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The short-term storage as a buffer memory between long-term storage and the motor system? Not exactly
Get PDFIN ENGLISH: This study reports a replication and extension of Ulrich and Dietz (1985) on the possible role of the short-term storage (STS) as a buffer memory between long-term storage (LTS) and the motor system in free recall tasks. This STS buffer would allow for the parallel unfolding of the search of LTS and the motor output of responses by temporarily storing retrieved items until their final production. In the study, this view was examined against the alternative hypothesis whereby the fast initial production of items in free recall relies on a controlled or “strategic” search of LTS rather than on the accrual of retrieved items in STS. In two independent replications, 54 native German language speakers and 39 native Bosnian language speakers performed letter verbal fluency task under the manipulation of STS preload (no preload vs. preload) and delay interval (1 sec vs. 10 sec between the presentation of the target letter and the signal for the start of recall). Contrary to the assumption of STS as a buffer memory, the results revealed that STS preload did not cancel out the effect of the delay. Accordingly, the results were interpreted in the context of controlled LTS search models. --------------- IN CROATIAN: Istraživanje je replikacija i proširenje studije Ulricha i Dietza (1985) o mogućoj ulozi kratkoročnoga pamćenja (KP) kao međumemorije između dugoročnoga pamćenja (DP) i motoričkoga sustava u zadacima slobodnoga dosjećanja. Takva međumemorija omogućila bi paralelno odvijanje pretrage DP-a i motoričke produkcije odgovora privremenim pohranjivanjem pronađenih čestica do njihove verbalizacije. U studiji je to stajalište suprotstavljeno alternativnoj hipotezi prema kojoj se brza inicijalna produkcija odgovora u slobodnome dosjećanju temelji na kontroliranoj ili „strateškoj” pretrazi DP-a, a ne na akumulaciji odgovora u KP-u. U dvjema neovisnim replikacijama 54 izvorna govornika njemačkoga jezika i 39 izvornih govornika bosanskoga jezika izvršavali su zadatak fonemske verbalne fluentnosti u uvjetima manipulacije opterećenja KP-a (bez opterećenja naspram s opterećenjem) i intervala odgode (1 s naspram 10 s odgode između prezentacije ciljnoga slova i signala za početak produkcije odgovora). Suprotno pretpostavci o KP-u kao međumemoriji, rezultati nisu pokazali da je efekt odgode poništen opterećenjem KP-a. U skladu s time rezultati su interpretirani u kontekstu modela kontrolirane pretrage DP-a
Daniel Baldwin Hess, Tiit Tammaru i Maarten van Ham (ur.) Housing estates in Europe: poverty, ethnic segregation and policy challenges. Springer Nature, 2018., 424 str.
Get PDFIN CROATIAN: U zborniku autori na primjeru studija slučaja 14 europskih gradova opisuju putanje razvoja velikih modernističkih stambenih naselja. Prikazana su istraživanja svojevrsni nastavak velikog europskog projekta Restate, koji je početkom stoljeća ukazao na negativne fizičke i društvene trendove koji pogađaju velika stambena naselja. Kroz poglavlja autori odgovaraju na sljedeća istraživačka pitanja: Uzimajući u obzir potencijal za moguće intervencije, kakav je utjecaj velikih stambenih naselja na procese reprodukcije nejednakosti, siromaštva i segregacije u europskim gradovima danas? Jesu li putanje razvoja stambenih naselja i dalje različite (rezultat Restatea) i što uzrokuje te razlike? Koja je pritom uloga širih obrazaca i trendova u stambenim statusima i rezidualizaciji, odnosno kako na stambena naselja utječe privatizacija tog stambenog fonda? Jesu li razne intervencije prisutne u europskom kontekstu bile uspješne i kako se velika stambena naselja mogu pretvoriti u domove za budućnost? Kao zaključak autori sastavljaju 10 lekcija za buduće planiranje gradova unutar i van Europe. --------------- IN ENGLISH: In the volume, the authors use case studies of 14 European cities to describe the development trajectories of large modernist housing estates. The presented research is a continuation of the great European project Restate, which at the beginning of the century pointed to negative physical and social trends affecting large housing estates. Through the chapters, the authors take on the following research questions: Taking into account the potential for possible interventions, what is the impact of large housing estates on the reproduction of inequality, poverty and segregation in European cities today? Do the housing estates still have different trajectories of development (result of the Restate project) and what causes these differences? What is, in this aspect, the role of broader patterns and trends in housing tenures and residualisation, that is, how does privatization affect these housing estates? Have the various interventions present in the European context been successful and how can large housing estates be turned into homes for the future? As a conclusion, the authors draw up 10 lessons for the future planning of cities inside and outside Europe
Politička participacija i tranzicije životnog toka kod mladih u Evropi
Get PDFSRPSKI: Predmet ovog rada je proučavanje odnosa između životnih tranzicija mladih i političke participacije u Evropi. Rezultati pokazuju da su tranzicije u sferi obrazovanja, rada i porodice u evropskim ze-mljama direktno povezane sa institucionalnim i vaninstitucionalnim oblicima političke participacije. Ulazak u nove uloge, ostvarivanje ili gubitak resursa (finansijskih, socijalnih ili vremena) formira ma-nje ili više stimulativan kontekst za uključivanje u političku sferu. I institucionalni i vaninstitucionalni oblici participacije pozitivno su povezani sa iskustvom studiranja, i ovaj indikator je konzistentan prediktor oba oblika participacije. Mladi koji rade češće glasaju, aktivni su unutar partija, kontak-tiraju političke predstavnike i aktivni su unutar NVO. Porodične obaveze sa sobom nose manje raspoloživog vremena, promenu prioriteta, te vode nižem stepenu participacije. U društvima koja su više demokratska, mladi su spremniji da učestvuju u gotovo svim oblicima vaninstitucipnanih praksi (osim demonstracija), a kad je reč o institucionalnim češće kontaktiraju političare i učestvuju u kampanjama. Hipoteze kojima smo pretpostavljali veze između konteksta, životnih događaja i participacije uglavnom se nisu pokazale opravdanim, te zahtevaju dalja istraživanja i objašnjenja. --------------- IN ENGLISH (EXTENDED): The subject of this article is the analysis of the relationship between the life course of young people and political participation in Europe. Results show that young people’s transitions in education, work, and family in European countries are directly associated with institutional and non-institutional forms of political participation. Entering new roles and obtaining or losing resources (financial, social, or time) forms a more or less stimulating context for involvement in the political field. The analysis shows that our first hypothesis proved to be correct. Both institutional and non-institutional forms of participation are positively associated with the study experience, and this indicator is the most consistent predictor of both forms of participation. Young people who go through higher education better understand the socio-political context and have more knowledge of how they can influence social processes. The transition to the labour market also shows positive associations with political participation, but only with certain practices, so our hypothesis is only partially correct. Young people who work vote more often, are active within parties, contact political representatives, and are active within NGOs. Work provides more financial and social capital, as well as the acquisition of new skills and competencies that are important for engagement. Employment seems to lead to a rationalisation of time and a better understanding of the effects of engagement. The third hypothesis also proved to be (almost) correct, as half of institutional and all non-institutional forms of participation are negatively associated with parenthood. Entering the parental role leads to a certain repackaging of priorities, and the lack of available time reduces the probability of participation. The fourth hypothesis was (partially) confirmed. With the growth of democracy within society, young people are more willing to participate in almost all forms of non-institutional practices (except for demonstrations) and to contact politicians and participate in campaigns more often. A high degree of organisation of political infrastructure and a democratic political culture represent a prerequisite for the existence of democratic practices. The hypotheses with which we examined the associations between context, life events, and participation generally did not prove to be justified. Although the highly educated in democratic societies vote more often and join parties (and similar groups), they participate less often in campaigns and are involved in all non-institutional forms of participation at the same level as those in less democratic societies. The explanation for the lack of differences between old and new democracies in the level of non-institutional participation of the highly educated may lie in the same role played by university education. In both developed and less developed democracies, those who establish or preserve these practices are students, who are both the most open to news and the most sensitive to social injustices. The relationship between work and activism was completely the opposite of what was expected. Given that work represents a source of resources (economic and social capital), we expected that in more democratic societies, which are also more economically developed, this connection would be stronger, but it is actually weaker. The explanation for this phenomenon may lie in the dependence of the sphere of work on the political field in "new democracies". The latter is dominated by clientelistic relations, where a significant number of young people who enter the labour market do so through political channels and in turn have to be active in political parties, especially during election campaigns. The last hypothesis proved to be correct, as context did not moderate the relationship between parenting and participation. Entering the parental role is equally challenging for young people regardless of their location or social and political context, and on average it certainly leads to a lower level of participation
Angažirana filozofija (I.): posvećeno Gordani Bosanac (1936. – 2019.)
Get PDFIN CROATIAN: Govoriti o angažiranoj filozofiji znači priznavati i tematizirati ulogu koju filozofija ima u suočavanju s problemima suvremenog svijeta, a onda i ulogu u mijenjanju postojećeg. Dakako, uvođenje termina angažirana filozofija povlači za sobom pitanje o tome kakva je to ne-angažirana filozofija, treba li uopće praviti tu distinkciju i nije li zapravo svaka filozofija po svojoj biti angažirana. Uz angažiranu filozofiju kao osnovnu temu dvobroja časopisa Filozofskih istraživanja u ovom će broju pažnja u većoj mjeri biti posvećena djelu jedne angažirane filozofkinje – Gordane Bosanac. Temat u tom smislu okuplja radove teoretičara i teoretičarki koji su o radu spomenute filozofkinje mogli govoriti stručno i kompetentno. --------------- IN ENGLISH: Speaking about engaged philosophy means recognizing and thematizing the role that philosophy plays in confronting the problems of the contemporary world, and consequently, its role in changing the existing reality. Of course, introducing the term "engaged philosophy" raises the question of what constitutes "non-engaged" philosophy, whether such a distinction is necessary at all, and whether, in fact, every philosophy is, by its very nature, engaged. Along with engaged philosophy as the main theme of this double issue of Filozofska istraživanja, particular attention in this volume will be devoted to the work of one engaged philosopher – Gordana Bosanac. In this context, the thematic section brings together contributions by theorists who are able to speak about the work of the mentioned philosopher with expertise and competence
Prikaz treninga osnaživanja socio-emocionalnih kompetencija za učitelje, stručne suradnike i ravnatelje u školama
Get PDFRadionica će ukratko prikazati aktivnosti koje se provode u sklopu projekta Hand
In Hand: Osnaživanje socio-emocionalnih kompetencija i svijesti o različitosti kod
učitelja širom Europe. Hand in Hand je europski (Erasmus K3) projekt koji okuplja
partnere iz sedam zemalja (Slovenija, Hrvatska, Švedska, Njemačka, Austrija,
Danska, Portugal), a u Hrvatskoj ga provodi Institut za društvena istraživanja u
Zagrebu. Projekt je prvenstveno usmjeren na razvoj socijalnih i emocionalnih
kompetencija učitelja, kao i razvoj njihove svijesti o različitosti, kako bi ih osnažio
za složenost svakodnevnog rada u sve raznolikijim učionicama i omogućio im
fleksibilno suočavanje s novim izazovima. Uz to, projekt je usmjeren na dobrobit
učitelja, ističući kako razvoj ovih kompetencija istodobno u središte stavlja učitelje,
njihov glas i njihov vlastiti razvoj. Projektne aktivnosti s učiteljima osmišljene su
kao šestodnevni program osnaživanja učitelja koji se temelji na vježbama
usredotočene svjesnosti (eng. mindfulness), vježbama osvještavanja tijela, vježbama
dijaloga, aktivnog slušanja i refleksije. Uz program namijenjen učiteljima razvijen je
i dvodnevni program za stručne suradnike i ravnatelje. Radionica koju predlažemo
ima za cilj ukratko predstaviti ovaj program uz vježbe koje će aktivno uključiti
sudionike radionice i omogućiti im iskustveni uvid u osnovne elemente socio-
emocionalnog učenja koji čine srž programa
Determinants of faking on personality questionnaires in selection situations - a qualitative analysis of the responses of young highly educated candidates
Get PDFPersonality questionnaires are often used in selection, even though research clearly shows that candidates are capable of faking their responses. Since faking cannot be easily detected, a new line of research has started to investigate its determinants, by using correlational and quasi-experimental designs. However, there is a lack of qualitative designs, which could provide deeper insight into how candidates approach responding to personality questionnaires. The aim of this study was to examine the potential determinants of motivation to fake on personality questionnaires, by analyzing candidates’ implicit theories. We conducted in-depth interviews with eight highly educated young people with various experience in selection. The results revealed that candidates considered faking as a behavior useful in selection situations. They noted several important individual and contextual determinants, such as perceived discrepancy between their own and the ideal profile, need for the job, ability to fake, length of the questionnaire and warning that faking can be detected and followed by negative consequences. Based on the empirical results, an implicit model of faking personality tests in personnel selection is suggested. These findings have both theoretical implications, i.e. revealing some new potential determinants of faking behavior, and practical implications for reducing faking behavior in selection practice
Teachers' self-efficacy for using information and communication technology: the interaction effect of gender and age
Get PDFIN ENGLISH: The purpose of the study is to examine the moderating effect of age on gender differences in teachers’ self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura’s conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher’s ICT self-efficacy. --------------- IN CROATIAN: Svrha ovog istraživanja bila je ispitati moderacijski učinak dobi na rodne razlike u samoefikasnosti učitelja/ica za korištenje informacijske i komunikacijske tehnologije (IKT) u nastavi, kao i moguće varijable u osnovi tog efekta. U skladu s Bandurinom konceptualizacijom samoefikasnosti, definirali smo samoefikasnost učitelja/ica za korištenje IKT-a kao njihovo uvjerenje u vlastitu sposobnost obavljanja određenih zadataka koji zahtijevaju integraciju IKT-a u nastavnu praksu. Istraživanje je provedeno putem mrežnog upitnika na uzorku od 6613 učitelja/ica u osnovnim i srednjim školama u Hrvatskoj. Primijenjena je hijerarhijska višestruka regresijska analiza. Nalazi ukazuju na manje rodne razlike u samoefikasnosti za korištenje IKT-a koje su izraženije među učiteljima/cama starije dobi, a praktički ne postoje među mlađim učiteljima/cama. Ovi učinci ostaju statistički značajni nakon kontrole vrste škole u kojoj učitelj/ica radi, percepcije tehničke i profesionalne podrške korištenju IKT-a u školi i učestalosti korištenja računalnih programa u nastavi. Učinak interakcije prestaje biti statistički značajan nakon uvođenja duljine upotrebe računala u nastavi i stava prema računalima u model, što ukazuje da ove dvije varijable imaju ulogu u niskoj samoefikasnosti za korištenje IKT-a među učiteljicama starije dobi. Slične razine samoefikasnosti za korištenje IKT-a među mlađim učiteljima i učiteljicama ohrabrujuće su otkriće koje bi mogla pratiti ravnopravnost rodova u drugim aspektima korištenja IKT-a. Nalazi sugeriraju da bi strategije za jačanje samoefikasnosti za korištenje IKT-a trebale biti posebno usmjerene na učiteljice starije dobi. Ovo istraživanje doprinosi boljem razumijevanju nedovoljno istražene teme rodnih razlika u samoefikasnosti učitelja/ica za korištenje IKT-a
Editors’ note
Get PDFIN ENGLISH: Editorial of thematic block 'Comparison of supranational identity-building in socialist Yugoslavia and the European Union'. --------------- IN CROATIAN: Uvodnik tematskog bloka 'Usporedba izgradnje nadnacionalnog identiteta u socijalističkoj Jugoslaviji i Europskoj uniji