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Anthropomorphic Social Robots as Meaning-Making Tools and Peer Models at School

100%
Zawieska K., Rynkiewicz K., Sprońska A.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
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2016
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vol. 9
156-175
EN
This paper discusses the use of anthropomorphic social robots in the area of safety education. The goal of the study was to investigate whether the use of anthropomorphic social robots increases learning efficiency, and if so, why. The underlying assumption was that anthropomorphic social robots may foster meaning-making due to their human-likeness, in particular a discrepancy between their human-like characteristics and the human frame of reference for such traits, and hence to improvelearning efficiency. In particular this paper discusses the results of a qualitative study conducted in four primary schools. Thestudy has shown that the key role of the robot in increasing learning efficiency is not so much to convey information and help carrying out specific tasks as to increase interest, and hence, motivation to learn. Also, the key factors that shape a successful use of such robots in safety education concern as much pupils as teachers and go far beyond the robot as such.
PL
Niniejsza praca omawia zastosowanie antropomorficznych robotów społecznych w edukacji w zakresie bezpiecznych zachowań. Celem było zbadanie, czy zastosowanie antropomorficznych robotów społecznych podnosi efektywność nauczania, i jeśli tak, to dlaczego. Podstawowym założeniem było twierdzenie, że antropomorficzne roboty społeczne mają potencjał wspierania procesu tworzenia znaczeń dzięki podobieństwu do człowieka, zwłaszcza poprzez rozbieżność pomiędzy cechami robotów naśladującymi cechy człowieka a ludzkim układem odniesienia dla takich cech. W szczególności niniejsza praca omawia wyniki badania jakościowego przeprowadzonego w czterech szkołach podstawowych. Badanie wykazało, że kluczową rolą robota w procesie podnoszenia efektywności nauczania jest nie tyle przekazywanie informacji i pomoc w wykonywaniu określonych zadań, ile podnoszenie zainteresowania, a przez to motywacji do nauki. Inne czynniki, które wpływają na skuteczne użycie antropomorficznych robotów społecznych do nauczania bezpiecznych zachowań, dotyczą tak samo uczniów, jak i nauczycieli oraz wykraczają daleko poza robota jako takiego.
2
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'A milestone in the history of Slovakia': two narratives about the 2015 referendum on the family in Slovakia

88%
Synek Rétiová A.
Sociologický časopis. Czech Sociological Review
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2022
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vol. 58
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issue 3
309-333
EN
This paper examines a discursive controversy that arose in Slovakia after a conservative civic association initiated a referendum to protect 'traditional families' against the supposed encroachment of LGBTI rights. The 2015 referendum represents a tipping point in the formation of a new Slovak conservative political front. In this article, meaning-making among actors civically engaged in the referendum is brought to light by re-constructing the deep cultural structures in which they are immersed. Drawing upon the strong programme in cultural sociology, I analyse the master narratives woven through the discourse of the referendum organisers and boycotters. These narratives are re-constructed from 20 semi-structured interviews with the engaged actors and a corpus of 82 written documents, such as blogs, speeches, and declarations concerning the referendum. The analysis employs the methods of thick description and the structural analysis of narrative genres. It shows that, first, the referendum controversy presents a clash between a narrative of social decline and a narrative of social progress. The narratives serve as moral regulators by deploying emotionally loaded images of nostalgia for 'traditional families' and a utopia of unconditional progress. Second, although both narratives interpret the referendum as a milestone in the history of Slovakia, they do so in different genres with specific implications for action. Using the example of the decision by referendum opponents to withdraw from the pre-referendum debates, I demonstrate how narrative genres as implicit and deep cultural structures have the power to orient action and shape the contours of controversy.
3
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Im Kopf oder im Diskurs: wo ist unsere Welt? Sprache und Denken

75%
Teubert W.
tekst i dyskurs - text und diskurs
|
2019
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issue 12
25-47
EN
We only know how people understand what is being said or written once they have told us. Undoubtedly, understanding also includes non-linguistic or pre-linguistic components that elude verbalisation and thus cannot be communicated. However, by participating in discourse we can make sense of our experiences since we can perceive it in terms used by other participants talking about theirs. Experience that cannot be grasped linguistically remains mute. Therefore, as I see it, only what is textually accessible can be the remit of discourse analysis. This distinguishes discourse analysis from the cognitive approach whose remit it is to extrapolate from what is said to the mental representations, and to design the innate and acquired thought processes to which they owe their emergence. As I understand the cognitive approach of Alexander Ziem and Björn Fritsche, working with Dietrich Busse’s frame concept, they cannot but fail to convincingly model the presumed cognitive processes. For though they insist that a “cognitive-constructive share” complements the formation of mental representations, they must concede that it is ultimately the discursively constituted categories that determine how we experience reality. What matters for us as members of a discourse community is less what happens in our heads than how we, by talking about it, discursively create our reality, both as individuals as well as collectively.
4
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Psychological features of meaning-making in adulthood and the formation of meanings in the crisis and transitional period in human development

63%
Koshel N.
Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe
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2022
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issue 5(2)
55-64
EN
The article discusses the concept of “meaning-making” and age crises as one of the main categories of psychology, and their relationship with the humanities. Existing scientific developments do not pay enough attention to the study of conscious motives and meaning in adults. The practical relevance of this problem is determined, on the one hand, by dynamic processes in the education system, on the other hand - the need to increase life experience, improve the quality of life in general. The article presents a semantic model of the process of meaning-making. The system of meaning-making is connected with the educational system, which includes the semantic sphere. The structure of the system of meaningmaking is the interaction of objects of social development of ways of thinking, views, and cultural activities. The article also describes the concept of age crisis and how it depends on meaning-making. Age development to a new qualitatively specific stage of meaning-making is characterized by abrupt psychological changes in a person’s life. The processes and psychological features of meaningmaking of adults is studied in the current uncertainty of the social, economic, and political situation which forces a person to constantly determine their position and view of the world. The solution of this important question is primarily associated with the activity of a person’s consciousness, which is aimed at identifying the meanings of ongoing events, the constant search for new meanings on the basis of which it would be possible to determine one’s place and vital role in the changing reality. It is found that meaning-making of a personality, its clear awareness, and its reliability are determined by viability, professional, family, and age self-determination in life, which depends on an individual, their life position, sociopsychological, and social maturity and activity. Based on the empirical study, it is concluded that age largely determines the importance of life values and spheres for a person, the level of realization of value orientations, the level of motivation and the level of self-actualization of the adult personality.
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