Search results

1

Subjective well-being as a mediator for curiosity and depression

100%

Kaczmarek Ł. D., Bączkowski B., Enko J., Baran B., Theuns P.

Polish Psychological Bulletin

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2014

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vol. 45

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issue 2

200-204

EN

Curiosity is a personality trait that is inversely related to depression and positively related to subjective wellbeing. However, the relationship between curiosity and these two outcomes is still unclear which hampers our general understanding of well-being. Based on research within positive psychology that showed character strengths such as curiosity can indirectly decrease depression, we hypothesized that the inverse relationship between curiosity and depression would be mediated by subjective well-being. Two hundred and fifty seven participants, between 18 and 64 years old (M = 24.50, SD = 8.33) completed a web-based survey comprising: The Curiosity and Exploration Inventory - II, Center for Epidemiological Studies - Depression and the Steen Happiness Index. We found that well-being mediated the relationship between curiosity and depression. The results indicate that curious individuals tend to report higher levels of subjective well-being which, in turn, is associated with lower levels of depression. Our findings contribute to the understanding of positive results obtained from clinical samples that underwent positive psychotherapy of depression.

2

Scientific Approach-Based English Learning Strategy (SABELS)

100%

Napitupulu S., Manalu D. B., Siahaan S.

The New Educational Review

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2019

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vol. 56

41-52

EN

The Indonesian government has decided to apply a scientific approach to all academic subjects. This decision brings serious consideration since it is new especially in language learning. Some researchers claim that the implementation of this new approach is not optimal because language teachers have never been introduced to a scientific approach. Grounded theory research was conducted to solve this situation. A new strategy has been formulated and called a scientific approach-based English learning strategy (SABELS), where students’ curiousity and willingness to communicate in English are the primary aspects teachers should establish before initiating the teaching and learning process. The learning process in this strategy includes: observing, questioning, collecting information, associating, and communicating. While establishing context, enlightening, monitoring, assisting, and evaluating are focused on the teacher’s activities. In conclusion, applying this new strategy will encourage both teacher and students to be more creative and innovative.

3

The Relationship with the Father and the Emotional Functioning of Women in Adulthood

63%

Szudy K. D., Puchalska-Wasyl M. M.

Roczniki Psychologiczne

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2020

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vol. 23

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issue 1

63-82

EN

Some studies, conducted also in Poland, show that the influence of fathers’ behavior on their daughters extends beyond childhood. For example, fathers’ parental attitudes assessed retrospectively (such as demands, inconsistency, lack of acceptance, and lack of autonomy) are associated with different mental disorders experienced by their adult daughters. The aim of the present study was to determine whether the retrospective evaluation of the relationship with the father explains the emotional functioning of women in early and middle adulthood. The participants were 180 women aged between 20 and 53. We used the Parental Bonding Instrument, the Questionnaire of Retrospective Assessment of Parental Attitudes, and the Trait Personality Inventory. Our findings support a link between the relationship with the father and the emotional functioning of women. In future it would be advisable to broaden the scope of the study by including groups of daughters in adolescence and in late adulthood or women with various problems.

4

Opisy Gdańska i Torunia w relacjach Petera Mundy’ego. Między szczerą ciekawością Anglika a wczesnonowożytną teorią ekfrazy

63%

Awianowicz B.

Zapiski Historyczne

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2019

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vol. 84

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issue 1

123-133

EN

Peter Mundy (1596 – ca. 1667), one of the most representative English travellers of his period, visited Gdańsk (Danzig) and Toruń (Thorn) in 1640 and 1642 and described these cities in his Relations. The article includes deliberations concerning Mundy’s descriptions of the two most important cities in Royal Prussia in the context of early modern theory of ekphrasis and the eulogy of the city, represented especially by manuals of preliminary exercises in rhetoric (progymnasmata) and chapters from De inventione et amplificatione oratoria by Gerard Bucoldianus included in Reinhard Lorich’s Scholia attached to his edition of Aphthonius’ Progymnasmata, one of the most popular rhetoric books in the second half of 16th and in 17th centuries. The analysis of the structure and contents of Mundy’s “relations” leads to the conclusion that the English traveller was aware of the early modern theory of description and eulogy of cities but, at the same time, his curiosity made him free to leave the theoretical rules aside and focus himself on interesting technical constructions (“The great Organs in the Pfarrekerke” in Gdańsk or the Toruń bridge) or customs of burghers (“execution of Justice” and “Recreations” in Gdańsk and “A greatt faire” in Toruń).

5

Vzťahy medzi rodinnými, osobnostnými a situačno-motivačnými faktormi z perspektívy alkoholovej závislosti

63%

Rojková Z., Popelková M.

Psychologie a její kontexty

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2010

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vol. 1

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issue 2

149-160

EN

This paper discusses the relationships between risk factors in drug consumption. The level of risk was assessed from the perspective of alcohol addiction with the aim of identifying relations among risk factors in terms of risks encountered during the development of alcohol addiction; these relations were compared using two sample groups, one consisting of alcoholics and the other of individuals with no alcoholism diagnosis. The method involved a questionnaire based on a standardized questionnaire on family upbringing methods, the Neo FFI personality inventory, and a self-developed methodology for determining situational-motivational factors. The data set consisted of 152 respondents diagnosed as alcoholics and 82 respondents without this diagnosis. A combination of factors was found to be high-risk: negative emotional relationship in the family - increased neuroticism - problematic upbringing - escape from problems as a situational factor for alcohol use.

6

Opisy Gdańska i Torunia w relacjach Petera Mundy’ego. Między szczerą ciekawością Anglika a wczesnonowożytną teorią ekfrazy

63%

Awianowicz B.

|

EN

Peter Mundy (1596 – ca. 1667), one of the most representative English travellers of his period, visited Gdańsk (Danzig) and Toruń (Thorn) in 1640 and 1642 and described these cities in his Relations. The article includes deliberations concerning Mundy’s descriptions of the two most important cities in Royal Prussia in the context of early modern theory of ekphrasis and the eulogy of the city, represented especially by manuals of preliminary exercises in rhetoric (progymnasmata) and chapters from De inventione et amplificatione oratoria by Gerard Bucoldianus included in Reinhard Lorich’s Scholia attached to his edition of Aphthonius’ Progymnasmata, one of the most popular rhetoric books in the second half of 16th and in 17th centuries. The analysis of the structure and contents of Mundy’s “relations” leads to the conclusion that the English traveller was aware of the early modern theory of description and eulogy of cities but, at the same time, his curiosity made him free to leave the theoretical rules aside and focus himself on interesting technical constructions (“The great Organs in the Pfarrekerke” in Gdańsk or the Toruń bridge) or customs of burghers (“execution of Justice” and “Recreations” in Gdańsk and “A greatt faire” in Toruń).

7

Architektura świadomości. Część III: Wola i sens istnienia

51%

Galus W.

Roczniki Filozoficzne

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2015

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vol. 63

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issue 4

129-168

PL

W części III przedstawiono motywacje do aktywności autonomicznego systemu inteligentnego w postaci bólu i przyjemności. Wskazano, ze kształtowanie zaawansowanych stanów świadomości takiego systemu wymaga innego rodzaju motywacji w postaci ciekawości i potrzeby zrozumienia. Przedstawiono neuronalne podłoże tych motywacji. Zaproponowano kompleksowy model umysłu świadomego, obejmujący wszystkie poziomy przetwarzania informacji. Przedstawiony model wyjaśnia główne cechy ludzkiej psychiki. Wyjaśnia, jak się tworzy świadomość refleksyjna i samoświadomość, jak umysł formułuje sens i cel swego istnienia, a także sens istnienia otaczającego go świata, w jaki sposób uzyskuje wolną wolę i jak może skutecznie działać dla dobra swojego i dobra świadomości osadzonej w neuronowych polach modelujących. Wyjaśnia, jak potrzeba rozumienia i potrzeba harmonii może tworzyć dobro i inne wartości etyczne. Jakie emocje kierujące umysłem mogą wyzwolić uczucia empatii i altruizmu. Wyjaśnia też, że dla spełnienia tych funkcji, dla nauczenia się wszystkiego, co dobre i moralne, niezbędne jest ciało i możliwość postrzegania oraz oddziaływania na otoczenie. To bezpośredni dowód na konieczność zjednoczenia ciała i ducha aby zaistniały intencjonalnie moralne byty samoświadome.

EN

In the part three, motivations in the form of pain and pleasure for activity of intelligent autonomous system was discussed. It was also shown, that another kind of motivations in the form of curiosity and understanding instinct is necessary for advanced conscious state formation. Neural substrate for this motivations was indicated. Complex conscious mind model was proposed omnirelevant to all levels of information processing. The model explains major human psyche features. The sources of self-awareness and contemplative consciousness was shown and also described how the sense and goal of existence is formulated. It explains the way how free will can appear and how the mind can work effectively for self-interest and for favor of consciousness embedded in neural modelling fields. It was described how the understanding need and harmony necessity can create the good and another ethic value. How the mind driving emotions can generate empathy and altruism feelings. The model shows, that for all these functions, for learning what is good and moral, the body equipped with both, perception and impact on surrounding is necessary. This is direct evidence that unification of the soul and body is necessary for intentionally moral, self-aware being existence.

8

Contemplations on why primary schoolchildren fail and how to help them prevent study failure

51%

Morska L.

Konteksty Pedagogiczne

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2016

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vol. 2

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issue 7

PL

Artykuł analizuje przyczyny niepowodzeń szkolnych. Autorka przedstawia analizę porównawczą dwóch typów szkół. Z jednej strony charakte-ryzuje szkołę, która nie motywuje dziecka do nauki, z drugiej – szkołę budzącą w uczniach ciekawość poznawczą oraz zachęcającą do nauki.

EN

The present study aims to analyse possible reasons of failure among primary school children. The author presents a comparative study of two types of schools. She presents a school which does not motivate its students to learn as well as the one that promotes curiosity and desire to learn among its learners.

9

Допитливість як етап пізнавальної активності дітей дошкільного віку

51%

Кузіна О.

Viae Educationis

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2022

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issue 3

96-101

UK

У статті розглянуто сутність поняття «допитливість» дітей дошкільного віку. Визначено теоретико-методичне обґрунтування досліджуваної проблеми. Аналіз праць науковців дозволив підкреслити необхідність висвітлення даного питання. Акцентується увага на процесі пізнання, у якому є кілька етапів і починається він з вродженої цікавості дитини. Під керівництвом дорослого, чи то у закладі дошкільної освіти чи з батьками вдома, формується допитливість, яка згодом переростає у пізнавальний інтерес. Висвітлено формування і удосконалення пізнавального інтересу, що породжує пізнавальну активність, яка є апогеєм розвитку і формування особистості дитини дошкільного віку. З’ясовано, що допитливість є джерелом пізнавального інтересу дошкільника, а також процесів, що лежать в основі пізнавальної активності дитини старшого дошкільного віку. Уточнено структуру розвитку допитливості дитини, яка формується на основі елементарної цікавості та з подальшим керівництвом розвивається на основі природної пізнавальної потреби дітей. Процес пізнання сповнений емоціями, що викликані процесом інтелектуальної праці та перспективою, яка постає в ході пізнання. Сформульовано ознаки прояву допитливості дошкільника, що виражаються у пізнавальних питаннях, бажанні самостійно знаходити рішення до поставлених задач, до отримання нових знань, внутрішня відкритість до людей, явищ, навколишнього світу, щире прагнення задовольнити пізнавальні потреби та отримати новий досвід чи враження. Схарактеризовано умови успішного розвитку допитливості у дітей дошкільного віку: створення пізнавального середовища (наповненість зон, осередків), заохочення до проявів самостійності у вирішенні завдань, в різних видах діяльності, надавання інформації, що зумовлює засвоєння дітьми соціального досвіду, накопиченого людством, цілісного уявлення про довкілля, різноманітність способів діяльності й актуалізується в якості пізнавальної діяльності. Розглянуто зв’язок між допитливістю і її важливістю, що знадобиться у подальшому шкільному етапі життя, адже вона є тим підґрунтям, на якому будується процес формування і розвитку самостійної пізнавальної активності старшого дошкільника. Доведено, що успішне оволодіння досвідом, ефективний розвиток особистості відбувається лише в активній діяльності, в цілеспрямованих зусиллях для отримання запланованого результату. Багато що залежить від оточення людини: розуміння, стимулювання, підтримка, спілкування мають велике значення у становленні особистості та вихованні допитливості. Визначено подальші шляхи дослідження проблеми розвитку пізнавальної активності: порівняння всіх складових, етапів у їхніх подібностях і відмінностях.

EN

The article considers the essence of the concept of «curiosity» of preschool children. The theoretical and methodological substantiation of the researched problem is determined. The analysis of the works of scientists allowed to emphasize the need to cover this issue. Emphasis is placed on the process of cognition, which has several stages and it begins with the innate curiosity of the child. Under the guidance of an adult, whether in a preschool or with parents at home, curiosity is formed, which later grows into cognitive interest. The formation and improvement of cognitive interest, which generates cognitive activity, which is the culmination of the development and formation of the personality of a preschool child, is highlighted. It was found that curiosity is a source of cognitive interest of the preschooler, as well as the processes underlying the cognitive activity of older preschool children. The structure of the child’s curiosity development is clarified, which is formed on the basis of elementary curiosity and with further guidance develops on the basis of children’s natural cognitive needs. The process of cognition is full of emotions caused by the process of intellectual work and the perspective that arises in the course of cognition. Signs of preschooler’s curiosity are expressed, which are expressed in cognitive issues, desire to find solutions to problems, to gain new knowledge, inner openness to people, phenomena, the world, sincere desire to meet cognitive needs and gain new experiences or impressions. The conditions of successful development of curiosity in preschool children are characterized: creation of cognitive environment (fullness of zones, centers), encouragement of manifestations of independence in solving problems, in various activities, providing information that determines children’s social experience, holistic view of the environment, a variety of ways of activity and is actualized as cognitive activity. The connection between curiosity and its importance, which will be needed in the further school stage of life, is considered, because it is the basis on which the process of formation and development of independent cognitive activity of a senior preschooler is built. It is proved that successful mastering of experience, effective development of personality occurs only in active activity, in purposeful efforts to obtain the planned result. Much depends on the human environment: understanding, stimulation, support, communication are important in the formation of personality and education of curiosity. Further ways of research of a problem of development of cognitive activity are defined: comparison of all components, stages in their similarities and differences.

10

Luka informacyjna jako czynnik wyzwalający zaciekawienie odbiorcy (na podstawie analizy nagłówków artykułów zamieszczonych w wybranych portalach internetowych)

51%

Filipczak-Białkowska A.

Acta Universitatis Lodziensis. Folia Litteraria Polonica

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2018

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vol. 48

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issue 2

245-262

EN

Information gap is the effect of interpretation appeared when rises the space between receivers knowledge needed to understand the communicate and the knowledge that receiver already has (his interpretative base). This space could be unfavourable for the receiver, but beneficial for the sender. The mechanism helps him to navigate receivers behaviour for seeking additional information, that will help the last to fill unpleasant information gap. In the article is being tested the hypothesis that utterances constructed in special way could generate information gap and because of that, they could release higher curiosity than utterances full of information needed to understand the meaning of the utterance. According to the results of language analysis the survey was held. Results of questionnaire validated the hypothesis – more interesting are this utterances that could generate information gap.

PL

W artykule przyjmuje się, że luka informacyjna to pojawiający się w procesie interpretacji efekt, powstający wówczas, gdy tworzy się przestrzeń między wiedzą niezbędną do przeprowadzenia operacji dopełnienia sensu w procesie interpretacji komunikatu a wiedzą już posiadaną przez odbiorcę (jego bazą interpretacyjną). Ta przestrzeń może być niekorzystna z punktu widzenia odbiorcy, ale korzystna dla nadawcy. Jest to bowiem mechanizm, który pozwala nadawcy sterować działaniem odbiorcy w kierunku poszukiwania przez tego ostatniego dodatkowych informacji, które pozwolą zapełnić lukę informacyjną. W artykule testuje się hipotezę, że komunikaty charakteryzujące się określoną konstrukcją generują lukę informacyjną i przez to są postrzegane jako wywołujące większe zaciekawienie niż komunikaty pełne informacyjnie. Przedstawione są także rezultaty przeprowadzonego przez autorkę badania językowego oraz sporządzonej na potrzeby badania ankiety. Przyjęta hipoteza badawcza została potwierdzona w badaniu – większym zainteresowaniem cieszyły się tytuły, które generowały lukę informacyjną.

11

The Discovery of the Existence of the Absolute in Existential Metaphysics

51%

Maryniarczyk A.

Studia Gilsoniana

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2016

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vol. 5

|

issue 4

649-672

EN

The article shows the way in which the discovery of the existence of the Absolute is made in existential metaphysics. This existential metaphysics provides us with knowledge about reality. It shows the content of the experience of being, the content given to us in the transcendentals. It also unveils the foundation of the rational order, which is given to us in the discovery of the first principles of the existence of being and of cognition. Metaphysics provides us also with knowledge concerning the structure of being. It shows us being as composite and plural; being which is “insufficient” in its structure and calls for an explanation. That being—that is problematized in existence, given to us in experience, and incompletely intelligible in itself—lifts us toward its ultimate “complement” and understanding, to the Absolute.

12

Semiotyka dziwactwa

38%

Hendrykowski M.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

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2018

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vol. 23

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issue 32

EN

The author assumes that the curiosity is a type of human expression. It can manifest in various languages and people’s behaviors, e.g.: verbal, mimic, gestural, costume and also by props, hairstyles, makeup etc. Regardless of differences between particular manifestations of the curiosity it is always semiotic. Freaks, eccentrics and weirdos disturb human community’s order and call into question established norms. They do that by their specific behaviors, appearances and individualism. They rectify, transform and change the social reality. The artistic curiosity not infrequently turn out to be the metaphor of an individual lifestyle (e.g. Witkacy, Dali). Freaks in the world of culture are not either savages or barbarians. They express themselves as well as they express their distance from the cultural system. In connection to this thesis, the author assumes that the curiosity is culture-producing.

Refine search results

Subjective well-being as a mediator for curiosity and depression

Scientific Approach-Based English Learning Strategy (SABELS)

The Relationship with the Father and the Emotional Functioning of Women in Adulthood

Opisy Gdańska i Torunia w relacjach Petera Mundy’ego. Między szczerą ciekawością Anglika a wczesnonowożytną teorią ekfrazy

Vzťahy medzi rodinnými, osobnostnými a situačno-motivačnými faktormi z perspektívy alkoholovej závislosti

Opisy Gdańska i Torunia w relacjach Petera Mundy’ego. Między szczerą ciekawością Anglika a wczesnonowożytną teorią ekfrazy

Architektura świadomości. Część III: Wola i sens istnienia

Contemplations on why primary schoolchildren fail and how to help them prevent study failure

Допитливість як етап пізнавальної активності дітей дошкільного віку

Luka informacyjna jako czynnik wyzwalający zaciekawienie odbiorcy (na podstawie analizy nagłówków artykułów zamieszczonych w wybranych portalach internetowych)

The Discovery of the Existence of the Absolute in Existential Metaphysics

Semiotyka dziwactwa