bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cortical Mechanisms of Prioritizing Selection for Rejection in Visual Search
Authors: Donohue Sarah E. , Bartsch Mandy V. , Heinze Hans-Jochen , Schoenfeld Mircea A. , Hopf Jens-Max 
Published: April 2018

In visual search, the more one knows about a target, the faster one can find it. Surprisingly, target identification is also faster with knowledge about distractor-features. The latter is paradoxical, as it implies that to avoid the selection of an item, the item must somehow be selected to some degree. This conundrum has been termed the “ignoring paradox”, and, to date, little is known about how the brain resolves it. Here, in data from four experiments using neuromagnetic brain recordings in male and female humans, we provide evidence that this paradox is resolved by giving distracting information priority in cortical processing. This attentional priority to distractors manifests as an enhanced early neuromagnetic index, which occurs before target-related processing, and regardless of distractor predictability. It is most pronounced on trials for which a response rapidly occurred, and is followed by a suppression of the distracting information. These observations together suggest that in visual search items cannot be ignored without first being selected.SIGNIFICANCE STATEMENTHow can we ignore distracting stimuli in our environment? To do this successfully, a logical hypothesis is that as few neural resources as possible should be devoted to distractor processing. Yet, to avoid devoting resources to a distractor, the brain must somehow mark what to avoid; this is a philosophical problem, which has been termed the “ignoring paradox” or “white bear phenomenon”. Here, we use MEG recordings to determine how the human brain resolves this paradox. Our data show that distractors are not only processed, they are given temporal priority, with the brain building a robust representation of the to-be-ignored items. Thus, successful suppression of distractors can only be achieved if distractors are first strongly neurally represented.
GABAergic Local Interneurons Shape Female Fruit Fly Response to Mating Songs
Authors: Yamada Daichi , Ishimoto Hiroshi , Li Xiaodong , Kohashi Tsunehiko , Ishikawa Yuki , Kamikouchi Azusa 
Published: April 2018

Many animals use acoustic signals to attract a potential mating partner. In fruit flies (Drosophila melanogaster), the courtship pulse song has a species-specific interpulse interval (IPI) that activates mating. Although a series of auditory neurons in the fly brain exhibit different tuning patterns to IPIs, it is unclear how the response of each neuron is tuned. Here, we studied the neural circuitry regulating the activity of antennal mechanosensory and motor center (AMMC)-B1 neurons, key secondary auditory neurons in the excitatory neural pathway that relay song information. By performing Ca2+imaging in female flies, we found that the IPI selectivity observed in AMMC-B1 neurons differs from that of upstream auditory sensory neurons [Johnston's organ (JO)-B]. Selective knock-down of a GABAAreceptor subunit in AMMC-B1 neurons increased their response to short IPIs, suggesting that GABA suppresses AMMC-B1 activity at these IPIs. Connection mapping identified two GABAergic local interneurons that synapse with AMMC-B1 and JO-B. Ca2+imaging combined with neuronal silencing revealed that these local interneurons, AMMC-LN and AMMC-B2, shape the response pattern of AMMC-B1 neurons at a 15 ms IPI. Neuronal silencing studies further suggested that both GABAergic local interneurons suppress the behavioral response to artificial pulse songs in flies, particularly those with a 15 ms IPI. Altogether, we identified a circuit containing two GABAergic local interneurons that affects the temporal tuning of AMMC-B1 neurons in the song relay pathway and the behavioral response to the courtship song. Our findings suggest that feedforward inhibitory pathways adjust the behavioral response to courtship pulse songs in female flies.SIGNIFICANCE STATEMENTTo understand how the brain detects time intervals between sound elements, we studied the neural pathway that relays species-specific courtship song information in femaleDrosophila melanogaster. We demonstrate that the signal transmission from auditory sensory neurons to key secondary auditory neurons antennal mechanosensory and motor center (AMMC)-B1 is the first-step to generate time interval selectivity of neurons in the song relay pathway. Two GABAergic local interneurons are suggested to shape the interval selectivity of AMMC-B1 neurons by receiving auditory inputs and in turn providing feedforward inhibition onto AMMC-B1 neurons. Furthermore, these GABAergic local interneurons suppress the song response behavior in an interval-dependent manner. Our results provide new insights into the neural circuit basis to adjust neuronal and behavioral responses to a species-specific communication sound.
Implicit Elements in the Argument Structure: The Problems of Interpretation and Methods of Reconstruction
Authors: Савчук Татьяна 
Published: April 2018

The article presents the author’s model of research of the enthymematic argumentation created on the basis of the analysis of the Russian language and the Belarusian language articles on the humanities. The concept is based on a convergent approach. Its effectiveness is provided by the ability to integrate critical and descriptive dimensions of reasoning through the joint application of cognitive and pragmatic methodology. Normative criteria are provided by cognitive (logical) analysis: it assumes the use of deductive inference, which makes it possible to verify the formal correctness and meaningful validity of the unexpressed premises. The description of the mechanisms of understanding the implicit knowledge and evaluating its relevance is made by carrying out pragmatic analysis: it is associated with the probabilistic inference, which allows us to derive communicative implicatures. In the creation and interpretation of implicatures errors are possible. They manifest themselves in quantitative and qualitative distortion ofimplicit information. Prevention of errors depends on the high level of argumentative competence of the proponent and the recipient. The regularities of using the implicative-inferential justification mechanism are identical in the Russian and Belarusian discourses of the humanities.
Onomastic Identification of Kaunas Noblemen in Military Records of Lithuanian Grand Duchy in 1528
Authors: Čirūnaitė Jūratė 
Published: April 2018

The article analyses the name record of Kaunas male and female noblemen compiled in 1528 in the Grand Duchy of Lithuania. The article also describes the constituent parts of the record of Kaunas noblemen, indicates the methods of presenting the designation of brothers and analyses male, female names and names of previous generation. The male names of previous generation are reconstructed from patronyms. The male names are grouped into Christian and non-Christian names. The data on the distribution of Christian male names and old two-root names among two generations is provided. The research data on the names of Kaunas noblemen as well as the noblemen and citizen of other GDL territories of the same period are compared. Female names are analysed. Male designations are differentiated by the ratio of names and potential surnames into the types of onomastics, which are differentiated by the ratio of different anthroponyms into methods of onomastics. Female designations are differentiated into the types of onomastics based on the ratio of names and family anthroponyms and into the methods of onomastics based on the ratio of different types of anthroponyms. The description of the methods of onomastics takes into consideration the prefixes used with male and female designations. The structure of male and female designations is analysed: the types of anthroponyms and prefixes are indicated, the prefixes grouped into specific types are presented. The onomastics are differentiated by the number of anthroponyms, the average length of onomastics is determined. Lithuanian affixes of anthroponyms are listed.
Esotericism in Contemporary Lithuanian Prose
Authors: Naikienė Ieva 
Published: April 2018

This article focuses on esotericism in contemporary Lithuanian prose. For the revelation of this topic, Donaldas Kajokas’ novel Ežeras ir kiti jį lydintys asmenys (The Lake and Other Escort Members, 2003) and Jurga Ivanauskaitė’s novel Placebas (Placebo, 2012) have been chosen. The analysed writings reveal the point of view of contemporary Lithuanian writers about esoteric beliefs. In this article, esotericism is related with persons’ feelings but is excluded from occult and parapsychology fields such as alchemy, cabbala, Tarot, etc. This work focuses on the idea that an individual, who has only a few senses, cannot reach actuality. On the other hand, the possibility of acquiring those senses is not rejected. In addition, obtaining those senses would help to reach higher, over-sensational worlds and in that way to discover personal correlation with forms of multiple personal identities. This article establishes an idea that awareness of higher worlds/spheres unlocks the possibilities of revealing the main core of human (as micro-cosmos) and the Universe (as macro-cosmos). The possibility to perceive oneself as a micro-cosmos discloses not only personal identity, but also the value of Other’s entity and inevitable entities stratifying.
New Scientific Monograph on Translations of Lithuanian Classics Judita Vaičiūnaitė’s Poetry and Their Reception
Authors: Keturakienė Eglė 
Published: April 2018

BERNOTIENĖ, G., 2016. Apie žodžių sandūros tikslumą: Juditos Vaičiūnaitės lyrikos vertimai ir vertinimai. Vilnius: Lietuvių literatūros ir tautosakos institutas. 256 p.
Francisco Suárez acerca do consentimento e da obrigação política
Authors: Schwartz Daniel 
Published: April 2018

Os intérpretes discordam quanto a origem que Francisco Suárez atribui a obrigação e a sujeição política. De acordo com alguns, Suárez, como outros contratualistas, acredita que é o consentimento dos indivíduos que causa a obrigação política; outros, porém, afirmam que para Suárez a obrigação política não deriva do consentimento dos indivíduos. Em respaldo a esta tese eles invocam a opinião de Suárez de que o poder político emana da cidade por meio de “decorrência natural.” Eu argumento que a análise de obras menos estudada de Suárez, como o De voto e o De iuramento, mostra que, para Suárez, o consentimento causa tanto a obrigação política da cidade e quanto a dos cidadãos. Além do mais, uma inspeção mais acurada da noção de causalidade por decorrência natural dentro da metafísica suareziana mostra que o que emana do corpo político não é, como sustentado, a sujeição e a obrigação política, mas sim o direito à autonomia da cidade. E visto que para Suárez a obrigação política se origina no consentimento, então não é errado considerá-lo um contratualista.
*Texto traduzido por Bruno D’ambros.
Putting into Practice Gap Tasks in an ESP Classroom for Medicine Personnel at Universidad de Costa Rica
Authors: Villanea Morales Lucía 
Published: April 2018

This paper presents the results of a study conducted in a group of eight students in an ESP course taught by Practicum students at the School of Medicine at the University of Costa Rica. The results indicate that the student-teachers based their lessons mostly on information gap tasks. Besides, this study revealed that the activities presented followed a common pattern avoiding variety. In addition, the study reflected that the activities used during the days of observation, did not fulfilled the requirements of a good gap task in a hundred percent since the tasks did not promote spontaneous and creative communication. The correct use of gap tasks helps students to develop speaking skills in a safe and private environment. The outcomes of these kinds of tasks will always be positive as long as they are adequate, relevant, authentic, and achievable.
ACERCA DEL DECIR PSICOANALÍTICO EN REVISTAS ARGENTINAS DE LOS AÑOS ‘50
Authors: Savio Karina 
Published: April 2018

Enmarcado en los estudios del Análisis del Discurso, este artículo se propone investigar los modosen que el objeto discursivo psicoanálisis circula en diversas revistas argentinas durante la década delcincuenta. Las revistas suelen generar y difundir conocimientos, ideas, valores que repercuten en elimaginario social, por lo que su estudio permite un acercamiento al universo cultural de una sociedad endeterminada época. En este trabajo, realizamos un recorrido por dos semanarios populares –El Hogary Para ti– y dos publicaciones prestigiosas –Sur e Imago Mundi–y recopilamos, sistematizamos y analizamos aquellas zonas textuales en las que se hace referencia explícita tanto al psicoanálisis como a su fundador. Entre los resultados alcanzados, hallamos, en primer lugar, cierta correlación entre la aparición del término psicoanálisis y los períodos democráticos. En segundo lugar, evidenciamos un estrecho vínculo entre el psicoanálisis, la psicología aplicada y el peronismo. Como resultado del empuje que la psicología aplicada tiene durante el gobierno de Perón, advertimos que el psicoanálisis se filtra endiversos artículos. Observamos, por otra parte, la mención a la presencia de nociones psicoanalíticas enel lenguaje cotidiano y, finalmente, encontramos tres modalidades bajo las que el objeto psicoanálisis se construye: como un saber “maldito”, como un saber sobre el inconsciente y como un saber “revolucionario”. Estas tres modalidades pueden ubicarse en tres momentos de la década. Mientras que la primera predomina en los primeros años, la segunda asoma a partir de 1953 aproximadamente y la tercera se fortalece durante el último tiempo.
On certain lattices of varieties of completely regular semigroups
Authors: Petrich Mario 
Published: April 2018

The class CR of completely regular semigroups considered as algebras with binary multiplication and unary operation of inversion forms a variety. Kernel, trace, local and core relations, denoted by K, T, L and C, respectively, are quite useful in studying the structure of the lattice L(CR) of subvarieties of CR. They are equivalence relations whose classes are intervals. Their ends are used for defining operators on L(CR).
Starting with a few band varieties, we repeatedly apply operators induced by upper ends of classes of these relations and characterize corresponding classes up to certain variety low in the lattice L(CR). We consider only varieties whose origin are “central” band varieties, that is those in the middle column of the lattice L(B) of band varieties. Several diagrams represent the (semi)lattices studied.
NEUTRAL AND CATIONIC TITANIUM-DOPED SILICON CLUSTERS: GROWTH MECHANISM AND STABILIT
Authors: Tuyet Nguyen Thi Ngoc 
Published: April 2018

We report ab-initio study on neutral and cationic titanium-doped silicon clusters TiSin0/+ (n = 1-10). The growth patterns for both neutral and charged clusters are revealed. The neutral TiSin clusters follow a consistent rule of addition: the larger TiSin cluster is built up by adding a Si atom on the smaller TiSin-1 cluster. However, the Ti atom prefers to substitute at a high-coordination position to form the cationic clusters. The neutral TiSin clusters is more stable than the pure Sin+1 clusters while the cationic TiSin+ is less stable than the pure ones. Both neutral and cationic clusters tend to loss Si atom rather than Ti atoms.
Formação de Professores: um Olhar para a Realidade e Possibilidades
Authors: Nascimento Mari Clair Moro , Araujo Adriana de , Munhoz Carla Mancebo Esteves 
Published: April 2018

Este estudo, realizado a partir de pesquisa bibliográfica, tem como objetivo apresentar problemáticas a serem superadas na formação de professores, que atuarão na Educação Básica. Entre as problemáticas apontadas por estudiosos do tema, ressalta-se: a importância de superar as limitações acerca da dicotomia teoria e prática; poucas horas de vivências no estágio; não conhecerem as condições histórico-sociais do processo educacional;) não vivenciarem a interdisciplinaridade e; maneira como tem sido concretizado o processo avaliativo. O olhar se volta para a formação docente por se acreditar que não basta ao professor formador verbalizar a respeito de como precisa ser a atuação docente, mas proporcionar aos futuros professores a vivência de tais práticas, tendo em vista que essas possam ser utilizadas para a ampliação dos conhecimentos dos estudantes da Educação Básica, quando estiverem em suas funções. O texto apresenta também como se encontra a formação do professor formador, aquele que atua na universidade, por ser este o profissional que forma o professor que atua na Educação Básica. Para isso, ressalta-se a importância dos professores formadores proporcionarem práticas pedagógicas, que estejam amparadas na pedagogia participativa, aquela favorecedora à ampliação dos conhecimentos existentes. Palavras-chave: Formação de Professores. Formação Inicial e Continuada. Prática Pedagógica. AbstractThis study carried out from bibliographical research aims at presenting problems to be overcome in teacher´s training who will be working in basic education. Among the problems pointed out by the researchers, the following ones are emphasized: the importance of overcoming the limitations on the theory and practicing dichotomy, few hours’ experience ininternship, not knowing the historical and social conditions of the educational process, not experiencing interdisciplinary and the way the assessment process has been implemented. The gaze turns to the initial teacher´s training, for we believe that is not enough for the trainer teacher to verbalize on how it should be the teaching practice, but provide future teachers the experience of such practices, considering that these could be used for the future knowledge expansion of basic education students when they are in their roles.. The text also provides what the teachers’ trainer background is like, the one who works at the university. For this we emphasize the importance of teacher trainers providing pedagogical practices that are supported by participatory pedagogy, encouraging the existing knowledge extension. Keywords: Teacher’s Training. Initial and Continuing Teacher’s Training. Pedagogical Practice..
Impacto do Ensino para o Desenvolvimento de Habilidades Fonológicas e Morfológicas em Prol da Aprendizagem da Leitura e da Escrita
Authors: Correa Andréia Alves , Barbosa Viviane Do Rocio , Guimarães Sandra Regina Kirchner 
Published: April 2018

O presente artigo visa apresentar o impacto de um programa de ensino voltado para o desenvolvimento de habilidades metafonológicas e metamorfológicas sobre a aprendizagem da leitura e da escrita. Participaram 94 alunos do 1° ano do Ensino Fundamental, distribuídos em três Grupos experimentais - Turma E (programa de ensino para o desenvolvimento da consciência fonológica), Turma D (programa de ensino para o desenvolvimento da consciência morfológica), Turma C (programa de ensino para o desenvolvimento de habilidades metafonológicas e metamorfológicas) - e um grupo de Controle (Turma A). Os estudantes foram submetidos a pré-teste, intervenção e pós-teste. Os resultados obtidos sugerem que a prática pedagógica desenvolvida no primeiro ano do Ensino Fundamental deve ocupar-se do desenvolvimento da consciência fonológica, principalmente, da consciência fonêmica, dada sua importância na aprendizagem do princípio alfabético e, acrescentar a esta prática o ensino explícito de habilidades morfológicas, tendo em vista que os resultados obtidos, neste estudo, sustentam que o ensino explícito de elementos sonoros e elementos mórficos, de forma conjugada, gera efeitos positivos em termos de aprendizagem da leitura e da escrita.Palavras-chave: Consciência Fonológica. Consciência Morfológica. Ensino.AbstractThe present article aims to present the impacts of a teaching program aimed at the development of metaphonological and metamorphological abilities on reading and writing learning. A total of 94 students from the 1th grade of Elementary School, distributed in three experimental Groups - Class E Teaching for the development of phonological awareness), Class D (teaching program for the development of morphological awareness), Class C (teaching program for the development of metaphonological and metamorphological skills) - and a Control Group (Class A). The students were subjected to pre-test, intervention and post-test. The results suggest that the pedagogical practice developed in the first year of elementary school should focus on the development of phonological awareness, mainly phonemic awareness, given its importance in learning the alphabetical principle and add to this practice the explicit teaching of morphological skills , Considering that the results obtained in this study bear that the explicit teaching of sound elements and morphic elements, in combination, generates positive effects in terms of reading and writing skills’ learning.Keywords: Phonological Awareness. Morphological Awareness. Teaching.
Sentimentos Vivenciados Pelo Pedagogo em Suas Interações com os Alunos na Escola
Authors: Bianchini Luciane Guimarães Batistella , Vasconcelos Mario Sergio , Yaegashi Solange Franci Raimundo , Proscencio Patricia Alzira , Arruda Renata Beloni de , Lema Mazzafera Bernadete 
Published: April 2018

O pedagogo vivencia diversos sentimentos ao se relacionar com os alunos na escola. Pesquisadores apontam a importância em se estudar e refletir sobre a afetividade na escola, principalmente, no que diz respeito aos sentidos atribuídos a tais sentimentos, uma vez que poderá influenciar o modo como tais interações se constituem, bem como as percepções que cada pessoa constrói sobre si. Valendo-se destas ideias, problematiza-se para pesquisa: Como os sentimentos são percebidos pelo pedagogo em suas interações com os alunos na escola? A partir da perspectiva de Piaget, a pesquisa caracterizada como qualitativa na modalidade de estudo descritivo-interpretativo, objetivou identificar e analisar as significações dos sentimentos presentes na interação de 80 pedagogos com alunos, de 20 escolas da região de Londrina/PR. O plano para coleta de dados ocorreu em duas etapas: na etapa 1 foi realizada a observação da rotina do pedagogo e na etapa 2, o registro, em um Diário Virtual, de três questões para identificar as significações e os sentimentos do pedagogo em interação com o aluno. Verificou-se que os sentimentos decorrem em ideias que podem influenciar a atuação do pedagogo, seu modo de reflexão sobre o lugar que ocupa na escola, bem como a qualidade de interação para com os alunos.Palavras-chave: Afetividade. Interações. Pedagogo. Aluno. Escola.AbstractThe pedagogue experiences many feelings in his or her relationship with students at school. Researchers point out the importance of studying and reflecting about affectivity at school, mainly with respect to senses related to such feelings, as it may influence the way such interaction is constituted, as well as the perceptions each person makes about themselves. According to these ideas, the research proposes: How feelings are perceived by the pedagogue in his or her interaction with students at school? From Piaget’s perspective, our research, characterized as qualitative in descriptive and interpretative mode, aims to identify and analyze feelings meanings present in the interaction of eighty pedagogues with students of twenty schools from Londrina/PR. The plan for data collection took place in two stages: In stage 1 the pedagogue’s routine was observed and in stage 2, registration, in a Virtual Diary, of three questions to identify the pedagogue’s feelings and meanings in his or her interaction with students. It was verified that feelings come out in ideas that may influence the pedagogue’s performance, his or her reflection about his or her place in school as well as the quality of his or her interaction with students.Keywords: Affectivity. Interaction. Pedagogue. Student. School.