bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some issues on the observance of continuity and interdisciplinary relations in teaching humanities subjects
Authors: Rajeckas V. 
Published: January 2019

Application of continuity principle and interdisciplinary relations facilitates fuller, deeper and more versatile understanding of taught subjects and bears considerable significance in development of communist awareness. N. Krupskaya paid major attention to interdisciplinary subjects.
The article contains concrete examples specifying how writers’ lives and creative work should be analyzed, how Russian literature should be studied in Lithuanian school and provides generalized conclusions. Major attention is also paid to inclusion of the fiction works in History lessons and possibilities of application of such means are revealed.
Some results of the experimental work enable to maintain that application of the principles of continuity and interdisciplinary relations is a vital condition to increase the effectiveness of a lesson.
Issues of public education in East Prussia
Authors: Endzinas A. 
Published: January 2019

Even before 18th century East Prussia was attempting to expand the network of schools and elevate the level of education. Attempts were made to introduce compulsory education. Schools operating at parish centers (parish schools) and small rural schools included the Lithuanian language lessons in their curricula. The majority of East Prussia rural residents were Lithuanian, and in cities-German; therefore, mainstream teaching in cities was in the German language. In rural schools children were taught to read and sing, later-to write and calculate. Books used for teaching to read were the Bible, Catechism and songbook published in Lithuanian.
At the beginning of 18th century, plague exterminated a great number of residents in East Prussia. Its rulers started extensive colonization of the country by Germans. In the first half of 18th century a large number of German colonists were settled in East Prussia. At that period, a network of rural schools designed to teach colonist children expanded. Colonists were not able to adapt to the local conditions and a major part of them left. Therefore, in rural schools the number of local residents’ children increased and their teaching was conducted in Lithuania; furthermore, the East Prussian authority, disappointed in colonists, concentrated on taking better care of local inhabitants of the country. In the second half of 18th century, the colonization proceeded in lesser degree but in a more compact way; therefore, German schools were opened in those places, though they were not numerous. The majority of rural schools were intended to teach local residents-Lithuanian peasants. Lithuanian peasants in East Prussia were called “žemininkai” (“land plot keepers”) and the schools were called accordingly-“žemininkų mokyklos” (“schools for land plot keepers”). Teaching in these schools was conducted in the Lithuanian language and most of their teachers even did not know German. At the end of 18th century and at the beginning of 19th in “land plot keepers’ schools” the transit to the secular content took place which complied to the interests of the rural residents. For that purpose relevant course-books were published in the Lithuanian language.
The eye's tactics during the visual search process
Authors: Rimkutė E. 
Published: January 2019

The article deals with the issue of seeking and finding a given object (geometric shape) in a static exploration field on the basis of the eye movement cyclograms.
The entire searching process is divided into two phases. The first stage of corresponds to the eye movement trajectory part after its start until the first time the eye catches the sought for figure. Then begins the second stage, which lasts until the final response.
Four types of trajectories are identified by the consistency of exchanging fixation points in the first stage. Consistent systematic movements in circles occur most frequently.
The first stage's topography of fixation distribution demonstrated that the maximum period of fixation is focused on those figures in the search field that have elements similar to the searchable figure elements (basically they're quite different shapes).
The second phase is characterized by threefold eye tactics. In some cases, the research subject's response coincides with the first searchable figure's fixation.
This latter figure is generally fixed for a considerably longer period than other figures in the field. Often even 2-3 sequential fixation points are distributed in the area they occupy.
In other cases, eye movement trajectory does not end with fixation of the searchable figure, but rather continues to review a number of figures. The research subject's response coincides with either another indifferent figure's fixation or with a repeated glance returned to a searchable figure.
Time spent recording searchable figures is considerably longer than the fixation time for other figures in the field. This suggests that while recording the sought after figure in the static exploration field with a glance other operations and activities that are different from the indifferent figures fixation action take place.
Language ability
Authors: Nečiūnas V. 
Published: January 2019

This article explores some of the features of language abilities.
Based on experiments and other research methods the collected material, the author claims that verbal memory productivity is an important component of language abilities.
Two main types of language mastery emerge during foreign language learning: concrete and analyzing, which determine the typological features of students, the first and second signal systems interaction distinctions.
Domination in comparative individual signaling systems also plays an important role in shaping students' active interests their subjects.
The role of leadership in comparative signaling systems and their strength forming language abilities is worthy of further study.
Stages of abstraction in grammar mastery
Authors: Garbačiauskienė M. 
Published: January 2019

The paper analyzes the development of abstraction alongside the development of concretization. We make the presumption that that joining the opposite operation into the main one as its execution condition has an impact on the level of basic operations.
Based on the absorption of grammatical concepts in 2nd, 3rd, 5th, and 7th grade, several abstraction stages imposed, i.e.) incomplete, b) formal, e) empirical, and d) logical abstraction.
We concluded that the main features of grammatical concepts, meaning and form abstraction, are at different levels.
The planning process for work with children psychological aspects
Authors: Stonys B. 
Published: January 2019

The author's objecting, using 4th grade students' classroom observation, interviews, and analysis of papers, was to establish some specific psychological features of working with primary school children in the lesson planning process. The students in experimental classes had to make an enclosed stroller from stencils, using the same model of stroller. After a short briefing the students had to individually, before starting to work, describe what plan they intend to follow.
The data obtained showed that the decision to begin the task of analysis, as a rule, had to be performed "inside" and hastily. It was found that a hastily performed analysis had a negative effect on task itself. In an effort to begin work as soon as possible, students comprehended the model superficially, giving it insufficient attention. Initially, it appeared that many children know how to work. However, after getting started, they quickly realized that they cannot successfully complete the task. This shows that the students did not have differentiated individual component parts for a consistent perception of what was going on during this experiment.
It was established that the typical haste manifests itself attempt to see the results of their work as soon as possible. Therefore, the student works in a hurry, without distinguishing significance for some operations and disregarding the requirements of working accurately and consistently. Often in such cases the results are not satisfactory. Failure to plan their actions and consciously apply them to the objective hinders their ability to deal with complex tasks in the future.
Analysis of student written work plans shows that they, as a rule, only enumerate individual operations (and not always correctly). The whole of the action plans is usually expressed in two logical relationships: conjunction and disjunction. Not a single written work contained a justification for working actions. These facts show that students of a given experiment often distinguish minor attributes and in the early stages have yet to clearly imagine the final result of their activities.
The author provides specific pedagogical guidelines on the basis of the research material as to how to improve working methods of conducting lessons.
Motives and an attempt to measure them in sports
Authors: Palaima J. 
Published: January 2019

Man is driven by the need to act, but it only becomes a motive when he realizes the objects that could meet that need. Objects can be material and ideal, things and thoughts, feelings and moral values.
Because of the inherent need for internal communication fundamental human mental powers mobilize —both intellect and emotion—fulfilling the need to find objects. Those powers sort of embody the object: the cognitive process and approach (relationship), on which the object acquires a certain meaning for humans is realized therein. Intelligence and emotion—the cognitive and emotional—these are the components of motive, and its business can be called its motivational side, which is the root of people's actions, behavior, and power. Willpower is basically a motive force, and a strong-willed man is primarily a highly motivated person.
We tried to use a real world experiment to help determine the comparative strength of moral motives (a sense of collectivity) in a basketball game. We used assignment to the first or second string as a point of comparison (encouraging personal motive) as well as the team's prestige (encouraging moral motive) The players were informed ahead of time that the results and personal stats in the first game will be published while the second game they will not, only team stats will be announced; this condition was the main way to determine moral motive force. The findings of the experimental data regarding the degree of development of moral reasoning of the players (20 young basketball players) essentially matched the coaches' opinion.
In a similar experiment it would be appropriate to investigate individual athletes, too, as better athletic achievements are generally achieved in team competition, yet they do not always show contestants' stronger moral reasoning: in team contests the athletes can do more to promote individualistic motives, too, because personal results are published.
The psychodiagnostic opportunities in suicide risk assessment
Authors: Gailienė D. , Knabikienė G. , Asminavičiūtė R. 
Published: January 2019

Different suicidality research has found that suicide, as a rule, is the result of quite a long process. Thus, in order to prevent suicides, it is important to distinguish the reliable indicators of increased suicide risk. It is attempted to use various biochemical, clinical and psychodiagnostic indicators for this matter.
The possibility of using the purpose of life index as suicide risk indicator was tested. The purpose of life index was tested by using Crumbaugh and Maholic Purpose of life test. The results showed the relationship between the purpose of life index and intensity of suicidal tendencies. The indicator of suicide risk is the decrease in the purpose of life index simultaneously with positive or neutral attitude to suicide. Since Crumbaugh and Maholic test is a direct assessment tool, it should be used in along with other methods.
MMPI and HAD scale comparison
Authors: Bunevičius R. , Žilėnienė S. 
Published: January 2019

An effort was made to compare HAD scale (Hospital Anxiety and Depression Scale) by Zigmond A. S. and Snaith R. R. and MMPI (Minnesota Multiphasic Personality Inventory) on a sample of 54 female· patients, hospitalised in somatic (59,3 %) and psychiatric (40,7 %) departments. The HAD scale was found to have a relatively high correlation with MMPI clinical scales of depression, psychastenia and Taylor anxiety scale (ranging from 0,61 to 0,63), and can be compared.
Stimulus spatial properties and duration of adaptation influence on colour perception constancy
Authors: Daugirdienė Aušra , Vaitkevičius Henrikas 
Published: January 2019

The effects of adaptation duration on colour constancy were studied under two test illuminants (s and A) and two types experimental conditions using neutral (N7) Munsell chips and asymmetric colour matching. The influence of adaptation duration was quantified by calculating colour difference EL,a,b between the chromaticities for the perceived neutral Munsell chip's colour after adaptation to the test illumination and against the standard (C) illuminant. The EL,a,bmeasure was used because the intention of this study was to measure changes in colour-perception, during different adaptation duration.Adaptation was only observed in experiments with uniform adaptation field, but not in a spatially complex background with introduced blank surround. We could say, that colour of test chip is determinated by difference in colour of test chips and background, and colour of background. In turn the colour of background is also determined by difference in colour between background and blank surround. Since there is no adaptation in blank surround, noting changes. Thus there is no influence of observation time on perceived colour.Then the adaptation field is uniform, we conclude from results the presence of two components of chromatic adaptation, that differ with respect to their time - constants and stimulus spatial properties. A fast component with a time of approximately 5 s, witch does respond to contrast, and a second, relatively slow process, witch has a time of 60 s and depends on stimulus spatial properties.
Mothers' involvement in their learning disabled children schooling
Authors: Barkauskienė Rasa 
Published: January 2019

Problem: This study deals with mothers' involvement in their learning disabled children schooling defined as different mothers' activities: support for doing homework, negative control of homework, mother-child discussions about learning and school activities, child reinforcement for learning. Mothers' involvement in child's schooling is discussed in the light of family factors - mother's feelings and attitudes toward the child, child's "goodness of fit" to mother's expectations, mother's education level, family status and stressful life events - possibly related to particular forms of mothers' involvement.Sample: Experimental group consisted of 92 primary school children (8-11 years old) diagnosed as learning disabled and control group - 90 average achievers from the same classes as children from experimental group.Evaluation tools: Mothers' involvement with child?s learning was assessed via Mothers' Involvement in Child's Schooling Scale (constructed by author of article), mothers - feelings and attitudes toward the child - via Mothers - Feelings Scale (constructed by author of article), child's "goodness of fit" to mother's expectations - via technique recommended by Feagans and al. (1991). Data on family status, mother's education level and family stressful life events were gathered through family questionnaire made by author of article.Results: Results revealed that mothers of learning disabled children are more controlling as well as give more positive reinforcement and support for child's learning when compared to mothers of average achievers. Mothers of learning disabled children report higher degree of dissatisfaction with themselves as mothers as well as more negative feelings toward child. Mother's positive feelings toward child and child' high fit within mother's expectations positively correlated with child reinforcement, mother-child discussions about learning and school as well as with general level of mother's involvement in child's schooling. Negative control of homework was higher when child's fit within mother's expectations was low. Negative control had positive statistically significant correlation with mother's negative feelings toward child. Other family features such as stressful live events, family status is to be considered in the examination of mother's involvement with their learning disabled children schooling.
Factors of colour perception constancy: Contrast and background adaptation
Authors: Daugirdienė Aušra , Stanikūnas Rytis , Vaitkevičius Henrikas , Murray Ian J. , Kulikowski Janus J. 
Published: January 2019

Colour constancy is the ability of the human visual system to comprehend the constant colour of an object with no regard to changes in the illumination spectrum. Each year witnesses the appearance of new scientific works in various countries. The works touch upon different aspects of the phenomenon. Although scientific research has been conducted for many years, there is no recognised theory explaining the mechanisms that are decisive for colour constancy. The aim of the present work was to establish the influence of contrast, adaptation and background structure upon colour constancy.All experiments were performed with the application of asymmetric matching. Five subjects took part in the experiments. Colour constancy was examined by performing experiments in three cycles. The test illuminants were two Planckian illuminants, standard illuminant A (u’= 0.2559, v’ = 0.5243), illuminant S (u’= 0.1744, v’= 0.3923) and illuminants r (u’/v’ = 0.2618/0.4533), g (u’/v’ = 0.1517/0.4667), v (u’/v’ = 0.2116/0.3766), y (u’/v’ = 0.1939/0.5180. The first set of 7/4 (value – 7/, chroma – /4) of 10 Munsell samples served as test stimuli in the experiments of the second cycle. Being 2° in size, they were generated in the centre of the monitor. The samples were surrounded by a neutral background, sized N7 20° (N meaning the colour being neutral, with the value of 7). Around the neutral background, subject of the experiment saw the non-radiating part of the screen, which we called the „black surround“ (Fig. 1). In the second set of the experiment, the subjects observed the stimuli througha cardboard tube (Fig. 2). Neutral N7 Munsell samples and a set of 7/4 (value – 7/, chroma – /4) of 10 Munsell samples served as test stimuli in the experiments of the third cycle.Colour constancy is quantitively evaluated on the basis of the Brunswik Ratio (BR) (Troost and de Weert, 1991). Higher values of BR were associated with longer adaptation periods, but only when a larger background was used (second cycle of experiments (Fig. 7)). Supplementary experiments showed that the changes in colour appearance were related to a slight shift in the perceived colour of the background. The timing of the colour shifts was modelled in terms of cone opponent responses.Our conclusions are:1. When stimuli are exposed for a short period of time (1 s), partial colour constancy takes place. It does not change (or changes insignificantly) when the stimulus is observed for a longer time (5 and 30 s). Such colour constancy is determined by fast processes which confirm the influence of simultaneous contrast on colour constancy.2. When the background is small, the influence of adaptation on colour constancy is little, even it the observation time is long (5 or 30 s).3. When the background fills the entire field of vision, adaptation results in a high colour constancy perception.
Ego functions and their connections with coping strategies in adolescents with conduct disorders
Authors: Kalpokienė Vaida , Gudaitė Gražina 
Published: January 2019

Ego is one of the fundamental formations of personality, which secures inner and outer adaptation. Its role must be very strong in adolescence when a person must adjust with various inner and outer demands. Adaptation of adolescents with conduct disorders is largely dysfunctional, that’s why we raise a question about suchlike teenager’s Ego functions and their interconnection with coping strategies (which determines adaptation to external requirements). 38 adolescents with conduct disorders and 35 healthy adolescents participated in this research. Age of participants was from 14 to 16 years. Teenagers for the research were screened by using Youth Self Report Questionnaire (YSR11/18) (Achenbach and Rescorla, 2001). Ego functions (relations with objects, control of affects and impulses, defensive functioning, synthetic – integrative functioning) were evaluated using clinical interview for the assessment of Ego functions (Bellak et al., 1973). Coping strategies were evaluated with COPE questionnaire (Carver et al., 1989). The research data showed that Ego functions of teenagers with conduct disorders are more disturbed than Ego functions of healthy ones (p < 0.01), especially this is noticeable on the control of affects and impulses. Only two Ego functions of adolescents with conduct disorder are statistically correlated: object relations and synthetic-integrative functioning; while all Ego functions of healthy adolescents have statistically significant correlations. However after the comparison of correlative matrixes we found no statistically significant differences between those matrixes (χ2 = 10.1794, df = 6, p = 0.1173). Adolescents with conduct disorders are applying two less adaptive coping strategies regularly: behavioral disengagement (p = 0.001) and alcohol – drug disengagement (p < 0.001). Also they are using one emotion-focused coping strategy denial (p < 0.05). Healthy adolescents are applying two problem-focused coping strategies regularly: active coping (p < 0.05) and restraint coping (p < 0.05). They also are using emotion-focused coping strategy positive reinterpretation and growth (p < 0.05). Ailing teenagers are using less adaptive coping strategies more often (p < 0.05). The research showed, that coping strategies (problem-focused coping, emotion-focused coping and less adaptive coping) are related with one of Ego functions-defensive functioning (teenagers with conduct disorders R = 0.619, R² = 0.383, p = 0.001; healthy adolescents R = 0.605, R² = 0.366, p = 0.002). This once more shows us that these psychological processes are closely related to each other and that adaptation needs interaction between conscious and unconscious processes.