Pavlov's position on the inheritance of acquired characteristics was used to test selected theses of Laudan et al. (1986) concerning scientific change. It was determined that, despite negative experimental findings, Pavlov continued to accept the possibility of the inheritance of acquired habits. This confirms the main thesis I that, once accepted, theories persist despite negative experimental evidence. Pavolv's adherence to the concept of inheritance of acquired characteristics might possibly be explained by his early experiences. Adolescent readings of a (...) popularized version of Darwin's theory, which included the concept of inheritance of acquired characteristics, profoundly influenced Pavlov's subsequent intellectual life. Overwhelmed by the theory, as originally presented, Pavlov was unable to alter his views in light of contrary findings. (shrink)

I argue that the dual-process account of human learning rejected by Mitchell et al. in the target article is informative and predictive with respect to human behaviour in a way that the authors' purely propositional account is not. Experiments that reveal different patterns of results under conditions that favour either associative or rule-based performance are the way forward.

We argue for an example of based on Diamond and Carey's (1986) work on expertise and recognition, which is not made use of in The Origin of Concepts. This mechanism for perceptual learning seems to have all the necessary characteristics in that it is innate, domain-specific (requires stimulus sets possessing a certain structure), and demonstrably affects categorisation in a way that strongly suggests it will influence concept formation as well.

Socio-cultural and political transformations that are taking place in the modern world under the influence of globalization, predetermine the growth of scientific interest in the history and the theory of shaping the group unity.The coverage of various aspects of this problem is found in the works of foreign philosophers (M. Gibernau, S. Huntington, E. Hiddens, B. Yak, et al.), which focus their primary attention on studying the factors, contributing to the emergence of communities in the modern world, while distancing from (...) the development of universal explanatory schemes for the process of forming the collective unity at various stages of the historical development of society.Some Ukrainian researchers (Y. Hrytsak, V. Kravchenko, H. Kasyanov, et al.), who, in contrast to foreign scholars, pay more attention to studying the various aspects of Ukrainian nation-building, are approaching the above problems from a bit different angle of view to solve them. Undoubtedly, the work of these researchers thoroughly and fully covers the history of the formation of the Ukrainian nation, explains the reasons or factors that contributed to its appearance. Meanwhile, they do not have sufficient potential to explain the causes of the cultural fragmentation of modern Ukrainian society, which, in our opinion, has become a logical consequence of the undivided domination in the Ukrainian intellectual discourse of the paradigm of perennialism, within which the cultural identity of the community appears to be a kind of “entity or reality.” Proponents of this position believe that the cultural diversity of nations emerged in the early stages of social development. Within this outlook, Ukrainians, as a mentally and culturally distinct community, have always existed. Of course, their culture has been developing and enriching in the process of historical development and intercultural communication, while its original spiritual and symbolic core remaining unchanged.Despite the fact, that renaissance has a rational grain and can become themethodological basis for very effective national consolidation strategies, one should not ignore its failure to explain the causes of the cultural and civilizational fragmentation of modern Ukrainian society. In our opinion, the solution of this issue requires a comprehensive understanding of the origins, mechanisms and factors, and the formation of a culturally homogeneous Ukrainian cultural space. In view of this, the purpose of our work is to uncover the theoretical preconditions and mechanisms for shaping the cultural identity of Ukrainians in the XIX and early XX centuries. Instead, the task of the work is to highlight the ideological foundations of the growth of scientific interest in folk culture in foreign and Ukrainian intellectual discourse and to reveal their significance in the process of thematizing the modern Ukrainian identity.Methods.The interdisciplinary approach and the principle of unity of the historical and logical have become a methodological basis of scientific research. Methods of historical and philosophical reconstruction, cultural analysis, and extrapolation have been also widely used in the process of research, as well as the fundamental principles of hermeneutics, which have been taken into account.Results. The dominance of the educational enlightenment-cognitive paradigm has contributed to the growth of scientific interest in the cultural identity of peoples, which, according to the prevailing beliefs, has been most clearly preserved in folk poetry and ancient literature. The study of the latter has resulted in the outbreak of ethnographic and linguistic exploration, which facilitated the gradual introduction of the Ukrainian language to literary use, thereby contributing to the thematization of modern Ukrainian identity. (shrink)

The twenty-seven fragments under this number ‘were assembled in the belief that they represented lyric verses in the Aeolic dialect and might contribute something to the text of Sappho or Alcaeus’ . The only feature that is ‘unequivocally Aeolic’ is in fr. 2. 9 the letter following is, or possibly the division is not considered, no doubt rightly). Is this indeed a text in the Aeolic dialect ? There is very little other indication: fr. 4. 3 in fr. 4. 5 (...) would seem decisive if the reading were quite certain. (shrink)

В монографии представлены результаты фундаментального междисциплинарного исследования проблемы смысла жизни, выполненного на стыке общей и управленческой акмеологии, социальной, возрастной, педагогической психологии, психологии управления и труда.

Standard Assessment Tasks are used in the assessment of pupil performance relative to the National Curriculum in England and Wales, assigning pupils to one of 10 levels on various Attainment Targets . This is a criterion‐referenced system, and the conventional reliability measures used in norm‐referenced systems do not apply. This paper discusses the problems involved in aggregating SA T items to give levels, and in measuring the reliability of the outcomes produced. Fitting a simple model to SAT data has allowed (...) reliability measures to be produced which are more relevant to this situation than the single numerical values applied to norm‐referenced tests. (shrink)