Search

O presente trabalho se propõe a preencher a lacuna entre a análise comportamental da cultura e recentes abordagens computacionais no estudo da dinâmica social. Inicialmente será introduzida uma perspectiva inspirada na teoria dos jogos de como normas e metanormas evoluem e como modelos baseados em agentes são usados para simular e analisar a emergência de fenômenos normativos. Em seguida, argumenta-se que este método está alinhado com a abordagem analítico comportamental sobre a evolução da cultura, oferecendo um enquadramento compartilhado para futuros desenvolvimentos teóricos e heurísticos para pesquisadores na área. O texto prossegue apresentando o Modelo de Metanormas de Axelrod, seguido por um tutorial sobre sua implementação usando a linguagem de programação NetLogo. Finalmente dois experimentos são conduzidos utilizando este enquadramento e as implicações destes resultados, bem como futuras direções para pesquisa, são discutidas a partir de uma perspectiva skinneriana.

Like I think in English, (eu) acho que in Brazilian Portuguese can function as a discourse marker (DM) with more than one meaning, and these meanings are curiously diametrically opposed. Certainty, doubt or uncertainty is inferred by hearers in an interactional context. In a sample of audio-video recorded interviews, the occurrences of this DM were classified by meaning, and association tests between meanings and linguistic factors (pronoun realization, polarity, position in utterance), real-world features (type of evidence from which the speaker says something, and discursive topic), prosody (F0, intensity and duration), and facial expressions were carried out. Differences that distinguish these factors were identified among certainty, doubt and uncertainty uses. The certainty meaning of (eu) acho que was associated with pronoun presence, more formality and topics in which the speaker had direct evidence. Uncertainty and doubt were associated with pronoun absence, less formality and topics in which the speaker did not have direct evidence. Patterns of intensity and duration acted to distinguish the certainty, doubt and uncertainty meanings of (eu) acho que. In a conditional decision tree, the position in utterance, presence of a pronoun, type of speaker’s evidence, discursive topic, and duration helped to disambiguate the meanings of (eu) acho que. These results suggest the relevance of a multilevel approach to describe DM, in different languages, at least with respect to mental state verbs.

To achieve a sustainable circular economy for wood ash, the reuse of wood ash in agriculture and forestry is important. To evaluate the usability of ash from the combustion of natural as well as waste wood for application as fertilizer, wood fuel and corresponding ash fraction samples (n = 86) of four industrial wood-fired heat and power plants (20 MW) were investigated. In different ash fractions, the concentrations of heavy metals (As, Cd, Pb, Ni, Tl, Zn) and plant nutrients (N, P, K, Ca) were assessed with regard to relevant legislation from the European Union and from selected European countries (Germany, Austria and Finland). Depending on fuel composition and combustion kinetics within the respective plants, the investigated ash fractions showed a wide range of nutrient and heavy metal contents. Apart from N which is mainly emitted with the flue gas, plant nutrients were present in substantial concentrations with mean values corresponding to 20% P, 55 % K and95% Ca content compared to nutrient compound fertilizer. A direct application of most ash fractions from both natural and waste wood combustion is however not possible due to high contents of Cd, Pb and Ni. In order to develop the ash for secondary use, investigation for a suitable treatment process is necessary. An estimation of the nutrient recovery potential from industrial wood energy plants in southwest Germany showed that approx. 3.1% (P), 7.5% (K) and 22.8% (Ca) of raw material for fertilizers could be substituted by ash.

Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to close part of this gap, this article reports on the results of a comparative eye-tracking study conducted with 80 university students on the effectiveness of a VR system and a desktop application for learning English prepositions of place. The results show that students using the VR system significantly outperformed those using a 2D application for learning English prepositions of place. However, students spent more time and made more mistakes in the VR system. The easiest English preposition was “on” and the most difficult one was “below” for the desktop application, and “behind” for the VR system. Some implications and recommendations for teachers are provided based on the results.

Ideal partner preferences (i.e., ratings of the desirability of attributes like attractiveness or intelligence) are the source of numerous foundational findings in the interdisciplinary literature on human mating. Recently, research on the predictive validity of ideal partner preference-matching (i.e., do people positively evaluate partners who match versus mismatch their ideals?) has become mired in several problems. For one, articles exhibit discrepant analytic and reporting practices. Furthermore, different findings emerge across laboratories worldwide, perhaps because they sample different relationship contexts and/or populations. The current project—partnered with the Psychological Science Accelerator—can bring clarity to this literature. This registered report uses a highly powered design across multiple world regions to calculate preference-matching effect sizes and variability estimates for all relevant analytic tests. It also examines effects in different relationship contexts and subsamples (e.g., attraction, established relationships, recently formed relationships).

Resumo O uso de máscaras pandêmicas é uma das principais mudanças comportamentais trazidas pela pandemia de COVID-19, o que possivelmente tem prejudicado o Reconhecimento de Expressões Faciais (REF). Esta revisão sistemática tem como objetivo reunir e comparar metodologias e resultados de experimentos, publicados entre 2019 e 2022, que avaliam o impacto das máscaras pandêmicas no REF. Para tanto, este estudo baseou-se e dividiu-se nas recomendações do PRISMA, em três etapas: identificação, triagem e elegibilidade. A primeira etapa foi dedicada à escolha dos descritores, do recorte temporal e à aplicação destes nas bases de dados escolhidas. Na segunda etapa, foi feita a leitura dos títulos, resumos e palavras-chave, de modo a selecionar artigos que estejam de acordo com os critérios de inclusão. Os artigos selecionados nesta etapa foram colocados na plataforma Connected Papers, com a finalidade de explorar referências não identificadas via bases de dados. Na última fase, foi realizada a leitura integral e a síntese dos estudos. Finalmente, foram eleitos 11 artigos cujos resultados mostraram que as máscaras pandêmicas prejudicam o REF de modo heterogêneo. Expressões como felicidade e nojo, que dependem da região da boca para serem discriminadas, são prejudicadas. A tristeza também é prejudicada pelas máscaras pandêmicas, confundindo-se frequentemente com rostos neutros e vice-versa. Para que as descobertas sejam mais generalizáveis, os próximos estudos precisam adotar tarefas padronizadas com todas as expressões básicas e incluir expressões não básicas, como vergonha. Além disso, são recomendados a implementação de estímulos dinâmicos com variação étnica e o controle acerca do tempo de exposição.

Resumo Este artigo trata da promoção da leitura na escola. Há diversas razões teóricas e evidências prévias a favor da integração do movimento físico no processo de ensino-aprendizagem. Busca-se entender se essa integração é plausível especificamente para a aprendizagem da leitura e como ela pode ocorrer. Por meio de uma revisão de literatura, considerando predominantemente estudos da Alemanha, objetiva-se identificar as razões relacionadas ao processo da leitura, da alfabetização e do letramento. Discutem-se as razões à luz do modelo de processamento textual de Walter Kintsch e Teun van Dijk e da teoria de rubicão de Heinz Heckhausen. Apresentam-se razões a respeito de processos cognitivos de leitura, da volição e da motivação que apoiam o pressuposto de que a aquisição da competência de leitura recebe estímulos importantes pela oferta de aulas em movimento. É plausível que a inserção de movimento atue sobre os objetivos que o leitor quer alcançar por meio da leitura. A autoestima corporal parece ter um impacto positivo na volição pela leitura e uma influência no autoconceito do leitor. Expõem-se também algumas atividades de ensino e aprendizagem para aulas fisicamente ativas de leitura ao nível da alfabetização e do letramento, encontradas na literatura específica. Realiza-se uma diferenciação entre atividades de ensino e aprendizagem em movimento que acompanham a aprendizagem e que a facilitam. Abstract The current article addresses the promotion of reading at school. There is previous evidence and several theoretical arguments in favor of the integration of physical movement in the teaching-learning process. The question is raised as to whether this integration is plausible, specifically for learning to read, and how it could occur. Through a literature review, considering predominantly German studies, the objective is to identify the arguments related to the process of reading and literacy. The arguments are discussed in the light of the Text Processing Model by Walter Kintsch and Teun van Dijk and Heinz Heckhausen’s Rubicon theory. Arguments are presented regarding cognitive reading processes, volition, and motivation, which support the assumption that the acquisition of reading competence gains important stimuli through the offer of classes on the move. It seems plausible that the insertion of movement acts on the goals that the reader wants to achieve through reading. Body self-esteem seems to have a positive impact on volition through reading and an influence on the reader’s self-concept. Some teaching and learning activities are put forward for physically active reading classes in terms of literacy, found in the specific literature. Differentiation is made between teaching and learning activities on the move, which accompany and facilitate learning.

The study was evaluated the effect of physically active lessons (PAL) on cognitive performance (ED) during two years of follow-up in children. Four classes were divided into two intervention classes (IG: n = 34) and two control classes (CG: n = 27). Five evaluations were performed; before the intervention (M1), after three (M2) and nine (M3) months in the first year, and fourteen (M4) and eighteen (M5) months in the second year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. ED was evaluated using three computerized test for response inhibition, selective attention and cognitive flexibility. The children in the IG presented improved ED in the execution of all task along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For IG, in most of the task, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of the IG between M1 versus M5 were significant different with high values of effect size (cohen -d > 1). PAL promote modest improvements in diverse cognitive functions in children.

O projeto Erguer/Aracaju tem como proposta acompanhar a evolução cognitiva e do desempenho acadêmico, bem como, a diminuição do comportamento sedentário dos alunos através do movimento nas aulas. Este relato de experiência objetiva analisar a intervenção e implementação do Projeto Erguer/Aracaju a respeito das aulas fisicamente ativas e pausas ativas. Atualmente a pesquisa acontece em seis escolas da rede municipal de Aracaju-SE. As escolas estão divididas em grupos de intervenção (aulas fisicamente ativas e pausas ativas) e grupo controle. A amostra é composta por 181 crianças do primeiro ano do ensino fundamental do ano letivo de 2022. Este relato reflete sobre as informações obtidas empiricamente a partir da coleta de dados, das reuniões semanais da equipe de pesquisa, dos diários de campo, filmagens das intervenções e capacitação dos professores. O conteúdo do projeto foi inserido na organização pedagógica das escolas durante o ano letivo, e os resultados indicam que as ações do projeto Erguer/Aracaju foram positivas e precisam se intensificar para que essa nova perspectiva se mantenha fortalecida.

The objective of this research was to analyze the effect of immediate feedback on the detection and recognition memory of false and true news, using the Signal Detection Theory. For this, two experiments were carried out; in experiment one no feedback was presented; in experiment 2 immediate feedback was included. The experiments were divided into 2 phases: discrimination and news recognition memory. It included the participation of 93 young people, who judged the veracity or falsity of the news using a forced choice task, in 24 news with two types of attributes, physical and non-physical. The results indicated in experiment one, that the non-physical attributes alter the detection and memory recognition of the news, making the physical attribute of the font color irrelevant. In experiment 2, immediate feedback was found to improve detection, but not recognition, which is impaired by non-physical attributes as in experiment one. These findings show the need to present news readers with different sources of immediate verification to improve their detection, as well as the need to generate good information verification practices in the communication sector.