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Symmetry and Historicity in the Game of Life: Modifying Rules to Simulate Evolutionary Dynamics
No full textThe Game of Life (GoL) is a paradigmatic computer simulation that exhibits the emergence
of complex properties of the whole from relatively simple sets of heuristic rules operating at lower
organizational levels. Therefore, it is widely understood as a valuable tool for investigating global
properties of evolutionary processes. Cognizant of refined concepts that emerged in recent debates on
the central role of historical contingency (historicity) in evolution, we modify the original GoL rules
by introducing an updating feedback loop and a probability factor that reflect the degree of historicity
in pattern evolution as both stochastic path dependence and sensitivity to initial conditions. We
examine this trait in simulations of the emergence and breaking of bilateral and radial symmetries
commonly observed in the evolution of life, most prominently as evolving body plans. We show
that the implementation of historicity parameters leads to a more realistic sequential and gradual
alternating emergence and the breaking of new symmetries than the original set of rules. Apart
from its more realistic representations of evolutionary processes, the new approach allows for easier
exploration of the parameter space, demonstrates the sequential and gradual emergence and breaking
of symmetries, and provides a publicly available and modular simulation tool. We discuss the
exploratory potential of the modified GoL platform we designed as an extended thought experiment
to study the parameter space defining the historicity of biological processes
Lithic production on the Late Neolithic site of Vinča-Belo Brdo (Serbia)
No full textThe Late Neolithic levels of Vinča-Belo Brdo site have yielded an abundance of lithic finds that were deposited during the 800 years of continuous occupation. The previous studies have reconstructed various aspects of lithic organization, but many questions still remain unanswered. Are there differences between chert and obsidian techonology? What are the predominant knapping techniques and are there diachronic changes in this aspect? Are there traces of hafting? Is there any evidence for specialization in lithic production? Previous studies have provided different answers
to these and other questions. In this study, I present the results of the analysis of Belo Brdo lithic material, arguing that different qualitative and quantitative approaches can be used as complementary tools in reconstructing different aspects of lithic organization. I also discuss the obtained results in the context of other relevant data about the site and the studied period, bringing new data to the study of the Late Neolithic of the Central Balkans.The 30th European Association of Archaeologists Annual Meeting (Persisting with change), Rome, Italy, 28 - 31 August 2024 - Saopštenje štampano u izvod
The interplay of mindfulness, personality, and decision-making
No full textMindfulness, as a dispositional trait characterized by being fully present and engaged in the
current moment, without judgment, has several cognitive and emotional benefits that can
contribute to improved decision-making. The primary objective of this study is to investigate
the relationship between mindfulness, personality traits and active open-minded thinking and
passive risk taking as specific approaches in decision making. A total of 255 participants aged
18 to 59 (M = 31.58, SD = 8.14; 80.8% females) participated in the research, responding to
demographic variables (age, sex, education), the Five Facet Mindfulness Scale, Passive Risk
Taking (PRT) Scale, Actively Open-Minded Thinking (AOT) Scale, and HEXACO-60
Personality Inventory. Results revealed significant correlations between mindfulness and all
personality traits, most significantly a negative correlation with emotional stability (r = -.398,
p < .001) and a positive correlation with extraversion (r = .577, p < .001). Furthermore,
mindfulness had a low negative correlation with passive risk-taking (r = -.148, p < .05) and a
low positive correlation with open-minded thinking (r = .176, p < .001). Hierarchical
regression suggested that mindfulness (Step 3), combined with all HEXACO personality traits
(Step 2) and demographic variables (Step 1; age, gender, education), predicts PRT (F(10, 244)
= 5.107, p < .05, R
2 = .139). However, when controlling for personality traits, mindfulness
additionally explained small (F Change (1, 244) = 4.597, p < .05, R
2 Change = .016) although
significant percentage of variance in PRT (β = -.179, p = .033). Similar, demographic variables
(age, gender, education), personality traits and mindfulness explained 19.0% variance in AOT
(F(10, 244) = 6.942, p < .05, R
2 = .190), but mindfulness didn’t have incremental value over
and above personality traits (F Change (1, 244) = 2.565, p = .111, R
2 Change = .008; β = .130,
p = .111). In summary, the study contributes to our understanding of how mindfulness, in
combination with personality traits, connects to specific aspects of decision-making,
emphasizing its potential for future research.30th International Scientific Conference Empirical Studies in Psychology March 22 – 24, 2024 Faculty of Philosophy, University of Belgrade- Saopštenje štampano u izvod
Teaching for social justice: Distributive justice and recognition justice perspective
No full textЦиљ овог рада је да се сагледа како би изгледала настава за друштвену правду из перспективе дистрибутивне правде и правде препознавања. Стога смо у раду прво приказали основне идеје два гледишта на друштвену правду, а потом смо размотрили њихове импликације за циљеве, садржаје и приступ настави. Анализа је показала да би настава на темељу дистрибутивне правде тежила одржавању успостављеног хијерархијског односа у друштву, тако да се у настави не би уважавале разлике у пореклу ученика, нити би била подстицана интеракција између ученика и критичко промишљање, чиме би се онемогућило јачање индивидуалних капацитета ученика. Водећи задатак овако оријентисане наставе био би надокнада ресурса ученицима који су на било који начин депривилеговани. Настава која би полазила од вредности правде препознавања тежила би развоју идентитета ученика, односно признању индивидуалних вредности и културе сваког ученика. Таква настава би била интерактивна, усмерена на критичко промишљање и испитивање узрока положаја у ком се налазе ученици, а главни циљ образовања би била еманципација појединаца. Конципирање наставе никада није политички неутрално, већ зависи од циља једног друштва – одржати културну хегемонију или неговати вредности различитих друштвених група. У зависности од тог циља, настава ће бити усмерена ка вредностима дистрибутивне или пак правде препознавања.This paper aimed to analyse what teaching for social justice would look like from the perspective of distributive justice and recognition justice. Therefore, we first present the core ideas of the two views on social justice, and then we consider their implications for the goals, content, and methods of teaching. The analysis showed that teaching based on distributive justice would tend to maintain the established hierarchical relationships in society so that differences in the origin of students would not be respected in teaching, nor would interaction between students and critical thinking be encouraged, which would make it impossible to strengthen the individual capacities of students. The core task of such oriented teaching would be the compensation of resources for underprivileged students. Teaching based on the values of recognition justice would strive for the development of the student’s identity and the recognition of the individual values and culture of each student. Such teaching would be interactive, aimed at critical reflection and examination of the causes of the position in which the students find themselves, while the main goal of education would be individual emancipation. The conception of teaching is never politically neutral and depends on the goal of society – to maintain cultural hegemony or to recognize and nurture the values of different social groups. Depending on that goal, teaching will be directed towards values of distributive or recognition justice
“Becoming More Than We Are” – Performative Learning as a Process of Personal and Professional Transformation
No full textU radu su predstavljena iskustva studenata andragogije u performativnom učenju,
u obrazovnom kontekstu koji se oslanja na izvođenje, igru i improvizaciju kao sredstva za lični
i kolektivni razvoj. Performans se u tom kontekstu otkriva kao prostor transformacije – omogućava studentima da „budu više od onoga što trenutno jesu“, što se prepoznaje kao temelj
obrazovne promene. Nalazi pokazuju da studenti taj pristup doživljavaju kao dinamičan,
utelovljen i kolektivan proces učenja, u kojem su istovremeno subjekti i objekti obrazovanja
– oni koji uče, ali i oni koji oblikuju ono što se uči. Izvođenjem oni eksperimentišu s identitetima, preispituju društvene norme, razvijaju kreativnost, autonomiju i osećaj agensnosti.
Rezultati istraživanja pokazuju da performativno učenje može značajno doprineti obrazovanju budućih andragoga, osnažujući ih da putem umetničkih i iskustvenih metoda razvijaju ne
samo profesionalne veštine već i dublje razumevanje sebe, drugih i sveta u kome žive.This paper presents the experiences of andragogy students with performative
learning in an educational context that relies on performance, play, and improvisation as tools for personal and collective development. In this context, performance emerges
as a space of transformation — it enables students to “be more than what they currently
are,” which is recognized as the basis for educational change. The findings show that
students perceive this approach as a dynamic, embodied, and collective learning process
in which they are simultaneously subjects and objects of education—both learners and
co-creators of what is being learned. Through performing, they experiment with identities, they question social norms, and they develop creativity, autonomy, and a sense of
agency. The research confirms that performative learning can significantly contribute to
the education of future adult educators by empowering them (through artistic and experiential methods) to develop, not only professional skills, but also a deeper understanding
of themselves, others, and the world they live in
The Role of Active and Passive Music Engagement in Cognitive Development: A Systematic Review
No full textThe aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.You may share the Original Submission or Accepted Manuscript at any time. Sharing of the Original Submission or Accepted Manuscript may include posting a downloadable copy on any website, saving a copy in any repository or network, sharing a copy through any social media channel, and distributing print or electronic copies
Exploring Beyond Identity Politics: Creating Space for New Forms of South-South Solidarity
No full textIn this study, we explore the complexity of identity politics, critically analysing ways
to preserve identities while simultaneously creating space for new connections with
other marginalised social groups and non-human species. By critically
problematising these issues, we examine the risks of fragmentation and isolation often
associated with identity politics, which are most visible in nationalist policies that
persist in the former Yugoslavia region. As an alternative to such exclusive
tendencies of ‘tending one’s own garden’, we will analyse examples of feminist and
LGBTIQ+ solidarity from countries of the former Yugoslavia region with Palestine,
which has proliferated since October 2023. We will study which progressive groups
have organised, what methods of solidarity they have employed and what their
outcomes have been so far. Hence, the term South–South emerges as a line that
demonstrates possible, concrete solidarity above and beyond identity movements in
this context.
Through these examples, we propose alternative ways of thinking about identitybased politics – indeed, ways to transcend them – through critical reflection and
examples already existing in the post-Yugoslav space of queer, LGBTIQ+, leftist and
environmental movements. This study aims to contribute to a deeper understanding
and more effective implementation of identity politics within the context of global
post-pandemic solidarity, in accordance with the frameworks of Marxism and
intersectionality (Bohrer, 2019).1Critical Perspectives on the Emerging Forms of Global Solidarities - International Scientific
Conference, Institute of Criminological and Sociological Research 8 November 2024. Belgrade, Serbia - Saopštenje štampano u izvo
The subjective experience of transcranial electrical stimulation: a within-subject comparison of tolerability and side effects between tDCS, tACS, and otDCS
No full textLow-intensity transcranial electrical stimulation (tES), including techniques like transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS), and oscillatory transcranial direct current stimulation (otDCS), has been widely explored for its neuromodulatory effects on motor, cognitive, and behavioral processes. Despite well-established safety, these techniques can induce varying degrees of discomfort and side effects, potentially impacting their
application. This study presents a within-subject sham-controlled experiment directly comparing the subjective experience and side effects of tDCS, tACS, and otDCS. Participants reported their discomfort levels at multiple time points during 20-min stimulation sessions and completed a side-effects questionnaire before and after each session. Results indicated that the overall discomfort
levels were low across all conditions, with 95% reporting the absence of discomfort or mild procedure-induced discomfort. Nevertheless, tDCS and otDCS were slightly less comfortable compared to sham, especially at the beginning of stimulation, with tACS-induced discomfort levels being overall comparable to sham. The most common side / adverse effects were mild skin
sensations, including itching and tingling, particularly with tDCS and otDCS, while tACS occasionally caused phosphenes and blurred vision. These findings provide a systematic comparison of tES-induced discomfort and side effects between different tES techniques, highlighting the high safety of tES, but also the importance of considering within- and between-person variability and time-course effects in tES applications
Risks of Violence among the Elderly in Serbia – A Positive Deviance Approach
No full textThis paper explores the elderly’s vulnerability to various forms of violence. It employs a positive deviance approach as a novel framework for understanding and addressing this issue in Serbia, where this approach has not been widely known and used. From a theoretical perspective, a positive deviance approach contributes to a better and deeper understanding of the emergence of certain behaviors and the circumstances under which these behaviors arise. From a practical point of view, a positive deviance approach represents a tool for identifying, improving, and disseminating specific and particular behaviors that can be used to address certain problems. The field part of our research
in the selected municipalities (Plandište, Užice, and Valjevo) started in November 2020 and ended in June 2022. Distinct research methods were used in different project phases, mainly including focus group interviews and semi-structured individual interviews with respondents. The findings indicate that a positive deviance approach provides valuable insights into the elderly’s behaviors that can mitigate their vulnerability to violence.The 31st International Scientific Conference “Educational
Research and School Practice“, December 6, 2024, Belgrad