroom are mostly presented at a low level. The value-semantic disorganizers of time and emotional apathy have direct interrelationships in all other parameters of personal disorganizers. Conclusion. Understanding the interrelationships of the parameters of personal time disorganizers and the key motives of adolescents will increase the overall level of self-organization among students and help competently organize psychological work during the educational process in closed educational institutions.

Advisors’ Perceptions of the Value of Advising Students During the COVID-19 Pandemic: A Case Study at a South African University

Traditional advising responsibilities are shifting to include a holistic, learning-based and developmental approach that favours advising of the entire university experience. A dearth of systematic empirical evidence exists on advisors’ perceptions of the value of advising students during the COVID-19 pandemic in the South African context. The purpose of this study is to elucidate advisors’ perceptions of the complexity and challenges inherent in their responsibilities during the pandemic. This case study draws on a qualitative research design; it is based on semi-structured in-depth interviews undertaken with nine advisors in 2020. The central research questions posed in this study are: how do advisors describe their perceptions of their responsibilities within the COVID-19 pandemic, and how might these contribute to future practices? The findings indicate that advising during the pandemic has transcended the typical transactional dissemination of information to include addressing contextual environmental and resource challenges, social justice imperatives, emergency remote learning, asynchronous advising challenges and data-informed advising. These responsibilities have encompassed a holistic approach to advising and to getting to know students as ‘whole people’. Adjustments and transitions to emergency remote learning have highlighted social inequalities in access to data, to internet and electricity connectivity, which have served as impediments to students’ learning, and to educational experiences. Some home environments were not conducive to studying but necessitated doing household chores and herding cattle. The findings also indicate that an institution’s advising delivery model should enhance advisors’ abilities to perform their responsibilities. A network of cascaded responsibilities that incorporates greater involvement of lecturers in advising could contribute to a shared responsibility between lecturers and central, faculty and peer advisors. Insights gained may lead to a more nuanced understanding of advisors’ responsibilities as they relate to student learning and to the overall educational experience to promote retention and student success in a post-pandemic era.

A Developmental Study of Mirror-Gazing-Induced Anomalous Self-Experiences and Self-Reported Schizotypy from 7 to 28 Years of Age

<b><i>Introduction:</i></b> The mirror-gazing task (MGT) is an experimental paradigm inducing anomalous perceptions and anomalous experiences of self-face (ASEs) in the general population, ranging from changes in light and color, to face deformation, to experiencing one’s specular image as another identity. Subclinical ASEs have been related to the emergence of the risk for developing psychotic disorders, and inducing such states in the general population could shed light on the factors underlying interindividual differences in proneness to these phenomena. We aimed to examine the influence of schizotypal personality traits on proneness to experiencing induced ASEs from a developmental perspective, from childhood to adulthood. <b><i>Methods:</i></b> Two hundred and sixteen children, adolescents, and young adults participated in the MGT, and their schizotypal personality traits were assessed with the Schizotypal Personality Questionnaire. Statistical analyses assessed the relationship between schizotypy dimensions and induced ASEs, and we further tested their dynamic relationship as function of age (from childhood to adulthood). <b><i>Results:</i></b> Results confirmed the developmental trajectory of the different schizotypy dimensions, with scores peaking during adolescence, and proneness to induced ASEs seemed to follow a similar developmental trajectory. Moreover, positive (<i>p</i> = 0.001) and disorganized (<i>p</i> = 0.004) dimensions were found to contribute to the proneness to experiencing induced ASEs. Finally, the developmental model showed that positive schizotypy (<i>p</i> = 0.035) uniquely distinguished between experiencing other-identity phenomena between childhood and adulthood. <b><i>Conclusion:</i></b> This study has the potential to inform research on early detection of psychosis through a developmental approach and links the concept of schizotypy with processes of perceptual self-distortions.

From Action to Cognition: Neural Reuse, Network Theory and the Emergence of Higher Cognitive Functions

The aim of this article is to discuss the logic and assumptions behind the concept of neural reuse, to explore its biological advantages and to discuss the implications for the cognition of a brain that reuses existing circuits and resources. We first address the requirements that must be fulfilled for neural reuse to be a biologically plausible mechanism. Neural reuse theories generally take a developmental approach and model the brain as a dynamic system composed of highly flexible neural networks. They often argue against domain-specificity and for a distributed, embodied representation of knowledge, which sets them apart from modular theories of mental processes. We provide an example of reuse by proposing how a phylogenetically more modern mental capacity (mental rotation) may appear through the reuse and recombination of existing resources from an older capacity (motor planning). We conclude by putting arguments into context regarding functional modularity, embodied representation, and the current ontology of mental processes.

Personal Development Planning and Vertical Leadership Development in a VUCA World

To explore how personal development can be utilized as a tool for leaders to adapt to our VUCA (volatile, uncertain, complex, and ambiguous) world, a qualitative study was conducted on the narrative experiences of eight leaders who had successfully completed personal development plans. The emerging field of vertical leadership development, recognized as a unique developmental approach towards overcoming complexity and uncertainty, was connected to the key themes of personal development planning. Vertical leadership development and personal development planning were united across five conceptual themes: development and application of skills, self-awareness, self-efficacy, self-exploration, and continuous improvement. The experiences of the participants helped to inform how their plans connected with these themes, and how plan success and retention can be ensured overall. The study found that plans are at their most successful when they are thoroughly structured with the individual’s personal goals in mind, have direct application to the participant’s working life, and are supported by some degree of accountability and/or reflection. The study observed thematic connections between conventional personal development plans and vertical leadership development, highlighting potential connections between developmental approaches that are focused on boosting skills competency and capacity in times of VUCA. The findings help to inform how personal development plans can best serve as a resource towards managing complexity, uncertainty, and change.

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

Massive curriculum pedagogies (MCPs) represent an everlasting methodological problem of schooling throughout the Common. Era. Descriptive causal-comparative/ ex-post facto research techniques and Action Developmental Approach were used to objectively comprehend the problem's realities, trace the cause-effect relations between MCPs' factors, and build effective solutions to the MCPs’ research problem. The semantic logical reasoning of results showed strong linkages among the MCPs, the Holly Books' (H.B.s) teaching and the Factory Educational Model 1800+ in sharing extensive large groups learning and instruction. Even curriculum pedagogies took from H.Bs the compulsory learning besides the massive teaching methodology. What is disturbing here is these negative pedagogies are against the welfare of learners in the Info Global Age and the wide diversity of ICTs’ sources available to schooling. Learners have by nature no identical aptitudes, priority knowledge needs, thinking and achievement speeds, timelines, and live spaces for learning and schooling. Considering the research results and the pragmatic principle of ‘nothing can respond to diversity except diversity’, the Author offered a countering strategy (“Schools without Flunking”) merited with personalized, ICTs’ based, and collaborative peers, enabling 97% of learners to achieve the studied "blend-digit" curricula.