THE ORIGINALITY OF V.G. KOROLENKO’s LINGUISTIC AND STYLISTIC MANNER(BASED ON THE STORY “SOKOLINETS”)

In this article based on the story “Sokolinets”, the peculiarities of linguistic and stylistic manner of V.G. Korolenko are reviewed, the author’s preferences in the choice of means of expression and intensification of features which provide stylistic effect are observed. First of all, the denominative vocabulary expressing the extreme (ultimate) psychological and emotional states of the characters is marked and classified. The pronoun words and particles, which often interact with each other, creating expressive constructions with the meaning of gradation, high degree of feature manifestation, etc., are considered separately. The word-formation means, participating in the realization of author’s emotionality, strengthening of substantial and expressive sides of the utterance, are singled out. Some peculiarities of V.G. Korolenko's idiostyle are examined; the stylistic means which increase the expressiveness of the work, optimize the rhythmical-intonational structure of the poetic speech, saturate it with the semantic and stylistic information are classified. The types of repetitions attracted by the writer for the realization of his creative task and their role in the realization of the stylistic effect are determined.

The Role of Mathematics in the Formation of Pupils’ Creative Activity

The article is devoted to the problem of the development of the creative activity of students in grades 5–6 in the process of teaching mathematics. It is noted that the fulfillment of a creative task requires from students not a simple reproduction of information, but creativity, since the tasks contain a greater or lesser element of obscurity. A creative task is the content, the basis of any interactive method. A creative task (especially practical and close to the student's life) gives meaning to learning, motivates pupils. To develop the creative activity of students, you can use specially developed various software tools (Learning Apps, Mentimeter, Quzizz, etc.) in the lesson. With the help of a huge number of online services, you can create a whole collection of interactive tasks of the following nature: study an interactive lecture and answer the questions; answer questions of the test, quiz (with one or many correct answers); build a timeline and others.

Effects of experimental situation on group cooperation and individual performance: comparing laboratory and online experiments

With the spread of online behavioral experiments, estimating the effects of experimental situations and populations is increasing in discussions of the generalizability of data. In this study, we examined how the experimental situations (laboratory/online) affected group cooperation and individual performances. The participants were Japanese university students, randomly assigned to laboratory or online experiments. For the group cooperation task, they were asked to perform the public goods game with or without punishment, but no effect of the experimental situation was found both for cooperative and punitive behaviors. For the individual tasks, participants were asked to perform a creative task and a dull task. We manipulated the presence or absence of an external incentive. As a result, there was no significant difference between the experimental situations with one exception: only in the laboratory situation was the performance of the difficult creative task lower in the presence of an external incentive. Furthermore, we conducted as an additional experiment using the same treatments for a general Japanese sample online. This general sample was less cooperative in the public goods game than the student sample, both with and without punishment. In addition, the presence of external incentives facilitated performance of the general sample only for the dull task. We discuss the similarities and differences with previous studies that examined the effects of experimental situations and populations, and the implications for remote work in the real world.

Brain activation during the observation of real soccer game situations predicts creative goal scoring

Creativity is an important source of success in soccer players. In order to be effective in soccer, unpredictable, sudden and at the same time creative (i.e. unique, original and effective) ideas are required in situations with high time pressure. Accordingly, creative task performance in soccer should be primarily driven by rapid and automatic cognitive processes. This study investigated if functional patterns of brain activation during the observation/encoding of real soccer game situations can predict creative soccer task performance. A machine learning approach (multivariate pattern recognition) was applied in a sample of 35 experienced male soccer players. The results revealed that brain activation during the observation of the soccer scenes significantly predicted creative soccer task performance, while brain activation during the subsequent ideation/elaboration period did not. The identified brain network included areas such as the angular gyrus, the supramarginal gyrus, the occipital cortex, parts of the cerebellum and (left) supplementary motor areas, which are important for semantic information processing, memory retrieval, integration of sensory information and motor control. This finding suggests that early and presumably automatized neurocognitive processes, such as (implicit) knowledge about motor movements, and the rapid integration of information from different sources are important for creative task performance in soccer.

The neural basis of creative production: A cross-modal ALE meta-analysis

One of the central questions about the cognitive neuroscience of creativity is the extent to which creativity depends on either domain-specific or domain-general mechanisms. To address this question, we carried out two parallel activation likelihood estimation meta-analyses of creativity: 1) a motoric analysis that combined studies across five domains of creative production (verbalizing, music, movement, writing, and drawing), and 2) an analysis of the Alternate Uses divergent-thinking task. All experiments contained a contrast between a creative task and a matched non-creative or less-creative task that controlled for the sensorimotor demands of task performance. The activation profiles of the two meta-analyses were non-overlapping, but both pointed to a domain-specific interpretation in which creative production is, at least in part, an enhancement of sensorimotor brain areas involved in non-creative production. The most concordant areas of activation in the motoric meta-analysis were high-level motor areas such as the pre-supplementary motor area and inferior frontal gyrus that interface motor planning and executive control, suggesting a means of uniting domain-specificity and -generality in creative production.

Аmbiguous Temporality of Utopia

The article rejects the reading of Thomas More's Utopia as, first, a statement of More's own views on the ideal state and, accordingly, his definition not only as a humanist, but as a communist, and, secondly, an attempt is made to present the humanistic foundations of his ideas and ways of expressing them. These ways of expression are connected with the tropological way of his thinking, expressed through satire and irony, with an eye to ancient examples, which was characteristic of the philosophy, poetics and politics of humanism, one of the tasks of which was to try to build a new society (especially relevant in the period of geographical discoveries), architecture, an unprecedented ratio of natural objects (archimboldeski). The models for "Utopia" were the works of Plato, Lucian, and Cicero. It is written in the spirit of the times, with criticism of state structures, private property, the distinction between the private and the public, and openness to all ideas. Intellectual disorientation of readers is a specific creative task of More writer, his test of their ability to quickly change the optics, to consider history as an alternative world, radically different from our own, but connected with it. Thanks to an extremely pronounced intellectual tension, it goes beyond the limits of time, like the works of Plato, Aristotle, Augustine, Marx... Utopia can be represented as a dystopia, if we take into account the performative nature of the latter, which contributes to the instantaneous translation of words into action, realizing the world of utopia. Dystopia is the answer to utopia with a change of sign: about the same thing, changing the optics, you can say "yes" and "no". This means that in the modern world, indeed, and for a long time, virtual consciousness becomes little different from the real one, and imagination replaces the theoretical position, acquiring its form, turning theory into fiction. A hypothesis is put forward about the presence of many utopian countries in" Utopia": Achorians, Polylerites, Macarians, Anemolians.