PROBLEM-ACTIVITY LEARNING-A CONDITION FOR THE DEVELOPMENT OF CREATIVE THINKING OF STUDENTS

The article deals with the actual problems of problem-activity learning as a condition for the development of creative thinking of students. The necessary conditions for the successful implementation of this type of training are specified. It is the students who have a sense of satisfaction, emotional reinforcement, which ensures the conscious assimilation of knowledge when solving problematic issues and develops a steady interest in the process of learning. In addition, problem-based learning increases the impact of physical exercise on the intellectual, emotional and volitional sphere of the psyche. Therefore, we can conclude that by setting and solving problematic issues and situations, problem-based learning models an intellectual process of a creative nature. The study of the essence of problem-activity learning allows you to identify the points that contribute to the successful acquisition of students ' knowledge, skills, abilities and the formation of creative thinking. Especially important is the role of problem-based learning in the development of personal activity (intellectual, volitional and emotional), which objectively arises when a person is in conflict with cognitive difficulties, a problem.

The Virtual Circular Genome Model for Primordial RNA Replication

Our manuscript describes a hypothesis for the replication of primordial RNA genomes by entirely nonenzymatic processes. Our proposal circumvents long standing problems such as the difficulty of copying long templates by nonenzymatic chemistry, the need for defined primers, and the so-called ‘last base addition problem’. Our hypothesis leads to surprising predictions, notably that the replication of an ensemble of oligonucleotides could be mediated by the template-directed extension of all oligos by as little as one nucleotide, on average. We propose experimental tests of our model, and discuss its implications for the origin of life.

The Virtual Circular Genome Model for Primordial RNA Replication

Our manuscript describes a hypothesis for the replication of primordial RNA genomes by entirely nonenzymatic processes. Our proposal circumvents long standing problems such as the difficulty of copying long templates by nonenzymatic chemistry, the need for defined primers, and the so-called ‘last base addition problem’. Our hypothesis leads to surprising predictions, notably that the replication of an ensemble of oligonucleotides could be mediated by the template-directed extension of all oligos by as little as one nucleotide, on average. We propose experimental tests of our model, and discuss its implications for the origin of life.

Temporal Pyramid Recurrent Neural Network

Learning long-term and multi-scale dependencies in sequential data is a challenging task for recurrent neural networks (RNNs). In this paper, a novel RNN structure called temporal pyramid RNN (TP-RNN) is proposed to achieve these two goals. TP-RNN is a pyramid-like structure and generally has multiple layers. In each layer of the network, there are several sub-pyramids connected by a shortcut path to the output, which can efficiently aggregate historical information from hidden states and provide many gradient feedback short-paths. This avoids back-propagating through many hidden states as in usual RNNs. In particular, in the multi-layer structure of TP-RNN, the input sequence of the higher layer is a large-scale aggregated state sequence produced by the sub-pyramids in the previous layer, instead of the usual sequence of hidden states. In this way, TP-RNN can explicitly learn multi-scale dependencies with multi-scale input sequences of different layers, and shorten the input sequence and gradient feedback paths of each layer. This avoids the vanishing gradient problem in deep RNNs and allows the network to efficiently learn long-term dependencies. We evaluate TP-RNN on several sequence modeling tasks, including the masked addition problem, pixel-by-pixel image classification, signal recognition and speaker identification. Experimental results demonstrate that TP-RNN consistently outperforms existing RNNs for learning long-term and multi-scale dependencies in sequential data.

Inversion effects on mental arithmetic in English- and Polish-speaking adults

In some languages the order of tens and units in number words is inverted compared with the symbolic digital notation (e.g., German 23 → “ dreiundzwanzig,” literally: “ three-and-twenty”). In other languages only teen-numbers are inverted (e.g., English 17 → “ seventeen”; Polish 17 → “ siedemnaście” literally “ seventeen”). Previous studies have focused on between group comparisons of inverted and non-inverted languages and showed that number word inversion impairs performance on basic numerical tasks and arithmetic. In two independent experiments, we investigated whether number word inversion affects addition performance within otherwise non-inverted languages (Exp. 1: English, Exp. 2: Polish). In particular, we focused on the influence of inverted ( I; English: teen-numbers ⩾ 13, Polish: numbers 11–19) and non-inverted ( N) summands with sums between 13 and 39. Accordingly, three categories of addition problems were created: N + N, N + I, and I + I with problem size matched across categories. Across both language groups, we observed that problems with results in the 20 and 30 number range were responded to faster when only non-inverted summands were part of the problems as opposed to problems with one or two inverted summands. In line with this, the cost of a carry procedure was the largest for two inverted summands. The results support the notion that both language-specific and language-invariant aspects contribute to addition problem-solving. In particular though, regarding language-specific aspects, the results indicate that inverted number word formation of teens influences place-value processing of Arabic digits even in otherwise non-inverted languages.

A radical approach to the copper oxidative addition problem: Trifluoromethylation of bromoarenes

Transition metal–catalyzed arene functionalization has been widely used for molecular synthesis over the past century. In this arena, copper catalysis has long been considered a privileged platform due to the propensity of high-valent copper to undergo reductive elimination with a wide variety of coupling fragments. However, the sluggish nature of oxidative addition has limited copper’s capacity to broadly facilitate haloarene coupling protocols. Here, we demonstrate that this copper oxidative addition problem can be overcome with an aryl radical–capture mechanism, wherein the aryl radical is generated through a silyl radical halogen abstraction. This strategy was applied to a general trifluoromethylation of aryl bromides through dual copper-photoredox catalysis. Mechanistic studies support the formation of an open-shell aryl species.

An investigation of university students’ family evaluations, loneliness and hopelessnessÜniversite öğrencilerinin ailelerini değerlendirme, yalnızlık ve umutsuzluklarının incelenmesi

The purpose of this study is to reveal the power of the family environment, the loneliness and despair experienced by university students.Participants in the survey are students who continue to the Inönü University Faculty of Education.The study was conducted with a total of 833 students, 487 female and 346 male.The Family Assessment Scale, Loneliness Scale and Hopelessness Scale were used to collect the research data. Pearson Moments Multiplication Correlation Coefficient and Multiple Linear Regression Analysis were used in the analysis of the data in the study.According to the findings obtained, there was no significant difference in the loneliness level of the students compared to the genders but it was found that the hopelessness levels of the male students were significantly higher than the female students. In the students, the role and behavioral control of family environments predicted loneliness in a meaningful level;problem-solving, communication, emotional response, required attention, and general functions are not predicter of them. In addition, problem solving, roles and general functions in students lead to a meaningful level of hopelessness; communication, emotional response, necessary attention and behavioral control are not sought at a meaningful level. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı üniversite öğrencilerinin geldiği aile ortamlarının, yaşadığı yalnızlık ve umutsuzluğunu yordama gücünü ortaya koymaktır. Araştırmaya katılanlar İnönü Üniversitesi Eğitim Fakültesine devam eden öğrencilerdir. Araştırma 487’si kız, 346’sı erkek olmak üzere toplam 833 öğrenci ile yürütülmüştür. Araştırma verilerini toplamak için Aile Değerlendirme Ölçeği, Yalnızlık Ölçeği ve Umutsuzluk Ölçeği kullanılmıştır. Araştırmada verilerin analizinde Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Elde edilen bulgulara göre öğrencilerin yalnızlık düzeylerinde cinsiyetlerine göre anlamlı bir fark olmadığı, ancak erkek öğrencilerin umutsuzluk düzeylerinin kız öğrencilere göre anlamlı düzeyde daha yüksek olduğu görülmüştür. Öğrencilerde aile ortamları ile ilgili roller ve davranış kontrolü yalnızlığı anlamlı bir düzede yordarken; problem çözme, iletişim, duygusal tepki verebilme, gereken ilgiyi gösterme ve genel işlevler anlamlı düzeyde yordamamaktadır. Ayrıca öğrencilerde problem çözme, roller ve genel işlevler umutsuzluğu anlamlı bir düzeyde yordarken; iletişim, duygusal tepki verebilme, gereken ilgiyi gösterme ve davranış kontrolü umutsuzluğu anlamlı bir düzeyde yordamamaktadır.