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The method of the exercise used in academic teaching

The method of the exercise used in academic teaching

Author(s): Ramona Răduţ-Taciu,Ioana Magdaş,Nicoleta Marţian / Language(s): English / Issue: 7/2009

Das Üben ist eine Lehrmethode. Sie ist Teil der Kategorie der auf praktischer Handlung basierenden Methoden, wo die operative reale Handlung dominiert. Diese Methode impliziert die Automatisierung der didaktischen Handlung durch Festigung und Perfektionierung der Basisoperationen, wodurch die Realisierung einer didaktischen Aufgabe auf vorgeschriebenem und wiederholbarem Niveau erreicht wird. Das Üben ist eine grundlegende Methode in der didaktischen Handlung, da sie zur Festigung der Kenntnisse, zur Bildung von Fertigkeiten, zur Entwicklung der Gedankengänge, bestimmter intelektueller und physischer Fähigkeiten und Leistungen, bestimmter moralischer Qualitäten, zur Entwicklung kreativer Fähigkeiten und auch zur Vermeidung von Vergesslichkeit beiträgt.

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The necessity of French Teaching in education system

Author(s): Daniela Bujdei,Erena-Ana Tanasi / Language(s): English / Issue: 10/2018

In the article named The necessity of French Teaching in education system we propose to approach french studying’s importance in schools. Moreover, french is a precise and melodious language which can translate the most profound undertones of thinking and of human sensivity. It represents the third spoken language on Internet, after English, Germain and Spanish. Also, French is one of the two official languages from the majority of issential institutions such as: United Nations Organisations, European Union, European Council, Unesco and Red Cross. French is efficient, because teacher doesn’t have to stop to promote its wealth, to convey to pupil the entire value and beauty. To the same extent, the educator always encourages the pupil to act in teaching-learning process and constantly involves him in order to the encrease of motivational level for french learning.

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THE NEED FOR LEADER CREATION AMONGST ROMANIAN SCHOOL PRINCIPALS – EDUCATIONAL POLICY ANALYSIS
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THE NEED FOR LEADER CREATION AMONGST ROMANIAN SCHOOL PRINCIPALS – EDUCATIONAL POLICY ANALYSIS

Author(s): Adina-Petronela VECHIU / Language(s): English / Issue: 13/2020

Many theories of leadership and organisational climate gave been formulated over the years. This paper focuses both on transformational and transactional management and on supportive organisational climates. The theory of transformational educational management was developed as a response to the need for reform in educational systems in the 1970s and 1980s. The central convincing argument for educational staff was the assumption that a transformational leader motivates both teachers and students through increasing their consciousness regarding operational objectives and inspiring them to forego personal interest in favour of the organisational ‘greater good’ (Marks and Printy , 2003, p. 375). This strand of theory attributes certain leadership factors to the transformational leader like idealising influence, inspirational motivation, intellectual stimulation and individualising consideration amongst others.The transformational leader came about as a response to the need for schools to be led successfully through innovative reforms. This type of leader underlines and accentuates ideas of change, innovation and the influence teachers have in these processes. On the other hand, transactional leadership is based on promoting a negotiation model which helps reaching a certain motivation level. This level is usually expressed through an accepted amount. Conversely, transformational leadership refers to certain assumed responsibilities and moral principles. Both leadership models aim to improve school environments, ultimately targeting progress through building leadership capacities amongst all those involved in facilitating school activities (apud Nedelcu, 2013).

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The new brave world of race? Interracial adoption and the issue of racial categorization

The new brave world of race? Interracial adoption and the issue of racial categorization

Author(s): Łukasz Albański / Language(s): English / Issue: 37/2017

RESEARCH OBJECTIVE: The main idea of the article about using race as an analytical tool is to demonstrate how race can be a salient factor in how people experience, inhabit the world and consequently family. Interracial adoption is discussed as a phenomenon which borrows from the particular fears and order of a society. THE RESEARCH PROBLEM AND METHODS: the research problem concerns the question of how the concept of racial categorization can be understood in a racially mixed frame of reference relating to the experience of interracial adoption. The article uses the method of critical analyses as well as the analyses of the reference literature. THE PROCESS OF ARGUMENTATION: The first section of the article discusses race as a social construct, the second indicates white as the unmarked category and shows that the rest of racial categories is marked in contrast to whiteness. The third part provides justification for a thesis that in racial categorization, as in other social classifications, one category tends to dominate, usually taken for granted as normative, typical and most desirable. It causes social and parenting problems for the adoptive family. RESEARCH RESULTS: The result of the argumentation is that race is often socially recognized as inherent and inherited quality that is seen to fit an adopted child for a specific social situation. Children are assigned to race categories based on assumptions about descent. Regardless of the fact, the phenomenon of interracial adoption exposes the fragility of conventional meanings of human races. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: the social acceptance of inter-racially adoptive families requires a society which does not define itself on the facts of blood and race allegiances, but on a set of deeply humanistic ideals.

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The Physical Punishment in the Emerging of Children Aggressive Behaviours

Author(s): Eglantina Dervishi,Silva Ibrahimi / Language(s): English / Issue: 2/2019

The focus of the present study is the exploration of factors related to physical parental punishment and the display of aggression among school-age children. The study was conducted in Tirana and Durres with children of seven elementary schools, in a total of 830 children of the group-age 7 to 11 years old. Our aim is to identify the differences between physically punished children and physically non-punished children in the emergence of aggressiveness in general, identification of forms of aggression that exhibit the physically punished children, identification of gender differences in the manifestation of forms of aggression in physically punished children. We used the Direct and Indirect Aggression Scales (Björkqvist, Lagerspetz & Österman, 1992) and four questionnaires were designed to collect information from the child whether the parents were involved in these forms of punishment or not. The results of the study showed that there were differences in the display of aggressiveness among physically punished children and physically non-punished children; there was also a tendency for physically punished children to exhibit a higher level of Direct Aggression. Findings also emerged in terms of gender differences in the appearance of aggressiveness in physically punished children. The conclusions highlight the role played by the physical punitive factor in the emergence of aggressive behaviour in children. In this context, the role of parental patterns and what they transmit to the child should be taken into account by the authoritarian figures that are in daily contact with the child - parents or teachers.

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The prediction of criminal recidivism in male juvenile delinquents

The prediction of criminal recidivism in male juvenile delinquents

Author(s): Miloš Stanković,Nikola Simonović,Jelena Bulatović,Jelena Stojiljković,Marina Hadži Pešić,Milkica Nešić / Language(s): English / Issue: 3/2019

Previous studies have demonstrated a strong association of criminal behavior of juveniledelinquents with delinquents’ personality traits and family interactions. However, little isknown about the extent to which family interactions and personality traits are associated withcriminal recidivism. The present study aimed to examine these relationships, using the Velikihpet plus dva (Big Five Plus Two) – short version (assessing Neuroticism, Extraversion,Openness to experience, Conscientiousness, Aggressiveness, Positive Valence, NegativeValence), The Quality of Family Interaction Scale (Satisfaction with family, Mother andFather Acceptance/Rejection), and official data from criminal records. The study included61 institutionalized delinquents and 64 non-delinquents, 15 to 18 years of age. Neuroticism,Openness to experience, Conscientiousness, Negative valence, acceptance by father andrejection by mother are statistically significant predictors of criminal recidivism in juveniledelinquents. Delinquents showed higher Neuroticism, lower Conscientiousness and acceptanceby mother compared to non-delinquents.

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The Process of Development and Types of Pedagogical Diagnostics

The Process of Development and Types of Pedagogical Diagnostics

Author(s): Andrey Ostapenko / Language(s): Russian / Issue: 4/2014

The author analyzes earlier published article “developmental psychology”, by V. I. Slobodchikov’s, specifying the offered terminology and discussing a correlation of processes of maturing, personality, character formation and transformation. Proposed model is a combination of these processes making development. In terms of this model and the definition of diagnostics offered by V. I. Slobodchikov the author’s typology of pedagogical diagnostics aspects.

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The relationship between self-esteem, aggression and poverty

The relationship between self-esteem, aggression and poverty

Author(s): Gabriela Mikulášková,Matúš Adamkovič / Language(s): English / Issue: 1/2018

Background: The current research literature confirms the link between poverty and psychological characteristics of an individual (Miech, Caspi, Moffitt, Wright, & Silva, 1999). Loix and Pepermans (2009) report criminal behaviour, addiction, low self-esteem, aggression, depression, and suicidal tendencies as subjectively perceived consequences of poverty. Research by Tremblay (2000) and Ezeokana, Obi-Nwos, and Okoye (2014) focused on low-income families has confirmed that long-term poverty is a predictor of physical violence and aggression in children. The relationship between poverty and selected characteristics has been investigated, however, research regarding the moderating effect of poverty on aggression and self-esteem is absent. Research goal: The presented study had two objectives - to verify whether there is a difference between the poor and non-poor people in self-esteem and aggression; and to verify if poverty moderates the relationship between self-esteem and aggression. The study hypothesize that people included in the group of poor will experience lower self-esteem and higher aggression compared to the group of non-poor, and additionally that poverty will moderate the link between self-esteem and aggression. Method: The research sample consisted of 86 employed persons (48 women). The inclusion criteria were as follows: (1) aged between 25 and 59 (M = 33.58 SD = 8.10); and (2) a permanent monthly income. The income was dichotomised, and people with up to 400€ per month were assigned to the group of poor (N = 24). The data was obtained using convenience sampling and the actual collection was conducted in person. Two research tools were used - self-esteem was investigated through the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) and aggression was assessed using the Buss-Perry Aggression Questionnaire (BPAQ; Buss & Perry, 1992). The reliability of the research tools was verified using McDonald's total omega coefficient – RSES: ωTotal = .82; BPAQ: ωTotal = .91. Poverty was examined using 4 response categories: 0 - 198.09€ (sum of the minimum living wage in Slovakia from 2016); 198.09€ - 400€; 400€ - 900€; more than 900€. The test battery also collected basic socio-demographic data. The Independent Samples t-test was employed to examine the differences between the groups of poor and non-poor in regard to self-esteem and aggression, supported by the Bayesian Factor with non-informative prior values (0.707) and sequential analysis. A moderated regression analysis was used to verify the effect of poverty on the relationship of self-esteem and aggression. Results: The Independent Sample t-test found that the poor and non-poor groups did significantly differ in the degree of self-esteem (t(84) = - 3.24, p = .002, Cohen's d = - 0.78, . post-hoc statistic power with α = .05 was 89%), with higher self-esteem achieved by non-poor. No significant differences were found between the groups in relation to aggression (t(84) = 1.20, p = .234, Cohen's d = 0.29, post-hoc statistical power with α = .05 was 22%). The application of moderated regression analysis in a model describing self-esteem as a criterion, aggression as an independent variable and poverty as a moderator was statistically significant (F(3, 28) = 10.43; p < .001; R 2 = .24). Despite a strong correlation between aggression and self-esteem (r = .35), aggression became a non-significant predictor of self-esteem when poverty was included as a moderator (t(82) = 0.42; b = 0.03; p = .672); the poverty itself was a significant predictor (t(82) = 3.28; b = 3.71; p = .002). The interaction between aggression and poverty was not a significant predictor, nevertheless the value was borderline (t(82) = -1.95; b = - 0.14; p = .055). If the person was not poor, self-esteem got lower with increasing aggressiveness (t(82) = - 4.27; b = - 0.11; p <.001). Conclusion: The study confirmed that poverty is a determinant of impaired self-esteem, but based on the available evidence, it is not possible to conclude whether or not poverty affects aggression. Moreover, the effect of poverty on moderating the relationship between self-esteem and aggression was confirmed. The link between aggression and self-esteem was found to be weak in the group of poor people, whereas aggression was shown to be a relatively strong predictor of self-esteem in the group of non-poor people. The limitations of this study are the inclusion criteria for the poor (up to 400€), the sample size and the sampling method.

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The relationship multiple intelligence-learning styles and its implications in the learning process

The relationship multiple intelligence-learning styles and its implications in the learning process

Author(s): Ramona Ştefana Petrovan,Letitia Trif / Language(s): English / Issue: 7/2009

Die gemeinsamen Erfahrungen im Unterricht zeigen, dass sich das Unterrichtswesen durch eine konstante Anpassung an das Verhalten der Schueler wahrend des Lernprozesses bildet und weiterbildet .Indem man die verschiedenartige Schulung als richtige Antwort zu den Interressen , Erwartungen und Beduerfnisse der sich Ausbildenden wahrgenommen wird, bildet die vorliegende Arbeit ihr Fundament, mit der Hilfe der vielfachen Intelligenzen. Warum? Weil,gleichzeitig mit der Erkennung der besser entwickelten Intelligenzen bei den Schuelern, wird die Richtung in welcher die Kurrikula modeliert und adaptiert werden kann bestimmt,fuer jeden Schueler der als einzelartig betrachtet wird, mit verschiedenen psychologischen Altercharakteristiken, aber vor Allem: individuelle psychologische Eigenheiten, ein bestimmtes psychologisches Potential, ein bestimmter Lernstil,verschiedene Faehigkeiten,Interressen, Ausbildungsbeduerfnisse; Verfuegbarkeit und eigene Lernfaehigkeiten; eigene Ansichten, soziale Kompetenzen, usw. Durch die theoretischen , pragmatischen, aktionellen,und operationellen Anhaltspunkte die von Gardners Theorie geliefert wurden, rechtfertigt man eine Realitaet die in Schulen aller Arten gut bekannt ist: die Schueler lernen nicht gleichartig , im selben Rhytmus und ihre Einstellungen waehrend des Lernprozesses koennen sehr verschieden sein.

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The Relationship with the Father and the Emotional Functioning of Women in Adulthood

The Relationship with the Father and the Emotional Functioning of Women in Adulthood

Author(s): Katarzyna D. Szudy,Małgorzata Puchalska-Wasyl / Language(s): English / Issue: 1/2020

Some studies, conducted also in Poland, show that the influence of fathers’ behavior on their daughters extends beyond childhood. For example, fathers’ parental attitudes assessed retrospectively (such as demands, inconsistency, lack of acceptance, and lack of autonomy) are associated with different mental disorders experienced by their adult daughters. The aim of the present study was to determine whether the retrospective evaluation of the relationship with the father explains the emotional functioning of women in early and middle adulthood. The participants were 180 women aged between 20 and 53. We used the Parental Bonding Instrument, the Questionnaire of Retrospective Assessment of Parental Attitudes, and the Trait Personality Inventory. Our findings support a link between the relationship with the father and the emotional functioning of women. In future it would be advisable to broaden the scope of the study by including groups of daughters in adolescence and in late adulthood or women with various problems.

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The role of contact and perceived attitudes of surroundings in children’s acceptance of “different” peers

Author(s): Jelena Maričić,Marko Mihalj / Language(s): English / Issue: 1/2016

This study was conducted with Croatian fourth grade students (N=691) that were divided into two groups. The characters presented in vignettes had some type of stigmatizing feature (e.g., Roma nationality, wheelchair usage, or being overweight) in the experimental group, while these features were left out in the comparison group. The first goal was to examine the impact of each stigmatizing feature on the non-acceptance of the described characters. The second goal was to analyze the relationship between the non-acceptance of the stigmatized character and children’s established contact with people with similar features, as well as the relationship between the afore-mentioned and the perceived attitudes of parents and friends. Roma ethnicity had a significant influence on non-acceptance of the character, while contact was related to an increase in the level of non-acceptance of the Roma character. Negative perceived opinions of friends regarding individuals with stigmatizing features (regardless of the type) were related to a lower level of acceptance of that character.

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The role of interactive didactic methods in the context of contemporary curricular paradigm

The role of interactive didactic methods in the context of contemporary curricular paradigm

Author(s): Cristian Stan,Adriana Denisa Manea / Language(s): English / Issue: 8/2010

The features of the contemporary education space involve the necessity to analyze the place and the role of interactive didactic methods. At the bottom of this reinterpretation process are to be found a series of aspects among whom can be mentioned stereotype according to which modern methods, despite the ones that are considered to be traditional, would be through their very nature and essence able to generate interactivity or the fact that didactic interactivity is mostly approached from the perspective of teacher-students relationship, being ignored its other areas: the student-class relationship, student-information relationship or the student-self relationship.

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THE ROLE OF INTERPERSONAL RELATIONSHIPS AND
COMMUNICATION IN COMPETITION AND CONFLICT

THE ROLE OF INTERPERSONAL RELATIONSHIPS AND COMMUNICATION IN COMPETITION AND CONFLICT

Author(s): Gabriela Militaru / Language(s): English / Issue: 1/2016

The society is made up of individuals and mirrored by the relationsbetween them. The society is not a simple sum of people, but a network ofconnections among them, the resources they use and the results of theseinteractions. The social interaction is based on social exchange. The object of theindividuals’ exchange can be: information, material objects, activities, psychologicalsupport, emotional feelings etc. When people share information or show supportthey are actually communicating. Therefore people need to communicate in ordernot to feel isolated. Transmitting and receiving information makes them know,analyze, make decisions and, especially, feel accepted. The quality of interpersonalcommunication is given by the way individuals are able to code and decode themessages they send and receive. Sometimes, when there’s a misinterpretation of amessage, the natural cooperation between individuals turns into competition. Thecompetition is conducted according to certain rules and competitors must comply.The reason is that the rules justify the respect for certain values which are superiorto the interests of those who compete. But when competition gets rough it caneasily turn into conflict. In this particularly case, using communication can solve theconflict.

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The role of kinetotherapy in recovering the deficiency of the lower limbs - genu varus

Author(s): Gabriela Iuliana CAZAC / Language(s): English / Issue: 10/2018

In view of the increasing tendencies of the last decades of the physical deficiencies, in this paper I want to present the role of the kinetotherapy in reducing the deficiency of the lower limbs genu varus: the efficiency of the physical exercises practiced regularly, the importance of involving the subject in the recovery process and not lastly the results of the therapy. Because it is a painless physical deficiency in the beginning (the potential negative consequences can evolve to osteoarthritis of the knee), varus genus is mainly corrected for the aesthetic aspect. The results are very good especially for preschoolers, adolescents and adults (Eşi, 2014/2013; Posteucă, 2013), maintaining the results obtained is more difficult and requires repeated exercises and positions for a longer period. In achieving the desires for the recovery of the genus varus deficiency, kinetotherapy is the central pawn, because the beneficial effects of physical exercise cannot be achieved by other means.The physiotherapist must evaluate, adapt and systematize the therapeutic techniques and methods themselves, in order of their succession in order to obtain maximum therapeutic effects. From the time advances of kinetotherapy, the primacy of scientific knowledge results, which makes the "servant of this field of science and practice a multidisciplinary specialist, trained in the value system of anatomy and physiology, of the biomechanics of movements, biochemistry and hygiene, of physical education and sport. (Postolache, N., 2007)

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The role of physical therapy treatment in infirmity cerebral motor - type, spastic paraparesis

Author(s): Gabriela Iuliana CAZAC,Simona MURARU / Language(s): English / Issue: 4/2015

In this paper we want to present the role of physiotherapy in the recovery of children with neuro-psycho-motor.Since this pathology is a problem that could not be eliminated despite the tremendous progress made by modern medicine, these children need in addition to applying existing disability-specific methods and acceptance, appreciation, they need to grow and develop.Therefore Robănescu stated that the evolution of a child deficient recoverable or partially recoverable depends largely on the family as it grows and develops. By this statement we want to emphasize that with IMC child development includes not only the use of existing disability-specific methods and integrating the child in an educational environment whether in a schools or at home. Integration into the community is a very important step for children with disabilities because by doing so they call the child a chance to grow and to create a better social future to the detriment deficiencies they have. We think that there should be no restriction for these children to develop and lead a normal life, the contrary would have the skills that they have to be exploited, to be educated in ,, normality’’ (Elena Căciulan, 2011) and help them enjoy the privileges enjoyed a normal child. The harmony of family life, ,, how parents understand that the child must be helped, guided and encouraged always will be the pillars on which to build the education of child with cerebral palsy” (N., 1976). Therefore,we want to check whether the means physical therapy can help in recovering cerebral palsy in children with tiny cerebral motor and if they give beneficial results on maintaining and increasing the amplitude of articulation, reduce spasticity, maintain and / or increase the excitability of muscle, maintaining memory kinesthetic and the movements.

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The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study

Author(s): Małgorzata Rękosiewicz,Łukasz Budzicz / Language(s): English / Issue: 4/2018

The article presents the results of a study on the role of social participation (Reinders) in shaping the identity (Luyckx et al.) of people with mild intellectual disability in late adolescence and emerging adulthood compared to those in intellectual norm (N = 127). Three waves of measurement were carried out at semi-annual intervals, using the Dimensions of Identity Development Scale (DIDS/PL-1) and the Social Participation Questionnaire (SPQ-S). In all the waves people with intellectual disability had a higher level of the moratorium orientation, and at Wave 3 they had a higher level of the transitive orientation. Differences in the levels of identity dimensions were observed in only one wave and only in the case of exploration in depth. The type of social participation has proved to be a factor differentiating the levels of identity dimensions, especially commitment making and identification with commitment, the highest level of which was observed in people with integration and assimilation types. The study responds to the need, expressed in the literature, to focus on specific groups in identity development studies.

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THE ROLE OF THE FAMILY IN THE INTEGRATION OF CHILDREN INTO THE SOCIETY

THE ROLE OF THE FAMILY IN THE INTEGRATION OF CHILDREN INTO THE SOCIETY

Author(s): Maria Pescaru / Language(s): English / Issue: 1/2015

The family constitutes a distinct social reality. The characteristics specific for the family originate from its different function: physiologic, moral, educational, economic or emotional. It can also be added the juridical role, which is not always related to the other functions. Yet, the complexity of the family life overpasses all these aspects, reaching different levels of social development. If the moral role is, as well, fulfilled (love, affection, understanding and mutual respect), we can talk about a strong family, emotionally connected, which is translated into the reciprocal satisfaction of the two partners’ needs and aspirations. This family generates a favourable climate, in which the children can be brought up and educated. For these reasons, the family is a special form of the human community, permanently related to the social reality, which cannot be separated from the numerous phenomena and processes that characterise the society at some point.

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The role of the parental disciple in the development of the child

Author(s): Iuliana BIȚICĂ,Ancuța Morari / Language(s): English / Issue: 10/2018

The present paper follows some aspects such as: the importance of the relationship between parent and child, the communication between parent and child, as well as the role of discipline in developing the child's behavior. The parent is the main factor that helps in the formation and development of the child's personality, so that the parent must be present at all the stages that a child goes through. The relationship between the child and the parent is very important and must be based on trust, cooperation and respect and the parent is responsible for how he / she manages certain conflicts that may arise, how to solve certain situations and the penalties he / she will choose to sanction the mistakes of the child. Also, the child must see the parent as the best friend, confess with anything and seek advice in any problem and in turn, the parent must give unconditional support to the child.At the same time, emphasis will be placed on certain ways of disciplining children, on the causes that can lead to conflicts between parents and children, as well as on the monitoring, punishments or rewards used by parents in the process of educating children. In order to achieve positive results, each parent adopts a certain style that he or she considers appropriate for raising and disciplining his or her child.

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THE SECRET OF GENIALITY (IV)

Author(s): Robert DJIDJIAN / Language(s): English / Issue: 1/2020

We continue to publish, in a series, the book THE SECRET OF GENIALITY (Yerevan, Armenia,Noyan Tapan Printing House, 2002) by our colleague Robert Djidjian, not only because we all must know the philosophical research and creation (in our domain of epistemology and philosophy of science and technology) from a wider geographic area than that provided by the established fashion in virtue of both extra-scientific reasons and a yet obsolete manner to communicate and value the research; but also because the book as such is living, challenging and very instructive.The title of the book is suggestive enough to make us to focus on an old problem: the dialectic of the insight, of the discovery –its psychology moving between flashes of intuitions and knowledge stored in memory– and its logic of composition of knowledge from hypotheses to their demonstration and verification. The realm of science is most conducive to the understanding of this dialectic and the constitution of the ideas which are theproofs of what is the most certain for humans: the “world 3”, as Popper called the kingdom of human results of their intellection, and though transient and perishable in both their uniqueness and cosmic fate, the only certain proof of the reason to be of homo sapiens in the frame of multiversal existence. Therefore, the power to create is the secret of the human geniality, and how to create science is a main part of this secret.

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The Usage of Diminutives by Children in Polish as the Example of Imitating Mother’s Speech

The Usage of Diminutives by Children in Polish as the Example of Imitating Mother’s Speech

Author(s): Paulina Biały / Language(s): English / Issue: 2/2019

The aim of this paper is a review of most common situations in which children use diminutive formsin Polish, excluding the reference to the smallness of an object being pointed at, illustrated with the examples of the usage of diminutives, collected by the author of this paper. The examples are taken from everyday conversations of children aged 2-10. It is claimed that children imitate adult speech and borrow certain features, such as the usage of diminutive forms, as they shape their language mainly following the example of relatives. As the review shows, children use diminutives in various contexts, from establishing emotional contact with other children or their toys, familiarizing themselves with the reality and everyday life, or diminishing their fault to even flattering or buttering up the hearer. Artykuł stanowi przegląd najbardziej powszechnych kontekstów użycia w języku polskim zdrobnień przez małe dzieci, z wyłączeniem odniesień związanych z małym rozmiarem danego przedmiotu. Ilustrowany jest przykładami użycia tych form, zebranymi przez autorkę artykułu, a zaczerpniętymi z codziennych rozmów dzieci w wieku od dwóch do dziesięciu lat. Uważa się, że dzieci imitują mowę dorosłych oraz zapożyczają od nich pewne cechy, kształtując w ten sposób swój własny język. Przegląd pokazuje, iż dzieci używają zdrobnień w różnorodnych kontekstach, począwszy od nawiązywania kontaktu emocjonalnego z innymi dziećmi czy swoimi zabawkami, oswajania się z otaczającą ich rzeczywistością i życiem codziennym, czy też umniejszania swoich przewinień, aż do schlebiania swojemu rozmówcy.

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