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Empirical evidence shows the efficiency of coordinated interaction in mother-infant dyads through unintentional movements: social entrainment, early imitation. The growing body of the literature evidently shows an impact of arousal on group performance and spreading emotion from one individual to another organism, called emotional contagion. The emotion sharing somehow stimulates shared intentionality in individuals of "primary group". Although there is increasing evidence of consistency between some "motion" and "emotion" concepts, research demonstrating the synergy of the integrative process of all these five concepts is limited. This study presents a dynamic integrated model of motion-emotions synergy that combines and manages all the above-mentioned appearances--the Model of Coherent Intelligence. This model is supported by arguments that are strictly based on experimental evidence in the literature and 24 online experiments in 2020. Primary groups show empirical evidence of a more significant accuracy in problem-solving in the coherent intelligence state. In specific, we conducted 13 online experiments in dyads (116 subjects) with P-value < 0.001, and 7 experiments in primary group adults (41 subjects) with the P-value < 0.002. Experiments with not well-known adults from the secondary group show the effect only within task UL3 (41 subjects in experiment No.12 with translation of unfamiliar language). Non-semantic tasks--SL3 (synthetic language) and US3 (two-color symbols)--did not stimulate the effect in 3 experiments with 207 secondary group subjects (unfamiliar students). The outcome demonstrates inter-brain connectivity through ongoing emotions and motion dynamics, creating cooperation levels beyond sensory modalities. [This paper was published in: "COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications" (pp. 1-6). IARIA. (ISBN 978-1-61208-847-1).]

The question of the acquisition of the first social phenomena by newborns is a crucial issue both in understanding the mental development and the ontogenesis of social interaction. The review attempts to investigate other researches that observe social behavior in studies with no communication between subjects. This current analysis reviews several studies on social phenomena -- categorization of words, preference of faces and even race -- in newborns and 3- to 4-month-olds infants and complements their findings. The review states that newborns and young infants are not able to independently classify phenomena from social reality and perceptually interact with adults effectively enough to understand the meanings of social phenomena on their own. The review concludes that the social behavior of infants is driven by adult social learning through non-perceptual social interaction between them. This thesis is supported by the recent review on social behavior of infants and the experiments on language acquisition of adults, where it is also shown the increase of group performance provided by such unconscious mental collaboration. The long-term study of non-perceptual social interaction could form the basis of the advanced curriculum that can efficiently introduce new knowledge into the long-term memory domain of students to facilitate and accelerate their learning. [This paper was published in: "ComputationWorld 2020: Phase 1 - Preliminary Proceedings" (pp. 56-61). IARIA.]

This study investigates the effect of Facebook on Arabic language attrition, i.e., decrease in language proficiency, as exhibited in the use of Colloquial instead of Standard Arabic, use of foreign words although Arabic equivalents exist, and committing spelling errors. A sample of Facebook posts and a corpus of spelling errors on Facebook were randomly selected and analyzed. Samples of college students and instructors were surveyed to find out the reasons for this new socio-linguistic phenomenon. It was found that most educated adult Facebook users use slang and Colloquial language. Some Arabic posts are fully Romanized rather than written in Arabic script. English words are transliterated and inserted in Arabic posts. Many adult Facebook users completely ignore Standard Arabic spelling rules. They spell words the way they pronounce them in their own dialects. Students do not seem to recognize word boundaries, cannot connect phonemes with the graphemes they represent and cannot distinguish vowel length. Students reported that it is easier for them to express themselves in slang and Colloquial Arabic. They feel they are conversing with others, not writing. Therefore, they write the way they speak and do not think about spelling and grammar. Results and recommendations are given in detail.

The Workforce Investment Act uses measures of labor market outcomes to drive program performance. This paper examines the relationship of participant characteristics with key program outcome measures and evaluates the impact of different training interventions of program outcomes while controlling for participant characteristics. The paper suggests that future performance measures should be adjusted for participant characteristics and recommends directions for future research. (Contains 5 tables and 4 footnotes.)

Trust facilitates individual and organizational learning, and is often misunderstood by organizations although they must continuously learn in order to attain organizational goals and survive. Leaders of organizations often view trust defensively and their reactions may impede organizational learning This paper builds on prior research concerning antecedents of organizational trust, explores key behaviors that may influence trust in organizations and possible linkages between trust and distrust, and discusses preliminary results based on a pilot study. (Contains 1 table.)

This paper will present evidence to support ontogenetic and phylogenetic parallels and draw from these comparisons to further illuminate our understanding of micro and macro human development. Individual and collective stages of physical, psychological and spiritual development will be compared and their homologous structures examined. Developmental stage theories for the following areas will be briefly presented and their descriptions of the ontogenetic and phylogenetic stages of infancy, childhood, adolescence and adulthood generalized and compared for commonalities: cognitive (Piaget), moral (Kohlberg, Gilligan), ego (Loevinger), needs (Maslow), socio-emotional (Erikson), self sense (Cook-Greuter), faith (Fowler), cultural (Beck & Cowan), social/cultural/economic worldviews (Wilber) techno-economic (Lenski), sociocultural (Gebser), religious systems (Bellah), epochs (Habermas) and others. Implications of this research on how we might help facilitate human development individually and collectively will be presented. (Contains 2 tables.)

Learning new languages, being physically active, playing a musical instrument or listening to music favour a good attitude towards life and activate both the brain and the body. The purpose of this study is twofold: 1) to present the findings of a small scale study of third age participants and 2) to review the literature of the inter-relationships between language, music and physical exercises. The ultimate aim of this essay, which stresses the relationship between language, music and physical education is to stimulate people in general to improve the standard of their lives through a chosen leisure program. In fact, the following experiment and its results will attest this notion. In this essay, under the premises of the achieved results, I am going to examine the role of language learning, music and physical exercises from a theoretical point of view, because the knowledge of the scientific literature about these topics is very important in order to understand the result of the research that I want only briefly to describe in this abstract. I will analyze how the brain changes the organization of its cerebral map once it is regularly stimulated with the practice of music, language and physical exercises. The experiment included ten middle class participants (male=6, women=4; age range: 55-70 years) recruited to the study. Before the study, seven participants had already attended a gym class designed for the over 50s and three participants used only to walk regularly with their friends. Rather, for the study, the subjects were asked to choose among listening to music, learning to play a musical instrument, dancing, exercise while listening to music or learning a foreign language. Six subjects chose exercise linked to music, two subjects chose dancing, one man chose physical exercise with no music, and one subject chose to learn a foreign language. Those participants were studied for one year. Results showed that adherence to the chosen leisure activity was highest in the six participants who chose 'exercise to music' as well as in the two participants who chose dancing as they were the most 'effervescent'. The participant who chose physical exercise only dropped out quite soon, whereas the participant who chose to learn a foreign language (English) learned only a few complete expressions and words but found it challenging to memorize information and was no longer enthusiastic about her choice. It was concluded that a greater effort should be put into stimulating participants to appreciate their effort, which drove them to adhere to their choice and gave them input towards facing life in general.

In the 1950s Terman summarized the results of his longitudinal study of the gifted and compared the "life success" of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most successful (Group A) and least successful (Group C) American Academic Olympians (N=190). The most successful adult Olympians were found to have parents that supplied a "Conducive Home Atmosphere" when they were growing up and were not hampered by a lack of motivation. We present implications of this study for today's schools and for parents of the gifted. (Contains 2 figures and 2 tables.)

Purpose: This report summarizes the Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning was a unique event, the first of its kind in Western Canada. Methods: An archival narrative approach was used to summarize and synthesize key outcomes from the symposium. Results: Participants identified key challenges as: (1) myths about Deafness; (2) lack of awareness; (3) lack of funding; (4) the need for more advocacy. Implications: An action plan with clearly articulated next steps was developed. This report will be of particular interest to audiences with an interest in working with members of the Deaf and Hard of Hearing community, and in particular, immigrants and refugees. [This report was published in collaboration with the ASL for Deaf and Hard of Hearing Program, the Academic Preparation program and Academic Foundations.]

This research provides an analysis of factors predicting job retention (JR), job satisfaction (JS), and job performance (JP) of workers with mental retardation (MR). The findings highlight self-determination as a critical skill in influencing three important employee's outcomes, JR, JS, and JP. The intent of the study was to develop job retention strategies that could offer rehabilitation and HR professionals a useful structure for understanding and implementing job retention interventions for people with MR. (Contains 3 tables.)

The purpose of this article is to review the personal development and transformation of women earning an online degree and to what extent their goals were met through earning the degree. Eighteen adult women who earned a fully online master's degree at least one year ago from a university affiliated with the Southern Regional Education Board were interviewed. Analysis of the data indicates earning the degree resulted in greater-than-expected transformational change, personal development, and autonomy. (Contains 1 table.)

The Rating Ethical Content System (RECS) was developed for adults, but the question remains whether children can recognize moral themes in media with the same competency as adults. The current study aims to test a modified version of the existing scale (RECS-K) for use by children in order to determine whether children can recognize ethical elements in a story. Participants were 93 middle school students, 36 undergraduates and 15 adults who read two moral stories, generated a theme and rated the ethical sensitivity, ethical judgment, ethical motivation and ethical action represented in the story. There were age trends on the ability to generate the intended theme of the story (story 1: 85% of children, 97% of undergrads and 93% of adults; story 2: 67% of children, 87% of undergrads, 93% of adults were correct). Story ratings were similar across type of rating (sensitivity, judgment, focus, action) and for each story except for age trends in story 2 sensitivity and action--adults outperformed both younger groups. Adults were more consistent in their moral comprehension across tasks and stories.

The purpose of this study was to determine the effects of environmental conditions of adult literacy and demographics prevalent during infancy and early childhood on mathematics and language arts literacy scores on eighth grade achievement tests. This study collected published scores for eighth grade math and language literacy from public schools in Arkansas using the 2003 administration of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) and the adult literacy estimates for Arkansas counties as determined by the National Institute for Literacy (NIFL) using indicators of population size, employment, education level, and race from the 1990 US Census. Data collected from NIFL reports, school enrollments, and grand means of scaled literacy and math scores were entered by county in SPSS (v. 12.0) software for analysis. Bivariate correlations were used to determine relationships between ACTAAP scores, adult literacy and demographic variables. Multiple regression analysis was performed to determine relative influence of adult literacy, unemployment, dropout rates, and ethnicity on ACTAAP scores. Unemployment and underemployment among adults in 1990 were linked to low levels of education; dropout rates and unemployment were linked to racial minority status, reinforcing findings of the National Adult Literacy Study. Eighth grade test scores showed strong correlations to adult literacy especially at the lowest levels and moderate correlations to unemployment and dropout rates. The correlation between 2003 eighth grade scores and adult ethnicity in 1990 was stronger than for any other demographic or literacy variables, accounting for 57% of the influence on math scores and 42% of the influence on literacy scores. Early childhood experiences, as evidenced by the impact of conditions in 1990 have a significant impact on today's student achievement and programs should be developed to address literacy from a family or community perspective. The following are appended: (1) (Eighth Grade Enrollment and ACTAAP Test Scores by County in 2003; and (2) Adult Literacy and Demographic Census Data by County in 1990. (Contains 2 figures and 5 tables.)