A comparison of the literatures on how infants represent generic object classes, gender and race information in faces, and emotional expressions reveals both common and distinctive developments in the three domains. In addition, the review indicates that some very basic questions remain to be answered regarding how infants represent facial displays of emotion, including (a) whether infants form category representations for discrete classes of emotion, (b) when and how such representations come to incorporate affective meaning, (c) the developmental trajectory for (...) representation of emotional expression at different levels of inclusiveness (i.e., from broad to narrow or narrow to broad?), and (d) whether there is superior discrimination ability operating within more frequently experienced emotion categories. (shrink)

A comparison of the literatures on how infants represent generic object classes, gender and race information in faces, and emotional expressions reveals both common and distinctive developments in the three domains. In addition, the review indicates that some very basic questions remain to be answered regarding how infants represent facial displays of emotion, including (a) whether infants form category representations for discrete classes of emotion, (b) when and how such representations come to incorporate affective meaning, (c) the developmental trajectory for (...) representation of emotional expression at different levels of inclusiveness (i.e., from broad to narrow or narrow to broad?), and (d) whether there is superior discrimination ability operating within more frequently experienced emotion categories. (shrink)

This article focuses on the corresponding research findings pertaining to developmental changes throughout infancy to adolescence in processing various bits of face trait information. It examines whether faces are indeed a special class of stimuli. The role of experience in developing species-specific face expertise and standards of attractiveness are discussed. The research on infants' and children's categorization of different face types aids in exploring how the development of face categorization is influenced by experience. The article reviews evidence concerning the development (...) of face identity discrimination and recognition and more specifically the controversy regarding whether such development undergoes a qualitative change during childhood. It deals with infants and children's use of three types of facial information: featural information, configural information, and holistic information. (shrink)

The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. (...) The study compared the learning outcomes of students who participated in a social constructivist online course with those who studied in a conventional online course. The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems. (shrink)

The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in (...) online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course. (shrink)

This study investigates the relative importance of trait anger and trait anxiety in financial decision-making. Given the disparate economic, cultural and social environments within an emerging market, this study focuses on South Africa to provide unique insights. The use of a student experimental cohort and hypothetical scenarios allows for the assessment of prima facie evidence of the merits of future research using more experienced participants and more realistic scenarios. Gender and race are incorporated as explanatory variables given the history of (...) South Africa and the disparate opportunities amongst individuals of different races. Both variables are also notable indicators of financial behaviour and decision-making. A questionnaire was completed by 288 university students which measured Trait anxiety and Trait anger using the Anxiety Inventory and Anger Expression Inventory-2. Using multinomial logistic regressions, the results showed that White participants and those individuals with higher levels of anger are more inclined to invest in equity. Alternatively, Women and individuals with higher levels of anxiety were found to be more risk averse. These findings are relevant to financial advisers as most of the predictive outcomes relate to risk which is vital in making investment decisions. While prior research has shown the relevance of personality traits on investment performance, the added dimension of gender and race adds practicality to the findings. It also highlights the necessity of including demographic variables when assessing personality traits. (shrink)

The article "The relevance of anger, anxiety, gender and race in investment decisions", written by Daniel M. V. Bernaola · Gizelle D. Willows and Darron West, was originally published online on the publisher’s internet portal on 21 October 2020.

У статті розглядається трактат «Мир з Богом людині», автором якого вважають Інокентія Ґізеля. Цей твір, який вийшов друком у 1669 р., є відомою українською літературною пам’яткою середини XVII ст. Певним свідченням актуальності дослідження твору «Мир з Богом людині» є його перевидання в 2012 р. у перекладі українською мовою в зібранні творів Інокентія Ґізеля. Різні аспекти цього твору розглядали як українські, так і зарубіжні дослідники. «Мир з Богом людині» – перший значний твір з морального богослов’я у Православній Церкві України. Написаний церковнослов’янською (...) мовою, він був зорієнтований на православне духовенство України, а також Московії, Білої Русі й навіть, можливо, інших країн, де в богослужінні використовувалася церковнослов’янська мова. При написанні трактату «Мир з Богом людині» використовувалися західні, переважно католицькі, джерела, що було притаманним книжникам кола київського митрополита Петра Могили. Особливо відзначимо, що в творі маємо постійне звернення до українських реалій. Використовуючи їх, можемо реконструювати картину українського соціуму середини XVII ст. Варто відзначити, що Києво-Печерська лавра, у друкарні якої і вийшов друком трактат, була на той час одним з найбільших видавничих осередків України, а друковані в ній видання розходилися не лише в Україні, а й серед православного населення усієї Східної Європи й Балкан. Автор доходить висновку, що трактат «Мир з Богом людині» значно вплинув на розвиток моральних уявлень в Україні. Навіть сьогодні цей твір становить інтерес для українських православних теологів. (shrink)

The article deals with the analysis of Kyiv-Mohyla conceptions of intellectual cognition in the context of the European scholastic tradition. There were analysed Traktat o duszy [The Treatise on Mind] by Kasian Sakovych, and handwritten philosophical courses by Inokentiy Gizel, Theophan Prokopvych and Georgiy Konyskyi.The article shows that Sakovych, Gizel and Prokopovych supported a typical scholastic di-vision of intellectual powers into the active and passive intellect, although Prokopovych expressed doubts about the necessity of this division. Unlike them, Konysky in 1749-51 (...) totally denied the division of the intellect. The article argues that Prokopovych’s and Konyskyi’s change in the interpretation of intellectual powers was influenced by modern philosophy, mainly by Cartesianism. In general, the views of Mohylian authors on the problem of intellectual cognition are marked by some eclecticism, combining elements of different scho-lastic schools. They followed Francisco Suarez and Scotists defining creative power of the possible intellect and the formal difference between two kinds of intellectual powers. However, they, especially Inokenitiy Gizel, went by Thomistic interpretation of verbum mentis. At the same time, the professors of Kyiv-Mohyla Academy, like other scholastic philosophers, recog-nised the necessary connection between cognitive powers of different levels. In their view, cognitive powers belong to the human being as a complex substantial system. The article proves that Kyiv-Mohyla concepts of intellectual cognition express a range of clearly modern ideas; nevertheless, they are also oriented to the ideas that modern philosophy denied. (shrink)

The article analyses the explication of the infinity in the philosophical courses taught at Kyiv- Mohyla Academy at the 17th and 18th centuries. It examines 12 philosophical courses – since 1645 until 1751. In general, all the professors, as well as other scholastic philosophers, agree that categorematic infinity exists only in God, but syncategorematic is present in the created world. Regarding the question of whether God, being omnipotent, can create a categorematic infinity in the world, the Mogilyans are divided into (...) several camps: Inokentii Gizel, Stefan Yavorskyi, Inokentii Popovskyi, Sylvestr Pinovskyi, Platon Malynovskyi gave a positive answer to the question; Yosyf Volchanskyi, Ilarion Levyt-skyi, Amvrosii Dubnevych, Sylvestr Kulabka believed that this kind of infinity is in principle im-possible, hence God cannot create it; Theophan Prokopovych and Georgii Konyskyi took a skeptical stand and considered that the human mind as such could not solve this problem. The article analyses which arguments were offered by each camp, and gives essential suggestion: most probably, Mohylian philosophers who supported the possibility of actual infinity in the created world were influenced by nominalistically oriented Jesuit philosophers, like Pedro Hurtado de Mendoza and Rodrigo Arriaga. The other Mohylians backed a more traditional idea, supported by Thomas Aquinas, that only one actual infinity can exist and it is God. (shrink)

The article analyses the explication of the infinity in the philosophical courses taught at Kyiv-Mohyla Academy at the 17th and 18th centuries. It examines 12 philosophical courses – since 1645 (the course by Inokentii Gizel) until 1751 (the course by Georgii Konyskyi). It shows how the infinity was defined and in which kinds it was divided in different courses. In general, all the professors, as well as other scholastic philosophers, agree that categorematic infinity exists only in God, but syncategorematic is (...) present in the created world. Regarding the question whether God, being omnipotent, can create a categorematic infinity in the world, the Mogilyans are divided into several camps: (1) Inokentii Gizel, Stefan Yavorskyi, Inokentii Popovskyi, Sylvestr Pinovskyi, Platon Malynovskyi gave a positive answer to the question; (2) Yosyf Volchanskyi, Ilarion Levytskyi, Amvrosii Dubnevych, Sylvestr Kulabka believed that this kind of infinity is in principle impossible, hence God cannot create it; (3) Teofan Prokopovych and Georgii Konyskyi took a sceptical stand and consider that the human mind as such could not solve this problem. The article analyses which arguments were offered by each camp, and gives suggestions what influenced the position of certain Mohylian professors. Most probably, Mohylian philosophers who supported the possibility of actual infinity in the created world were influenced by nominalistically oriented Jesuit philosophers, like Pedro Hurtando de Mendoza and Rodrigo Arriaga. The other Mohylians backed a more traditional idea, supported by Thomas Aquinas, that only one actual infinity can exist and it is God. (shrink)

The article proves crucial significance of Larysa Dovga’s monograph to the new understand-ing the heritage of Kiev-Mohyla Academy and Ukrainian spiritual culture of the 17th century. This is because Dovga’s monograph is the first to use Hildebrand’s and Scheler’s personal ethics and Buber’s dialog concept for analyzing early modern Ukrainian axiology; reconstruct Ukrainian baroque culture value system by analyzing the treatises of Innokentiy Gizel and theo-logical texts of Petro Mohyla, Lazar Baranovych, Yoanykiy Galyatovskyi and Antoniy Radyvi-lovskyi. Also the monograph clarifies (...) how this value system helped the intellectuals of that epoch to develop a new, understanding of human being as a living, acting world player, social and natural being at the same time, responsible for its actions before God and society. In addi-tion, the monograph uses the methodology that rigorously analyses the processes of birth, existence and modification of semantic content of different value categories, such as honor, con-science, free will, virtue, knowledge, homeland, etc.The article states that L. Dovga was the first to make structural and comparative analysis of such moral and theological works as “Peace with God to a Man” and “The Science of the mystery of holy confession”, specifying their social, intellectual and ecclesiastical contexts and substantially specify Innokentiy Gizel’s biography. In conclusion the author draws attention to considerable potential of further analysis of such baroque manuscript heritage with up-to-date methodology that will bring up Ukrainian humanities to the global level and deepen the understanding of our identity roots. (shrink)