Reviewerly/exHarmony huggingface dataset:
Separated Frequency Loss with Distinguished Weight for Images Generation

Deep neural network models are more and more widely used in image reconstruction and generation tasks. By setting various loss functions, the model adaptively generates images that meet the corresponding constraints, which has a positive effect on improving image quality and enriching diversity. As an important image processing method, two-dimensional Fourier transform is widely used for image filtering and denoising, but its role has not been further explored. Based on the background of the fine-grained target image reconstruction task, this paper proposes a differentiated weight loss function based on frequency domain space in view of the problem that the global loss function of fixed constraints in the past brings great bias to model parameter update. The distinguishing regional weight coefficient is stetted by separating the high and low frequency regions, thus, to alleviate the high-frequency information introduced by the fine-grained target due to the diverse changes of individual morphology and environmental background. The model parameter update process gains much smoother with the guidance of separated frequency loss. Experimental results show that by setting the differentiated frequency domain region weight loss function, the model generates higher quality images in both image reconstruction and generation tasks.
The problem of linguistic markup conversion: the transformation of the Compreno markup into the UD format

The linguistic markup is an important NLP task. Currently, there are several popular formats of the markup (Universal Dependencies, Prague Dependencies, and so on), which are mostly focused on morphology and syntax. Full semantic markup can be found in the ABBYY Compreno model. However, the structure of the format differs significantly from the models mentioned above. In the given work, we convert the Compreno markup into the UD format, which is rather popular among NLP researchers, and enrich it with the semantical pattern. Compreno and UD present morphology and syntax differently as far as tokenization, POS-tagging, ellipsis, coordination, and some other things are concerned, which makes the conversion of one format into another more complicated. Nevertheless, the conversion allowed us to create the UD-markup containing not only morpho-syntactic information but also the semantic one.
Multimodal Discourse Trees in Forensic Linguistics

We extend the concept of a discourse tree (DT) in the discourse representation of text towards data of various forms and natures. The communicative DT to include speech act theory, extended DT to ascend to the level of multiple documents, entity DT to track how discourse covers various entities were defined previously in computational linguistics, we now proceed to the next level of abstraction and formalize discourse of not only text and textual documents but also various kinds of accompanying data. We call such discourse representation Multimodal Discourse Trees (MMDTs). The rational for that is that the same rhetorical relations that hold between text fragments also hold between data values, sets and records, such as Reason, Cause, Enablement, Contrast, Temporal sequence. MMDTs are evaluated with respect to the accuracy of recognition of criminal cases when both text and data records are available. MMDTs are shown to contribute significantly to the recognition accuracy in cases where just keywords and syntactic signals are insufficient for classification and discourse-level information needs to be involved.
An experimental study of argument extraction from presuppositional clauses in Russian

The paper discusses two acceptability rating studies testing wh-interrogative and relative extractions of arguments from ˇcto-clauses of presuppositional predicates like žalet’ ‘regret’, as contrasted with nonpresuppositional predicates like nadejat’sja ‘hope’ and nominalized (to ˇcto) clauses. The results show a difference in extraction between bare and nominalized clauses but no difference between presuppositional and nonpresuppositional clauses, raising potential doubts about the analysis of presuppositional clauses as DPs with a silent D.
Incremental Topic Modeling for Scientific Trend Topics Extraction

Rapid growth of scientific publications and intensive emergence of new directions and approaches poses a challenge to the scientific community to identify trends in a timely and automatic manner. We denote trend as a semantically homogeneous theme that is characterized by a lexical kernel steadily evolving in time and a sharp, often exponential, increase in the number of publications. In this paper, we investigate recent topic modeling approaches to accurately extract trending topics at an early stage. In particular, we customize the standard ARTM-based approach and propose a novel incremental training technique which helps the model to operate on data in real-time. We further create the Artificial Intelligence Trends Dataset (AITD) that contains a collection of early-stage articles and a set of key collocations for each trend. The conducted experiments demonstrate that the suggested ARTM-based approach outperforms the classic PLSA, LDA models and a neural approach based on BERT representations. Our models and dataset are open for research purposes.
Foregrounding and accessibility effects in the gaze behavior of the readers with different cognitive style

This paper explores accessibility effects in the gaze behavior of readers with different cognitive style, impulsive and reflective, as mediated by graphological and linguistic foregrounding in the discursive acts in 126 areas of interest (AOIs). The study exploits 1890 gaze behavior probes available at open access Multimodal corpus of oculographic reactions MultiCORText. We identified that while graphological foregrounding makes initial or final components of discursive act more accessible for the impulsive readers, reflective readers also observe the components within the act. Linguistic foregrounding produces higher access with impulsive readers in case the linguistic form is visually focalized (phonological foregrounding and parallel structures); meanwhile, with reflective readers this is the information density appearing in elliptical and one-component sentences which maintains higher access.
Knowledge Transfer Between Tasks and Languages in the Multi-task Encoder-agnostic Transformer-based Models

We explore the knowledge transfer in the simple multi-task encoder-agnostic transformer-based models on five dialog tasks: emotion classification, sentiment classification, toxicity classification, intent classification, and topic classification. We show that these mo dels’ accuracy differs from the analogous single-task models by ∼0.9%. These results hold for the multiple transformer backbones. At the same time, these models have the same backbone for all tasks, which allows them to have about 0.1% more parameters than any analogous single-task model and to support multiple tasks simultaneously. We also found that if we decrease the dataset size to a certain extent, multi-task models outperform singletask ones, especially on the smallest datasets. We also show that while training multilingual models on the Russian data, adding the English data from the same task to the training sample can improve model performance for the multi-task and single-task settings. The improvement can reach 4-5% if the Russian data are scarce enough. We have integrated these models to the DeepPavlov library and to the DREAM dialogue platform.
Attention-based estimation of topic model quality

Topic modeling is an essential instrument for exploring and uncovering latent patterns in unstructured textual data, that allows researchers and analysts to extract valuable understanding of a particular domain. Nonetheless, topic modeling lacks consensus on the matter of its evaluation. The estimation of obtained insightful topics is complicated by several obstacles, the majority of which are summarized by the absence of a unified system of metrics, the one-sidedness of evaluation, and the lack of generalization. Despite various approaches proposed in the literature, there is still no consensus on the aspects of effective examination of topic quality. In this research paper, we address this problem and propose a novel framework for evaluating topic modeling results based on the notion of attention mechanism and Layer-wise Relevance Propagation as tools for discovering the dependencies between text tokens. One of our proposed metrics achieved a 0.71 Pearson correlation and 0.74 𝜑𝜑𝐾𝐾 correlation with human assessment. Additionally, our score variant outperforms other metrics on the challenging Amazon Fine Food Reviews dataset, suggesting its ability to capture contextual information in shorter texts.
The CoBaLD Annotation Project: the Creation and Application of the full Morpho-Syntactic and Semantic Markup Standard

The current paper is devoted to the Compreno-Based Linguistic Data (CoBaLD) Annotation Project aimed at creating text corpora annotated with full morphological, syntactic and semantic markup. The first task of the project is to suggest a standard for the full universal markup which would include both morphosyntactic and semantic patterns. To solve this problem, one needs the markup model, which includes all necessary markup levels and presents the markup in a format convenient for users. The latter implies not only the fullness of the markup, but also its structural simplicity and homogeneity. As a base for the markup, we have chosen the simplified version of the Compreno model1 , and as data presentation format, we have taken Universal Dependencies. At the second stage of the project, the Russian corpus with 400 thousand tokens (CoBaLD-Rus) has been created, which is annotated according to the given standard. The third stage is devoted to the testing of the new format. For this purpose, we have held the SEMarkup Shared Task aimed at creating parsers which would produce full morpho-syntactic and semantic markup. Within this task, we have elaborated neural network-based parser trained on our dataset, which allows one to annotate new texts with the CoBaLD-standard. Our further plans are to create fully annotated corpora for other languages and to carry out the experiments on language transfers of the current markup to other languages.
Public speaking narratives in a metaverse community

The metaverse enables public speech narratives to break the one-way output mode, and create an interactive learning environment that combines the virtual and the real. In the procession of immersive virtual reality and deep interaction, narrative equality and metaverse community speaking context, the speakers should grasp the technical rationality in the integration of science and technology into language narration.
The historical development of Chinese piano and its integration with Western piano art

The article mainly discusses the historical development process of Chinese piano. Taking He Luting's piano music as an example, it expounds the integration and application of Chinese culture and Western piano art from the aspects of musical form, mode and harmony.
TRENDS IN THE DEVELOPMENT OF DISTANCE EDUCATION IN UKRAINE AS A FACTOR OF STABILITY AND CONTINUITY OF THE EDUCATIONAL PROCESS DURING THE WAR

This paper aims to analyze the development of distance education as a factor that contributes to the stability and continuity of education in Ukraine. The main principles of successful management of distance education within the continuous education system are outlined. Additionally, Ukrainian legislation regarding different aspects of distance learning is analyzed. It is stressed that technical requirements for distance education in educational institutions must include hardware and technology facilities, high-speed information and communication resources, general and specialized software, technical support, and digital educational resources that align with the curriculum. The advantages and disadvantages of implementing distance education in Ukraine are highlighted. Statistical data regarding the number of students and educators abroad, and the functioning of institutions offering educational services to internally displaced persons, as well as in temporarily occupied territories, are analyzed. Attention is drawn to the importance of continual improvement of the distance education system across different education levels. The optimal use of distance education can be achieved by combining both traditional and innovative methods. Significant focus is given to modernizing and further developing distance education systems, considering their life cycle stages and the interconnection of informational infrastructure components. Directions for developing distance education in Ukraine involve establishing favourable conditions for using information and communication technologies, refining legislative norms relevant to this form of education, and enhancing the professional level of individuals obtaining education through distance learning. Distance education in Ukraine serves three primary purposes: firstly, it is regarded as an integral component in maintaining educational stability during crisis situations; secondly, technological advancement has facilitated the expansion of distance education, though access remains unequal for various social groups and regions; and thirdly, the implementation of distance education requires a revision of teaching and learning methods, potentially enhancing the overall quality of education. Ensuring the stability of distance education in Ukraine is particularly important and necessitates the provision of proper infrastructure, regulatory measures, and individual student needs consideration.
Computerized Testing Techniques and Systems

Microcomputers were used in the field of test technology soon after their introduction in the 1970s. As the performance-to-price ratio of microcomputers continued to improve and solved many problems that were difficult to solve with traditional test devices, it became an indispensable part of test technology.
Peculiarities of organisational and pedagogical conditions for the formation of emotional intelligence of future primary school teachers

The article reveals the peculiarities of forming the emotional intelligence of future primary school teachers in view of the new changes in pedagogical education according to the «New Ukrainian School» Concept and the professional standard «Primary school teacher of general secondary education». A review of foreign and Ukrainian scientific research on the features of emotional intelligence as a psychological and pedagogical phenomenon and a component in the professional training of a future teacher is carried out. The article provides a definitional analysis of the concept of «emotional intelligence», and considers the content and structural characteristics of future primary school teachers’ emotional intelligence as a necessary component of a teacher’s professional competence. The organisational and pedagogical conditions for the formation of emotional intelligence in accordance with the peculiarities of the formation of emotional intelligence in the professional and personal development of the future teacher are presented: the development of emotional intelligence affects the professionalism of the activity and the professionalism of the personality of a future primary school teacher, the formation of pedagogical skills as an indicator of professional success; the projection of the educational environment for the training of a future primary school teacher should provide for emotionally positive influences in the system of components – socio-cultural, spatial-subject, activity, resource, information and communication, axiological; systemic changes in the organisation of primary school teacher training to introduce emotional intelligence content in the components of the pedagogical process for relevant disciplines of the normative and elective cycle, as well as in non-formal education; conceptual introduction of the idea of developing emotional intelligence a professional skill formed within the framework of the educational and professional programme in the speciality 013 «Primary Education». Recommendations are given for the implementation of organisational and pedagogical conditions in the process of training future teachers in order to improve the formation of their emotional intelligence. Keywords: primary school teacher training, emotional intelligence, New Ukrainian School, organisational and pedagogical conditions, emotional competence.
Features of a digital educational environment in the context of professional distance training for elementary school teachers

The article discusses the characteristics of a digital educational environment in the context of professional distance training of elementary school teachers. It highlights the reasons for the relevance of digital transformation in education and outlines the architectural changes in professional distance teacher training in line with the development of digital technologies. The article analyses relevant research and structures the positions of legal regulation in these categories. It provides a definitional analysis of the concepts of «educational environment», «digital educational environment», and «professional distance training for elementary school teachers». The article identifies the systemic features of the educational environment and draws parallels to the conditions of a digital educational environment. It presents the nature of interaction between the learner and the educational environment. The article distinguishes the characteristics of an environmental approach as a methodological basis for shaping the «digital educational environment». It defines the educational resource of digital technologies, including telecommunications, Web technologies, cloud technologies, big data technologies, social networks, massive open online courses, artificial intelligence technologies, digital footprint technology, blockchain (distributed ledger technologies), chatbots, and immersive learning technologies (virtual and augmented reality), as well as robotic systems. It presents the structure of the digital educational environment in the context of professional distance training for elementary school teachers, including information-content, organizational-activity, spatial-subject, social-communicative, psychological-didactic, cognitive-motivational; creating a space on digital resources or platforms for locating educational information; establishing communication channels using digital tools; and educational-methodical support (distance/electronic courses, digital libraries, digital online translators) created with the help of digital resources. Keywords: digital educational environment, professional training of elementary school teachers, distance learning, pedagogical system, digital transformation.
Culture as a fundamental category of humanitarian discourse in the context of studying the formation of professional thinking culture of future teachers

The article is devoted to the study of the issue of developing the culture of professional thinking of future teachers. In this context the conceptual and terminological analysis of the essence of key concepts is carried out. Considering that culture is a system-forming, generic concept, the key categories («personality culture», «professional and pedagogical culture», «culture of professional thinking», etc.) are considered as generic. The author of the article analyzes the approaches of researchers to the interpretation of the essence of culture as a fundamental category of the humanitarian discourse in philosophy, cultural studies, sociology, psychology, and pedagogy. Based on the study, it is concluded that interpretations of the essence of culture have become widespread in humanitarian discourse, focusing on the ontological, anthropological, axiological, activity, heuristic, mental and semiotic aspects. It is determined that the difference in the approaches of scholars to the interpretation of the essence of culture is due to the complexity, ambiguity, multidimensionality and multifunctionality of the analyzed phenomenon, and is also related to the problematic field of specific scientific research. It has been found that culture, society, professional (social) community and personality are connected by multifaceted interconnections and mutual influences in the system: «culture–society culture–professional (social) community culture–individual culture». We consider the professional and pedagogical culture as the culture of a professional community, which organically combines the culture of professional thinking, pedagogical orientation, values, pedagogical abilities, professional competence, pedagogical experience, creative activity, personal and professional qualities of a teacher, etc. Keywords: discourse, category, culture, personality culture, society culture, culture of professional community, culture of professional thinking of a teacher, professional and pedagogical culture.
Didactic potential of interactive teaching methods at “I Explore The World” lessons in primary school

The article is devoted to the didactic potential of interactive teaching methods at the lessons «I Explore the World» in primary school, which consists in ensuring the active cognitive activity of students, the development of their creative thinking and the ability to cooperate. The historical aspects of the study of the concept of «interactive pedagogy», which was first introduced in 1975 by the German scientist Hans Fritz, are analyzed. The concept of «interactive», which in modern interpretation is understood as the ability for active interaction and dialogue, was studied. The article describes how didactic potential determines the possibility of pedagogical methods and tools to achieve maximum results in the development and education of students. The use of interactive methods promotes in-depth learning of knowledge through practical activities, discussion and exchange of ideas. The authors provide examples from educational practice of how students have the opportunity to actively interact with the material, express their opinions, analyze and summarize information. Forms and methods of educational technologies of interactive learning, which are recommended to be used in the process of teaching the course «I Explore the World» have been analyzed. The criteria for formulating students' achievements in the process of interactive learning at the lesson «I Explore the World» are outlined. And the peculiarities of the use of interactive tasks at individual stages of the lesson are also analyzed. Thus, interactive methods contribute to the development of communication skills, social competence and independence of education seekers, creating a favorable climate for learning and active knowledge of the surrounding world. The authors proved that the use of interactive methods (in particular, «unfinished sentence», «associative bush», «brainstorming», «aquarium», «microphone» and others) allows elementary school students to systematize and generalize knowledge, develop creativity and creative thinking, promotes involving each student in active discussion and analysis of important issues, develops their ability to cooperate and express their opinions in a reasoned manner. The further development of this direction involves the research of new interactive methods and their adaptation to the needs of primary school students, which will contribute to the enrichment of the teaching methodology and the improvement of the quality of education. Keywords: primary school, educational process, «I explore the world» lessons, knowledge acquisition, interactive learning methods, potential, didactic potential.