Creative Tasks Research Articles

THE POSITION ROLE OF THE EPIC POEM IN AZERBAIJANI LITERATURE

The replacement of the cult of nature as a result of historical conditions and development actually brought up interest and attention to real events in the epic mind, achieving the expression of the happening events and human relations along the dynamic plot line as a necessary creative task prompted the writers to think in this direction. The periods of formation, development and creativity of the epic poem as a whole are systematically involved in the study, while the existing ideas and conclusions formed around the epic poem are summarized and considered from a principled point of view, conclusions are reached that do not lose their significance even today.

Narcissism Mediates the Relationship Between Helicopter Parenting and Divergent Creativity, but Not Convergent Creativity

ABSTRACT This study contrasts the relationship between helicopter parenting, narcissistic traits, and divergent creativity to the relationship between helicopter parenting, narcissistic traits, and convergent creativity in college students. In this study, 113 college students from 19 to 27 years of age completed surveys measuring helicopter parenting, narcissism, and creativity tasks. Both increased levels of student-reported helicopter parenting and increased levels of narcissism predicted decreased divergent and convergent creativity scores. While the relationship between helicopter parenting and divergent creativity was fully mediated by increased narcissism, helicopter parenting and narcissism independently contributed to differences in convergent creativity. Results suggest that helicopter parenting behaviors may impact different aspects of the creative process, but all in negative ways.

The role of alpha oscillations in free- and goal-directed semantic associations.

Alpha oscillations are known to play a central role in several higher-order cognitive functions, especially selective attention, working memory, semantic memory, and creative thinking. Nonetheless, we still know very little about the role of alpha in the generation of more remote semantic associations, which is key to creative and semantic cognition. Furthermore, it remains unclear how these oscillations are shaped by the intention to "be creative," which is the case in most creativity tasks. We aimed to address these gaps in two experiments. In Experiment 1, we compared alpha oscillatory activity (using a method which distinguishes genuine oscillatory activity from transient events) during the generation of free associations which were more vs. less distant from a given concept. In Experiment 2, we replicated these findings and also compared alpha oscillatory activity when people were generating free associations versus associations with the instruction to be creative (i.e. goal-directed). We found that alpha was consistently higher during the generation of more distant semantic associations, in both experiments. This effect was widespread, involving areas in both left and right hemispheres. Importantly, the instruction to be creative seems to increase alpha phase synchronisation from left to right temporal brain areas, suggesting that intention to be creative changed the flux of information in the brain, likely reflecting an increase in top-down control of semantic search processes. We conclude that goal-directed generation of remote associations relies on top-down mechanisms compared to when associations are freely generated.

A task-based approach to inequality

Abstract This article reviews recent work on how automation and task displacement have contributed to labour share declines and inequality in the US labour market. We summarize the basic building blocks of a task-based framework in which a set of tasks is allocated between capital, skilled labour and unskilled labour. Automation, which corresponds to the use of new technologies expanding the set of tasks that can be performed by capital, always reduces the labour share in value added and may depress overall wages and employment. The negative effects of automation on labour share and its potentially adverse consequences for labour demand can be counterbalanced by the creation of new labour-intensive tasks, which can reinstate labour into the production process. We also show that when automation displaces unskilled labour from the tasks in which they used to specialize (which has been its modal impact so far), it increases the demand for skills and inequality. New tasks may or may not limit the increase in the demand for skills depending on whether they are mostly targeted at skilled workers. We then provide a range of evidence supporting the basic predictions and implications of this framework. Most importantly, the decline in the share of labour in national income and the increase in the demand for skills appear to be related to an acceleration in the pace of automation and a deceleration in technological changes complementing humans during the last 30 years. We end with a discussion of the potential bias towards automation in the development and adoption of digital technologies, and how this will affect the nature of work in the face of recent advances in artificial intelligence.

MOTOR IMAGERY SIGNAL CLASSIFICATION FOR BRAIN–COMPUTER INTERFACE USING RideNN WITH HOLO-ENTROPY FEATURES

The brain–computer interface (BCI) database’s motor assessment depends heavily on the motor imagery (MI) signal classification. By examining the multiple patterns of different creative tasks in the electroencephalogram (EEG) signals, the intention of humans is translated into computer-based commands in the MI-based signals of BCI data. Nevertheless, low accuracy and efficiency are issues with MI–EEG signals’ classification because of the low signal-to-noise ratio, huge individual differences, overall volatility, and complexity in the signal. To overcome these problems, this research proposes a rider optimization algorithm-based neural network (ROA-based NN) to classify the MI signals effectively. Pre-processing is done after collecting the dataset of raw EEG signals. The suitable electrodes, such as C3, C4, and Cz, are subsequently chosen from the MI signals. Using the holo-entropy-based WPD feature extractor, tunable Q-factor wavelet transform (T-QWT), and common spatial patterns in the model, the pertinent features are extracted from the chosen electrodes. The developed holo-entropy-based WPD feature examines the electrode structure’s association. As a result, the most diverse signals are removed from the chosen electrodes before being input into the proposed RideNN classifier, where the proposed ride optimization algorithm optimizes classification performance and correctly predicts and classes the output from the MI signals that have been analyzed. The developed RideNN classifier recognizes the patterns more accurately processes more data and tackles the noise and incomplete data effectively. Utilizing the parameters of accuracy, sensitivity, and specificity, the results are evaluated. The PROA-based RideNN and the combined features obtain the maximum accuracy of 92.24%, sensitivity of 92.26%, and specificity of 92.14% for the BCI competition-IV 2a database. The qPROA-based RideNN and the combined features obtain the maximum accuracy of 92.11%, sensitivity of 91.98%, and specificity of 92.35% for the BCI competition-IV 2b database.

Creativity and artificial intelligence: A study with prospective teachers

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

Examination of Grade 7 Ratio Concept Tasks Designed by ChatGPT Based on Cognitive Demand Levels

The process that enables students to achieve objectives while performing mathematical tasks is defined as an activity. The task creation process is a lengthy and challenging journey involving many complex stages. Artificial intelligence technologies can facilitate this process. For instance, ChatGPT can assist teachers on various issues and help them create tasks. This study aimed to evaluate the tasks prepared for the Grade 7 ratio concept using ChatGPT, focusing on cognitive demand levels. It employed a case study design to examine the cognitive demand levels of tasks created with ChatGPT 3.5 and ChatGPT 4, identifying any potential deficiencies. The content analysis was performed to analyze the data. It was concluded that the created tasks could be used with necessary improvements, allowing teachers to enrich their course content while saving time and energy.

Toward Effective AI Support for Developers

The journey of integrating AI into the daily lives of software engineers is not without its challenges. Yet, it promises a transformative shift in how developers can translate their creative visions into tangible solutions. As we have seen, AI tools such as GitHub Copilot are already reshaping the code-writing experience, enabling developers to be more productive and to spend more time on creative and complex tasks. The skepticism around AI, from concerns about job security to its real-world efficacy, underscores the need for a balanced approach that prioritizes transparency, education, and ethical considerations. With these efforts, AI has the potential not only to alleviate the burdens of mundane tasks, but also to unlock new horizons of innovation and growth.

PECULIARITIES OF SUBTITLED TRANSLATION OF DOCUMENTARY FILMS BASED ON THE EXAMPLE OF ANCIENT EGYPT EXPLAINED IN 12 MINUTES

High-quality translation from a foreign language plays a key role in the commercial and creative success of any film. Due to the growing need for this type of translation, highlighting the specifics of documentary film translation will be useful for novice documentary translators and professionals interested in various types of translation. Background. Documentary is a widespread and one of the most interesting genres of cinema for people of all ages. Subtitling as a type of audiovisual translation allows viewers not only to get closer to the original story of the event broadcast in another language, but also to hear authentic speech and other elements of the video. Purpose. The purpose of this article is to identify the specifics of the subtitled translation of documentaries and to identify the translation transformations used in the translation of such a film genre. To do this, it is necessary to identify the essence of subtitling; consider the requirements for the compiling subtitling, identify the difficulties that translators may face in the process of subtitled translation; analyze translation transformations in the subtitled translation of documentaries. Materials and methods. The practical material for the study was the short documentary film Ancient Egypt explained in 12 minutes, published on the YouTube video hosting channel Captivating History. To solve the tasks set, both theoretical and practical research methods were used: analysis of literature on translation theory and subtitled translation as a special aspect of audiovisual translation; analysis of translation transformations during subtitled translation of the documentary film Ancient Egypt explained in 12 minutes. Results. The results of the study showed that subtitling is a complex and creative task for a translator. Subtitles for films allow you to create an emotional contact between the reader and the author of the film, to focus his attention on important information and, most importantly, to preserve the authenticity of the documentary material. In the subtitled translation of documentary films, it was revealed that the most common transformations are transliteration, omission, generalization and functional substitution. Practical implications. The results of the research can be used by novice translators and professional translators when translating documentaries.

Творческие задачи человечества в аспекте эсхатологических представлений Н. А. Бердяева и В. В. Зеньковского

The article analyzes the views of Nikolai A. Berdyaev and Vasily V. Zenkovsky on the meaning of creativity and the significance of human activity in the eschatological perspective. The comparison of the thinkers’ views on the “end of history” and the creative tasks of mankind leads the authors to the following conclusion. The philosophers alike argued for the need for a dynamic understanding of the “eschaton”. At the same time, they were supporters of two different “projects” of the future that had long been characteristic of religious consciousness: the Gnostic-Manichean one, which implies the “dematerialization” of the world, and the Christian one, based on ideas of the “rematerialization” of the world. It is claimed that both philosophical positions, despite significant differences between them, converge in the assertion of the crisis of modern culture. However, while Berdyaev sees the cause of this crisis in the subordination of a person’s spiritual creativity to the products of the cultural activity, which is objectified, Zenkovsky sees it in the separation of a secularizing culture from its Christian foundation.

MuBaBaO: Bridging the Gap between Human and Artificial Intelligence

This paper explores the applications of MuBaBaO Creative Thinking Blocks as an educational tool in the artificial intelligence-driven era. The multidimensional MuBaBaO method diverges from traditional learning methods and emphasizes fostering critical thinking, effective communication, creativity, spatial and emotional intelligence through non-linear pedagogy. By engaging participants in creative and problem-solving tasks using wooden blocks, this dynamic exploratory approach enhances cognitive abilities and prepares students to thrive alongside AI advancements. The paper highlights the importance of developing distinctive human qualities and skills, such as adaptability, imagination, and innovative thinking, to complement the technical knowledge required in a technology-dominated landscape.

A case study of lean digital transformation through robotic process automation in healthcare

Under Taiwan's National Health Insurance (NHI) system, it's crucial for all healthcare providers to accurately submit medical expense claims to the National Health Insurance Administration (NHIA) to avoid incorrect deductions. With changes in healthcare policies and adjustments in hospital management strategies, the complexity of claiming rules has resulted in hospitals expending significant manpower and time on the medical expense claims process. Therefore, this study utilizes the Lean Six Sigma DMAIC (Define, Measure, Analyze, Improve, Control) management approach to identify wasteful and non-value-added steps in the process. Simultaneously, it introduces Robotic Process Automation (RPA) tools to replace manual operations. After implementation, the study effectively reduces the process time by 380 min and enhances Process Cycle Efficiency (PCE) from 69.07 to 95.54%. This research validates a real-world case of Lean digital transformation in healthcare institutions. It enables human resources to be allocated to more valuable and creative tasks while assisting hospitals in providing more comprehensive and patient-centric services.

Features of Creative Assignments in Literature Based on Reflective Writing

The article presents problematic aspects of one of the varieties of creative writing tasks in literature – tasks based on reflective writing. The purpose of the article is to identify and substantiate the didactic potential of creative tasks based on reflective writing in the development of reading competencies of middle and senior schoolchildren. Methodology. Content analysis was applied to samples of creative tasks based on reflective writing, and conceptual analysis provided the basis for developing a definition and classification of “creative tasks.” The presented theoretical material and samples of creative tasks will help literature teachers and methodologists in developing the skill of co-creative reading among schoolchildren. Results. Creative tasks based on reflective writing help expand the reader’s horizons and develop the ability of school readers to express their thoughts in writing. Testing the ability to create texts within the framework of reflexive genres does not occur directly in the “creative task”. Reflection is initiated, aimed at a variety of aspects of the existence of literary works that sometimes do not easily attract the attention of the reader: what is creatively productive contact with a literary work and what are the signs of a “real reader”, what are the aspects of interaction between the reader and a literary work in culture and many other problems. Conclusion. Unlike tasks based on creative writing, a creative task based on reflective writing requires literal, precise language, a reasoned solution to the problem, and the use of linguistic means depending on the communicative goal of reflection specified in the creative task. At the same time, the very concept of “writing” places emphasis on the process of writing a reflective text in the first person, which is due to the task of awakening the reader’s analytical activity, following co-creative activity.

Automated Scoring of Figural Tests of Creativity with Computer Vision

ABSTRACTIn this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only (r = .57; .54), 80% and 85% for drawings and titles (r = .59; .65), and 78% and 85% for titles alone (r = .54; .65), across Form A and Form B, respectively. We trained a combined model for both TTCT‐F forms concurrently with fine‐tuned vision transformer models (i.e., BEiT) observing accuracy on images of 83% (r = .64). Study 2 extended these analyses to 11,075 drawings produced for MTCI. With the feature‐based regressors, we found a Pearson correlation with human labels (rs = .80, 78, and .76 for AdaBoost, and XGBoost, respectively). Finally, the vision transformer method demonstrated a correlation of r = .85. In Study 3, we re‐analyzed the TTCT‐F and MTCI data with unsupervised learning methods, which worked better for MTCI than TTCT‐F but still underperformed compared to supervised learning methods. Findings are discussed in terms of research and practical implications featuring Ocsai‐D, a new in‐browser scoring interface.

Creativity and Perception: Unveiling the Role of Cross‐Modal Audiovisual Integration

ABSTRACTMultisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross‐modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross‐model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross‐modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross‐modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality.

SPROUT: an Interactive Authoring Tool for Generating Programming Tutorials with the Visualization of Large Language Models.

The rapid development of large language models (LLMs), such as ChatGPT, has revolutionized the efficiency of creating programming tutorials. LLMs can be instructed with text prompts to generate comprehensive text descriptions for code snippets provided by users. However, the lack of transparency in the end-to-end generation process has hindered the understanding of model behavior and limited user control over the generated results. To tackle this challenge, we introduce a novel approach that breaks down the programming tutorial creation task into actionable steps. By employing the tree-of-thought method, LLMs engage in an exploratory process to generate diverse and faithful programming tutorials. We then present SPROUT, an authoring tool equipped with a series of interactive visualizations that empower users to have greater control and understanding of the programming tutorial creation process. A formal user study demonstrated the effectiveness of SPROUT, showing that our tool assists users to actively participate in the programming tutorial creation process, leading to more reliable and customizable results. By providing users with greater control and understanding, SPROUT enhances the user experience and improves the overall quality of programming tutorial.A free copy of this paper and all supplemental materials are available at https://osf.io/uez2t/?view only = 5102e958802341daa414707646428f86.

Team cognitive diversity and individual creativity: the roles of team intellectual capital and inclusive climate

PurposeThe function of cognitive diversity has not yet been studied to a sufficient degree. To address this gap, the current study aims to answer the questions of how and when team cognitive diversity fosters individual creativity by integrating the intellectual capital view and the inclusion literature.Design/methodology/approachWith a paired and time-lagged sample consisting of 368 members and 46 leaders from Chinese high-tech organizations, a multilevel moderated mediation model was developed to test the hypothesized relationships using structural equation modeling.FindingsTeam cognitive diversity is positively related to individual creativity via team intellectual capital, but this positive indirect effect is obtained only when the inclusive team climate is high.Research limitations/implicationsTeam intellectual capital serves as an alternative mechanism for translating team cognitive diversity into favorable outcomes, and an inclusive team climate plays a pivotal role in harvesting the benefits of team cognitive diversity. Future research could extend our study by adopting a multiwave longitudinal or experimental design, examining the possibility of curvilinearity, considering the changes in patterns over time, and conducting cross-cultural studies.Practical implicationsManagers should take the initiative to assemble a team featuring cognitive diversity when facing creative tasks, and should proactively cultivate an inclusive culture when leading such a team.Originality/valueThis study is among the first to consider the mediating role of team intellectual capital in the cross-level effect of team cognitive diversity on individual creativity and to examine the boundary role of an inclusive team climate with respect to this indirect effect.

Self‐Regulation Prompts Improve Creative Performance

ABSTRACTWhile people approach creative actions in diverse ways, navigating them effectively requires self‐regulatory effort. In this preregistered experiment, we examined whether simple self‐regulation prompts, provided across the stages of the creative process, make the outcomes more creative. Participants (N = 332) engaged in one of three creativity tasks—designing a logo, writing a short story, or preparing a greeting card—and documented their ongoing progress with photos. During the task, half of the participants received prompts tailored to their task progress, encouraging the employment of various self‐regulatory mechanisms (e.g., uncertainty acceptance, adjusting approach). Consistent with our predictions, promoting a strategic approach throughout the task led participants to develop more creative products than those in the no‐prompt condition. Moreover, we demonstrated two indirect paths behind the prompts' effectiveness: first, via enhancing positive active emotions, and second, through fostering a greater time commitment to the task. On a theoretical level, the proposed prompting approach highlights the advantages of self‐regulatory engagement during creative actions beyond solely idea generation strategies. Methodologically, our study underscores the simplicity of such interventions and their potential broad applicability.

Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants.

A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Self-efficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

W. SHAKESPEARE’S “HAMLET” IN CONTEXT OF E. LEVINAS’S PHILOSOPHICAL CONCEPT OF MAN: DISCOVERING ‘THE OTHER’ AS A MEANINGFUL SUBTEXT OF THE TRAGEDY

The article concentrates on the study of the relationship between literary-artistic and philosophical discourses in the process of verbalizing universal cultural meanings of existence and building a holistic concept of man as an uppermost task of creation and re-creation (interpretation) of a literary work through the example of W. Shakespeare’s tragedy “Hamlet”. The article aims to interpret W. Shakespeare’s tragedy “Hamlet” in the context of ideas of the French thinker E. Levinas, one of the founders of the philosophy of dialogue. The tasks of the study are to characterize the significance of the dialogical vision of personality for the contemporary interpretation of the classics of world literature, to reveal the importance of dialogue between artistic and philosophical discourses while cognizing the human being in his interaction with the world and to consider the system of images in W. Shakespeare’s tragedy “Hamlet” with regard to the philosophy of the Other, developed in E. Levinas’s works “Time and the Other” and “Humanism of the Other”. The main research methods include culture-historical and hermeneutic methods applied in addition to the fundamental ideas of the philosophy of dialogue. The article deals with the tragedy “Hamlet” by W. Shakespeare as a prototext for E. Levinas’s philosophical work “Time and the Other”. Shakespearean reminiscences are characterized as important in terms of the development of the Levinasian concept of man. According to Levinas, the essence of the person is revealed in the dialogical interaction with the Other, which allows one to go beyond the present as captivity, discover the connections with the future in which the subject no longer exists, and achieve the eventful fullness of being, which leads to harmony and opens the way to the transcendental subject and eternity. The system of images in W. Shakespeare’s tragedy “Hamlet” allows one to associate the title character with different variants of the Other, which become significant for him as he fulfils the Ghost’s will. The unfolding of the action can be interpreted as such that it features the establishment of dialogical interaction between the father and the son in its meaningful subtext. At the level of events, the achieved interaction is seen as the fullness of the characters’ personal existence (above all, that of Hamlet and the Ghost), which manifests itself in overcoming the boundary between life and death, restoring the normal course of history and asserting the necessity for the superiority of good over evil. Horatio, the actor (i.e. the First Player), and jester Yorick (an offstage character in the prince’s memories), each of whom represents the conditions necessary for genuine dialogical interaction (belonging to a tradition, empathy, carnival freedom and, therefore, the familiarity of contact with another person), become significant variants of the Other to Hamlet, metonymically equivalent to his father the king.