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The current research aims at constructing a developmentally sensitive mindreading scale (i.e., a battery of tasks measuring different aspects of mindreading ability in children from 1 to 3.5 years of age). Over 300 Polish children were tested at six-month intervals with 48 different tasks designed to measure mindreading ability (for a total of six measurement occasions, T1-T6; N[subscript T1] = 357; M[subscript age T1] = 52,30 weeks; SD = 1,73; 201 (56%) boys, 156 (44%) girls). Using latent trait modelling, a latent mindreading factor was established. Support was found for satisfactory reliability of the scale that ultimately consisted of 31 tasks. The tasks were age-matched, as the information curves for latent factors for each of the six age ranges and the reliability of the composite constructs were mostly acceptable. The validity was also confirmed using correlational analyses, and the continuous development of mindreading was observed over the tested age ranges: from joint attention, through using gestures in communication and visual perspective taking, to false-belief understanding. The proposed scale is suitable for use in the investigation of the general pattern of the development of, and individual differences in, mindreading ability.

The theory of mind (ToM) is the ability to understand mental states in others. The previous research has highlighted age- and language-dependent effects during childhood and provided inconsistent data regarding the role of gender. Notably, these variables were rarely studied simultaneously among adolescents. Accordingly, this short longitudinal study explored age and gender differences in advanced ToM among 233 13- and 16-year-old Polish adolescents. Controlling for language, results indicated that females outperformed males in advanced ToM measurement (Ambigous Stories task). No differences were revealed between younger and older adolescents over 18 months, although for the total sample, a small increase in the quality of ToM explanations was found. Implications for gender and developmentally sensitive measurements of advanced ToM are discussed.

Purpose: To date, there is no tool for assessing early pragmatic development of Polish-speaking children. This study aimed to adapt to Polish a standardized parent report measure, the Language Use Inventory (LUI; O'Neill, 2009, in order to enable cross-cultural comparisons and to use the LUI-Polish to screen for pragmatic development in children 18-47 months of age. We concentrated on the sociocultural and functional adaptation of LUI and aimed to demonstrate its reliability, developmental sensitivity, and concurrent validity. Method: Parents completed an online version of LUI-Polish, longitudinally at 3 time points (when the child was 20, 32, and 44 months old). In addition, parents completed the Polish adaptations of the Questionnaire for Communication and Early Language at 22 months and the Language Development Survey at 24 months. Children's spontaneous speech was assessed at 24 months, and their expressive and receptive vocabulary was assessed at 36 months. Results: All 3 parts of the LUI-Polish (Gestures, Words, and Sentences) showed very good levels of internal consistency at each time point. Significant correlations were observed between all parts of the LUI-Polish at all 3 measurement time points. The expected developmental trajectory was observed for boys and girls providing evidence of its developmental sensitivity for children between the ages of 2 and 4 years: an increase with age in the total score (due to an increase in Words and Sentences) and a decrease in Gestures. Supporting concurrent validity, significant correlations were found between children's performance on (a) the LUI-Polish at 20 months and the Questionnaire for Communication and Early Language at 22 months as well as the Language Development Survey and spontaneous speech measures at 24 months and (b) the LUI-Polish at 32 months and the 2 measures of vocabulary comprehension and production at 36 months. Conclusion: The Polish adaptation of the LUI demonstrated good psychometric properties that provide a sound basis for cross-cultural comparisons and further research toward norming of the LUI-Polish. Moreover, the expected developmental trajectory in the pragmatic development of Polish children was observed.

Purpose: The objective of this study was to compare vocabulary size and composition in 2-year-olds learning Polish or English as measured by the Language Development Survey (LDS; Rescorla, 1989). Method: Participants were 199 Polish toddlers (M = 24.14 months, SD = 0.35) and 422 U.S. toddlers (M = 24.69 months, SD = 0.78). Results: Test-retest reliability was 0.92, internal consistency was 0.99, and concurrent validity was 0.55. Girls had higher vocabulary scores than boys. Mean LDS score was significantly lower in Polish than in English, and fewer Polish children had LDS scores >200 words. Also, more words were reported for <25% of the children, and fewer words were reported for =75% of the children, in Polish than in English. The cross-linguistic correlation for word frequencies was 0.44. Noun dominance was comparable in the two languages, and 55 cross-linguistic word matches were found among the top 100 words. Although more Polish than U.S. children had <50 words (18.1% vs. 8.3%), children with <50 words and those with =50 words were generally acquiring the same words. Conclusions: Vocabulary acquisition appeared to be slower in Polish than in English, probably because of the complexity of the language. However, the languages were very similar with respect to vocabulary composition findings.

The paper concerns the problem of the emulgamation of blockchain technology with business. Blockchain seems to be the one of the most recent technological innovations. This technology can be used in industry, the public sector, health care, education and business. The potential of this technology is not yet fully examined. Initially, blochchain was mainly used for cryptocurrencies, but this is only a part of the possible applications. Large possibilities of practical use result, among others, from the fact that making any change in historical records is impossible. There is no central server that could be vulnerable to cyber attacks. This technology allows to execute immediate financial transactions without intermediaries. This article consists of an introduction after which the definitions of blockchain have been presented. The most important part of the paper presents the results of analysis related to blockchain implementation in business. In addition, the work includes assumptions regarding further development of this technology with particular emphasis on business. This article has been elaborated within the DIMBI project ("Developing the Innovative Methodology of Teaching Business Informatics", performed within the Erasmus+ program KA2 - Cooperation for innovation and the exchange of good practices; project number: 2015-1-PL01-KA203-0016636). [ABSTRACT FROM AUTHOR]

In the last several years a new technology known as Big Data has been developing. Data may now be perceived as "big", but that does not mean it is exclusively for large enterprises. It is a tool now known for being better and better accessible to small and medium-sized enterprises (SMEs) too. Enjoying easier and cheaper access to servers and data centres, delivered through cloud vendors, SMEs now face fewer constraints on upfront investment, the challenges presenting themselves as organisational and strategic by nature. Data is collected and analysed to provide new information and knowledge for useful business. Similar theoretical assumptions were the basis of business intelligence systems. Therefore, whether something new or the evolution of technology is concerned, Business Intelligence will always evolve. The issues outlined above will be analysed in this paper. It consists of a short introduction, after which the concepts and definitions of Big Data are presented. The next section presents results of analysis related to Big Data in different business areas with particular emphasis on applications dedicated to SMEs. The entire discussion ends with a brief conclusion. [ABSTRACT FROM AUTHOR]

Globalization, the Knowledge based Economy and Information and Communications Technologies (ICT) have caused major changes in Small Medium Enterprises (SMEs). Currently, the digital economy is driven by modern information systems and new ICT tools which offer employees and employers access to new work opportunities. The purpose of this article is to analyze the emerging trends and approaches in technology, as well as their impact on SMEs. In the first part of the paper, the author presents the influence of globalization on SME's business. The next part of the paper is devoted to significant aspects of using modern ICT in SMEs. Moreover, various aspects regarding changes in the work system with the use of new ICT solutions both by employees and employers have been discussed. Also, virtualization and mobile technologies issues in SMEs are an important element, taken into account by the author of this paper. The resulting recommendations may constitute a spark for positive changes and improvement in the area of knowledge based business activities [ABSTRACT FROM AUTHOR]

This papers provides an overview of e-learning from its fundamentals (what is knowledge, what is teaching) through how e-learning is being implemented using campus-wide Learning Content Management Systems (LCMS). While others, such as MacDonald et al. (2005), detail the transformation of education in light of changing technologies, this paper attempts from a variety of perspectives to make sense of the transformation. E-learning can be difficult to understand because different authors use the term differently. Still, beyond these apparent differences lies agreement on basics that this paper explores. E-learning can best be understood in the broader context of using technology to meet society's needs for learning. It also requires us to understand that adult learners have psychological needs that e-learning must address. The Informing Science framework helps us understand that teaching in higher education involves a cast of roles that might best be performed by different specialists. One of the most important aspects of e-learning are Learning Objects and the various software tools that aid in their development, storage, use in teaching, and administration. This is because e-learning is often delivered using specialized software that assists teachers to create their courses, the student to use coursework, and the administrator to make previously developed coursework available for re-use. Learning Objects are the raw material of such systems. E-learning can be delivered by a sole teacher or as part of a campus-wide effort. Campus-wide LCMSs make it possible for technologists, content specialists, instructional specialists, and students to work seamlessly to create and refine e-learning. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various topics within the issue including integrated electronic road pricing (ERP) system, business intelligence (BI), and information technology (IT) solutions.

Purpose: The objective of this study was to compare vocabulary size and composition in 2-year-olds learning Polish or English as measured by the Language Development Survey (LDS; Rescorla, 1989)., Method: Participants were 199 Polish toddlers (M = 24.14 months, SD = 0.35) and 422 U.S. toddlers (M = 24.69 months, SD = 0.78)., Results: Test-retest reliability was .92, internal consistency was .99, and concurrent validity was .55. Girls had higher vocabulary scores than boys. Mean LDS score was significantly lower in Polish than in English, and fewer Polish children had LDS scores >200 words. Also, more words were reported for <25% of the children, and fewer words were reported for ≥75% of the children, in Polish than in English. The cross-linguistic correlation for word frequencies was .44. Noun dominance was comparable in the two languages, and 55 cross-linguistic word matches were found among the top 100 words. Although more Polish than U.S. children had <50 words (18.1% vs. 8.3%), children with <50 words and those with ≥50 words were generally acquiring the same words., Conclusions: Vocabulary acquisition appeared to be slower in Polish than in English, probably because of the complexity of the language. However, the languages were very similar with respect to vocabulary composition findings.