Speak, memory: the postphenomenological analysis of memory-making in the age of algorithmically powered social networks

This paper explores the productive role that social network platforms such as Facebook, play in the practice of memory-making. While such platforms facilitate interaction across distance and time, they also solidify human self-expression and memory-making by systematically confronting the users with their digital past. By relying on the framework of postphenomenology, the analysis will scrutinize the mediating role of the Memories feature of Facebook, powered by recurring algorithmic scheduling and devoid of meaningful context. More specifically, it will show how this technological infrastructure mediates the concepts of memory, control and space, evoking a specific interpretation of the values of time, remembering and forgetting. As such, apart from preserving memories, Facebook appears as their co-producer, guiding the users in determining the criteria for remembering and forgetting. The paper finishes with suggestions on how to critically appropriate the memory-making features of social network platforms that would both enable their informed use and account for their mediating role in co-shaping good memories.

Stability Analysis of a Mathematical Model of Hepatitis B Virus with Unbounded Memory Control on the Immune System in the Neighborhood of the Equilibrium Free Point

In the current paper, I research the influence of IL-2 therapy and I introduce the regulation by distributed feedback control with unbounded memory. The results of the stability analysis are presented. The proposed methodology in the article uses the properties of Cauchy matrix C(t,s), especially symmetry property, in order to study the behavior (stability) of the corresponding system of integro-differential equations.

Gaze-pattern similarity at encoding may interfere with future memory

Human brains have a remarkable ability to separate streams of visual input into distinct memory-traces. It is unclear, however, how this ability relates to the way these inputs are explored via unique gaze-patterns. Moreover, it is yet unknown how motivation to forget or remember influences the link between gaze similarity and memory. In two experiments, we used a modified directed-forgetting paradigm and either showed blurred versions of the encoded scenes (Experiment 1) or pink noise images (Experiment 2) during attempted memory control. Both experiments demonstrated that higher levels of across-stimulus gaze similarity relate to worse future memory. Although this across-stimulus interference effect was unaffected by motivation, it depended on the perceptual overlap between stimuli and was more pronounced for different scene comparisons, than scene–pink noise comparisons. Intriguingly, these findings echo the pattern similarity effects from the neuroimaging literature and pinpoint a mechanism that could aid the regulation of unwanted memories.

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF TEACHING STUDENTS OF NONLINGUISTIC UNIVERSITIES TO AUDING

Communication in any language involves first of all the formation of skills not only of speaking, but also of understanding speech by ear. Auding is a process of listening, recognition and understanding of a sounding speech. Auding is a receptive form of speech activity. The object of the audit is the other person's statement. The result of auding is an understanding or a misunderstanding of the statement. The auding process is directly dependent on the properties of the working memory, on the volume of the long-term memory, the ability of the trainee to predict and understand what is perceived, on the qualities of aural and logical memory. Control is needed in the formation of auding skills. The purpose of any control is to determine the level of formation of speech skills and how accurately and fully a particular audio text is heard by students. As one of the goals of teaching, auding is at the same time an important means of teaching. Auding promotes the mastery of verbal communication in a foreign language.

Computer code comprehension shares neural resources with formal logical inference in the fronto-parietal network

Despite the importance of programming to modern society, the cognitive and neural bases of code comprehension are largely unknown. Programming languages might ‘recycle’ neurocognitive mechanisms originally developed for natural languages. Alternatively, comprehension of code could depend on fronto-parietal networks shared with other culturally-invented symbol systems, such as formal logic and symbolic math such as algebra. Expert programmers (average 11 years of programming experience) performed code comprehension and memory control tasks while undergoing fMRI. The same participants also performed formal logic, symbolic math, executive control, and language localizer tasks. A left-lateralized fronto-parietal network was recruited for code comprehension. Patterns of activity within this network distinguish between ‘for’ loops and ‘if’ conditional code functions. In terms of the underlying neural basis, code comprehension overlapped extensively with formal logic and to a lesser degree math. Overlap with executive processes and language was low, but laterality of language and code covaried across individuals. Cultural symbol systems, including code, depend on a distinctive fronto-parietal cortical network.

Methods of Preschoolers’ Preparation for School by the Means of the Latest Technologies and Software

The following article describes new aspects of computer and software utilization in the forms of games for preschoolers with the use of the latest technologies and methods for the purpose of effective preparation for school. The creation and the appliance of programs in the forms of games aimed at focusing, memory improvement, logical thinking, teachings of alphabets of three languages, teaching of robotics, constructing and assembling parts of a robot helps in preschoolers’ preparation for school. The present work shows the method of teachings of parts of a machine or a robot by the means of completing other exercises such as learning English words or math tasks, it also promotes usage of the newest STEAM technologies and appliance of mnemonic in memory control for more efficient memorizing of new knowledge. In the beginning of studies as a warm-up it is possible to use programs for child’s focusing, concentrating, memory improving and logical thinking. It allows to begin other exercises aimed at acquisition of knowledge in different fields. The article describes the methods of teachings of foreign words associating them with the words of first or Russian language based on the methods of mnemonic, comparison, analysis and synthesis of data. The result of teachings with such methods offered the children knowledge of alphabets of three languages, it also allowed the children to concentrate, develop and improve their visual and logical memory, the children independently noted the similarities and differences of letters and pronunciation. Education in STEAM technologies and mnemonic offers the new approach to full development with child’s entrance in the world of knowledge of alphabets of three languages, the thesaurus of English words, based on effective methods of mnemonic.