Evaluative Judgments Research Articles

Modernization of national judicial systems in the context of international legal standards

It is indicated that the foreign experience of modernizing national judicial systems by implementing international standards into constitutional laws to implement the provisions of the European Charter on the Status of Judges of 1998 (hereinafter the European Charter) is important, where it is determined that «in every European state, the basic principles of the conduct of judges are laid down in internal regulations at the highest level, and the main provisions at least at the legislative level.» Attention is drawn to the need for the implementation of this standard confirmed in another international document, namely: in the Explanatory Note to the European Charter on the Status of Judges dated July 10, 1998, which reads: «The basic principles on which the law on the status of judges is based, which defines guarantees of competence, independence and impartiality of judges and courts should be adopted in normative acts at the highest level, that is, in the Constitution, in the case of European states, which created such a basic text full of difficulties and inaccuracies. The author comments on the above provisions. Firstly, in the European Charter and the Explanatory Note, which has the status of a Model Code, in an imperative form (such phrases as: «in every European state», «must be adopted») are used, it is determined that the international standard must be implemented in regulatory acts at the highest level, i.e. in the Constitution. Secondly, this standard must be defined «in every European state», that is, no European state can evade the implementation of the standard or ignore it. But, the question arises: are we talking about all the countries of Europe (geographical approach) or only the states of the Council of Europe or the European Union or the signatory states of the European Charter (institutional approach)? Thirdly, the Explanatory Note recognizes the fact that the main text of the European Charter is full of difficulties and inaccuracies, that is, the balance and clarity of the legal wording could be better. And where are the guarantees that the text of the Explanatory Note (Model Law) also does not contain inaccuracies or ambiguities? It is noted that, in general, the texts of each international document «suffer» from ambiguities and inaccuracies, and over time require partial additions or complete revision. In the opinion of the author, providing evaluation judgments in an international document about another document is incorrect and unnecessary. In fact, these claims should be addressed not to the document itself, but to those who drafted, accepted and signed it.

Students’ Perceptions of Evaluative Judgement in Technology-Mediated Dialogic Peer Feedback

Students’ Perceptions of Evaluative Judgement in Technology-Mediated Dialogic Peer Feedback

Enhancing feedback capabilities with the peer feedback module

Feedback has a powerful impact on student learning (Hattie & Timperley, 2007). Although it has now become an essential component of higher education courses, learning how to receive and provide feedback can be difficult, as evidenced by dissatisfaction in student surveys on a global scale (e.g., MacKay et al., 2019). Carless and Boud (2018) argue that for feedback to be effective, students need to develop their feedback-related capabilities. To enhance student feedback capabilities, feedback should be viewed as a complex process that has the potential to enhance learning and which emphasizes student agency (Niemienen et al., 2021). Peer feedback offers a range of opportunities for promoting student agency, where students practice constructing, delivering, and receiving feedback (Nicol et al., 2014). In the shift to hybrid and digital learning contexts, such opportunities are frequently mediated by technology, which may require different or additional capabilities to traditional teacher-led feedback practices. A small body of work from the peer feedback literature has focused on what specific capabilities students need during the feedback process. For example, Han and Xu (2020) argue that the literacy needed for peer feedback includes cognitive readiness (making judgements and taking action) and social-affective readiness (appreciating feedback and managing affect). To expand on this, peer feedback has been conceptualized as entailing a cognitive aspect (knowing what to critique in the work), a critical thinking aspect (such as judging work), and a socio-emotional aspect (considering emotions and the social climate) (Cheng et al., 2023). With the understanding that feedback literacy can be developed over time (Malecka et al., 2022) and a recent focus on developing interventions to improve feedback skills (see Little et al., 2024), this poster presentation details the creation and development of a feedback literacy intervention which contains an online module to develop peer feedback skills. To participate in the intervention, students are required to reflect on their feedback literacy levels using a recently developed feedback literacy behaviour scale (FLBS) (Dawson et al., 2023). Following this, participants engage in a student-led, self-paced online module nested within the University’s learning management system. Each sub-module targets different peer feedback capabilities which have been categorized into five dimensions, including domain knowledge, using evaluative judgement, crafting and delivering the feedback message, managing the socio-emotional environment, and using motivation. After participation in the online module, students complete an organic and pre-existing peer feedback activity before assessing their feedback literacy levels once more through the FLBS (Dawson et al., 2023). A smaller sample of students are involved in focus groups, where insights into how the module has the potential to influence feedback capabilities are discussed. Participants also bring along student work to highlight how their feedback capabilities have been used. Through this intervention, learners may develop better feedback practices (including general feedback literacy). Crucially, they may also learn how to provide effective and helpful feedback information to their peers, which is one of the key requirements for moving beyond university and into the workforce.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

A new solution to an age-old problem

Feedback is an essential component of good teaching that can help students to understand how they can improve their performance (Sadler, 2009). However, feedback often reaches students too late in their learning process to make such guidance actionable, failing to promote dialogue between students and teachers. Historically, and according to a long study in Australian universities spanning over two decades, feedback has been an area of low student satisfaction (Baik et al.,2015). According to a major national poll in the UK, student discontent with feedback is a major concern for most UK higher education institutions (Deeley et al. 2019). Similarly, in the UK, Murphy and Cornell (2019) and Evans (2013) found a misalliance between what students expect and what is provided in feedback. In this study, I explore the effect of an innovative synchronous approach to delivering students’ timely, actionable feedback called ‘FastFeedback Questions’ (FFQs) (Elnashar, 2018). FFQs are a formative feedback tool that places focus questions within each PowerPoint slide, which are projected but not in slide show mode, so students can see the questions beside the content. Students receive a version of the slides without answers before the lecture. During the lecture, the instructor engages students interactively with the questions, verifying answers in real-time on the slides. Through a structured, guided process, students engage in critical reflection on the knowledge and skills they have acquired. They are encouraged to assess the quality of their current understanding of the material introduced in lectures and are shown how their progress aligns with expectations. By identifying gaps between their present state and where they need to be, students are supported in developing their evaluative judgment, equipping them for future learning opportunities. (Tai et al. 2018). Integrated Systems Anatomy and Physiology (ISAP) is a complex subject delivered across a large, multi-campus, number of students (n) = 650, where students must comprehend and remember concepts and techniques within a mass of detailed content (Hattie, 2012). FFQS were used in ISAP after modification to suit this cognitive recall unit where a slide of information was followed by a slide of focus questions. This study used a cross-sectional survey design (Creswell, 2019) to understand whether the FFQ method is effective in an online lecture. Measures include pre and post student satisfaction data (from the university-wide standard survey; questions relating to feedback), pre and post exam scores, a student questionnaire (n = 79) with supplementary three focus groups. Ethical approval for the study was granted by the participating University’s HREC. Findings indicate that the students were more engaged and motivated to answer the FFQs. Furthermore, FFQs increased the student final exam mark by 10% on average. From the questionnaires, students reported that the FFQs assisted their understanding, and motivation to reflect on learning. From the focus group, students reported that FFQs increased their self-confidence when their responses to the FFQs were correct, and they recommended FFQs be used in other units. Future studies on FFQs in additional units are planned over several years to understand if they are relevant to other STEM content, and to explore if FFQs produce similar outcomes.

Supporting students to develop artificial intelligence literacy

This panel explores strategies for supporting students in developing artificial intelligence (AI) literacy within higher education. The aim is to address the gap between technology-enabled learning and teaching activities and student adoption. Research highlights fundamental differences in how students learn and their learning conditions, impacting their ability to effectively incorporate digital technologies. The evolving definition of AI literacy emphasises awareness, ability, and social impact. Panelists include Associate Professor Jason Lodge (The University of Queensland), Professor Margaret Bearman (Deakin University), Associate Professor Tim Fawns (Monash University), and Dr Paula de Barba (Monash University). Topics covered include evaluative judgment, the dynamic nature of AI literacy, and self-regulated learning. The panel format includes presentations and audience-driven discussions, emphasising the need to balance students’ capabilities with their learning environment.

Exploring the Impact of Student-Elicited Video Feedback on Evaluative Judgement

Students are active players in feedback processes, often seeking and eliciting feedback information to understand expected quality standards regarding their assignments. While student-elicited feedback can benefit learning, little is known about its impact on students' evaluative judgement and how best to leverage it. Hence, this paper examines two technology-mediated feedback encounters elicited by a student through videos sent to her teachers in a blended unit of a postgraduate education course at an Australian university. The student sought feedback information to understand whether her project proposal met the task requirements. Results showed that those two feedback encounters were productive, suggesting that these interactions iteratively refined her focus and calibrated her understanding of the quality standards of the assignment. By exploring the conditions that enabled the student to elicit feedback encounters, we identified that strategies used in the context of the unit, like earlier opportunities for feedback, timeliness of feedback comments and use of video feedback to provide clear, detailed, and supportive information could potentially enable productive feedback encounters. Additionally, our findings suggest that a relational perspective of feedback is equally important to build a trusting and supportive environment that encourages students to elicit feedback encounters.

ChatGPT: a force for good? Using the I.D.E.As framework to ’develop and empower’ students

Generative artificial intelligence (GenAI) tools (for example, ChatGPT) are a specific application of artificial intelligence which generate novel content in response to questions or instructions. Their use in education has generated diverse responses. Critics express concerns that they might discourage students from engaging in independent analysis, evaluation and problem-solving, and hinder the development of critical thinking skills (Farrokhnia et al., 2023). Another concern is the potential effect on the development of meaningful student-teacher and peer-to-peer interactions, important in fostering student belonging, and developing communication and social-emotional skills. Conversely, supporters see these tools as valuable resources providing instant access to tailored information, facilitating personalised learning experiences and promoting student engagement. They argue that rather than undermining higher-order skills like critical thinking and evaluative judgment, GenAI tools can enhance their development. Some propose they may even help address the ‘awarding gap’ (Fido and Wallace, 2023), with students using such tools as a ‘dialogic tutor’, to personalise learning and so develop their knowledge and understanding (Compton, 2023a). The presentation introduced the ‘I.D.E.As framework’ (Hack, 2023), a resource developed to help structure thinking and curate ideas regarding using GenAI tools in learning and teaching. The session explored ways in which GenAI tools may be used as a ‘force for good’, to enhance the student learning experience and support their individual learning development. Resources to ‘develop and empower’ students as independent learners were shared, providing an opportunity for attendees to reflect on how/whether they might be incorporated into their own learning and teaching contexts.

Evaluation of focused antenatal care services quality at University of Gondar Comprehensive Specialized Hospital, Central Gondar zone, Northwest Ethiopia.

Antenatal care is the care that women receive during their pregnancy to ensure the health of the mother and her baby. The provision of information on birth preparedness in Ethiopia is still low, which implies identification of pre-existing health conditions that may affect the outcome of pregnancies was not provided. Even if the Focused Antenatal Care service was provided in our setup, maternal death was still high. In addition, as far as our search, the quality of antenatal care service in this facility has not yet been evaluated. As a result, the purpose of this study was to assess the quality of focused antenatal care services at the University of Gondar Comprehensive Specialized Hospital, Northwest Ethiopia. A mixed method case study evaluation design was employed at the University of Gondar Comprehensive Specialized Hospital from February 29 to March 29, 2020. Quantitative data was collected through exit interviews of 411 mothers who attended antenatal care follow-up and review of 422 clients' cards 2 months prior to the study period. Similarly, 35 items of resources inventory, 10 direct observations, and 12 key informant interviews were conducted. The data were entered into Epi-Data version 4.6 and exported to SPSS version 25 and it was analysed with the Evaluation judgment matrix analysis method. Qualitative data were transcribed, translated and analysed by using thematic analysis. The evaluation focused on availability, compliance, and satisfaction dimensions with 25 indicators to judge the quality of antenatal care services. The overall quality of focused antenatal care services was judged as good, based on pre-set judgment criteria (76.7%), to which availability of resources, healthcare provider's compliance with the national guideline, and maternal satisfaction contributed, 73.3, 77.75, and 78.8%, respectively. Auditory and visual privacy were practiced which enhances patient confidentiality and personal dignity. The waiting area was perceived to be satisfactory by the majority (89%) of ANC clients, but there is no separate waiting area for ANC clients. Ten (10) client/provider interactions were observed, demonstrating that all clients were counseled about pregnancy danger signs. The overall focused antenatal care services quality was relatively good, although the availability of resources was fair. Some essential drugs and medical equipment were out of stock. Therefore, the hospital had better fulfill crucial medicines and equipment for better service quality.

Harnessing the potential of exemplars to facilitate learning: insights from translation training

Exemplars are key examples chosen to represent designated levels of competence or quality. This study attempts to explore the use of exemplars in a Chinese-English translation teaching context. It involved the teacher-researcher using three exemplars of different quality to help 31 third-year translation majors evaluate their own translation and generate internal feedback. Drawing on multiple sources of data, including student self-assessment, reflective journal writings, and questionnaire responses, we have found that mediated exemplar use could help students make more accurate evaluative judgement of their own translation work and generate internal feedback at various levels (task, discipline, meta-cognitive, and affective). The significance of this research lies in illustrating the potential of exemplar use in facilitating learning, and offering pedagogical implications for productive exemplar-based practice in higher education contexts.

The Effects of Rubrics and Exemplars as Self-regulated Learning Tools on Students’ Development of Evaluative Judgement of Intercultural Competence: An Exploratory Study

This study aimed to explore the effects of a pedagogical intervention involving the combined application of rubrics and exemplars, as Self-Regulated Learning (SRL) support tools, on student’s development of the Evaluative Judgement (EJ) of Intercultural Competence (IC). A group of students from the General Required Courses department of a Saudi college participated in a quasi-experimental study involving the administration of an English writing module as part of an intensive English course. Coursework was designed based on Byram’s multidimensional IC model, guided by Liddicoat’s pathway model for IC development, framed within Panadero & Broadbent’s EJ framework, and mapped on Zimmerman’s Self-Reflection Phase (SRP) of the self-regulatory process. A mixed-method design was adopted to gain insights on the learning processes the students went through as well as their perceptions of and attitudes towards the learning experience. The results indicated a variety of SRP strategies at work and provided evidence for the positive effects of rubrics and exemplars on the enhancement of students’ EJ of IC. The results revealed several spheres where SRL, EJ, and IC relate and align to support students’ development and practice of sustainable skills that allow them to take control of their own learning and adapt in ever-changing environments.

Trainees as teachers: Building evaluative judgement through peer teaching.

While peer teaching is often seen as benefiting learners, it can also benefit peer teachers. One possible mechanism is by building peer teachers' evaluative judgement or their ability to judge the quality of work of selves and others. This qualitative interview study explores how specialty medical trainees build evaluative judgement through peer teaching. It also acts as an illustrative example of researcher positionality within a special series exploring facets of qualitative methodologies. Seventeen interviews with specialty trainees were recorded and thematically analysed, using qualitative description to stay close to the trainees' views of their experiences. We reflect on our positionality throughout. Two thematic categories are interpreted: (1) Peer teaching as uni-directional. (2) Reflecting on one's own practice through peer teaching develops evaluative judgement. Findings suggest the significance of self-scrutiny in response to teaching dialogues, learner cues or fixing problems, in order to develop evaluative judgement. With respect to positionality, reflection suggests the value of diverse teams, and the need for reflexivity due to the sensitising nature of expertise.

Оценка добровольческих практик студентов-наставников по сопровождению детей-сирот и детей, оставшихся без попечения родителей, методом Photovoice

<p style="text-align: justify;"><span lang="EN-US">The article presents a procedure for assessing the volunteer practices of student mentors based on the participatory approach. The focus of the students’ practices is on supporting orphans and children without parental care through mentoring. In the project, students developed and conducted events for orphans, a specialized thematic shift, and a regional festival involving delegations from 8 regional institutions. The article analyzes the concepts of social practice, theoretical approaches to project assessment, and provides an overview of the Photovoice method. The novelty of the study lies in evaluating the impact of volunteer practices of student mentors on their professional and personal development. The assessment was carried out using the Photovoice method. The use of this method allowed the researchers to obtain high-quality information presented in the form of photographic images and cases containing students’ evaluative judgments. The results of the study can be used to motivate students by revealing how volunteer practices influence the formation of professional and social competencies, as well as the personal development of students.</span></p>

Deep Learning-Assisted Assessing of Single Circulating Tumor Cell Viability via Cellular Morphology.

Circulating tumor cells (CTCs) are closely associated with cancer metastasis and recurrence, so the assessment of CTC viability is crucial for diagnosis, prognosis evaluation, and efficacy judgment of cancer. Due to the extreme scarcity of CTCs in human blood, it is difficult to accurately evaluate the viability of a single CTC. In this study, a deep learning model based on a convolutional neural network was constructed and trained to extract the morphological features of CTCs with different viabilities defined by cell counting kit-8, achieve accurate CTC identification, and assess the viability of a single CTC. Being efficient, accurate, and noninvasive, it has a broad application prospect in biomedical directions.

Constructing assessment practices for knowledge building in science

ABSTRACT Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of the broad discipline of science. Through the metaphor of a suspension bridge, we explore relations between disciplinary knowledge, the nature of the discipline, feedback from assessment, and evaluative judgment. We argue that assessment of student reflection on the nature of science is an essential but often overlooked element of authentic assessment and provide data to support this claim. Critical reflection on the nature of science invites students to examine and question their worldview assumptions about what science is and how it works, giving them the epistemic agency to deeply engage with the often-controversial ways science interacts with society.

Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education

ABSTRACT Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability to critically and autonomously judge the quality of one’s own work and that of others, is essential but challenging. The purpose of this study was to design and assess an online educational experience for Galenic Pharmacy students (N = 339) during the 2021–2022 academic year of the Degree of Pharmacy. Beyond content acquisition, the primary goal was to foster evaluative judgement as a pivotal component of the ‘learning to learn’ competence. A complex task with iterative deliverables was proposed, using peer assessment as the central tool for the development of evaluative judgement. Students were required to give presentations on methods of administering medicines and had iterative deliverables. They underwent multiple rounds of peer feedback. The task as well as peer assessment process were compulsory for all the students. The participating students voluntarily answered an ad hoc online questionnaire in relation to their perception of the overall experience of peer assessment. The outcomes showcased the positive impacts of peer assessment based on the roles of assessor and assessed. An improvement in feedback quality was observed from one iteration to another, and an enhancement of critical judgement was evident. Enhancing assessment literacy might be essential for both educators and students. For educators, this would allow them to set criteria more aligned with competencies, whereas students might place higher value on these practices and actively engage with the learning process. Such engagement is crucial for promoting lifelong autonomous and self-regulated learning.

Practitioner architects who teach design: evaluative judgement and identity

PurposePractitioner architects who teach design move between their professional practice and teaching, and these different work contexts and cultures shape their identity. When teaching, they need to self-regulate in order to perform independently and develop their teaching. This paper discusses what practitioner architects who teach design say they do in design studios, their conceptions about roles in design studios, how they develop their ability for evaluative judgement and shape their identity.Design/methodology/approachThis study employs case study methodology. It relies on data collected via semi-structured interviews and focus group discussions. The audio recordings were transcribed and analysed by identifying persistent words, phrases and ideas that were grouped into themes. Each “idea” is drawn from terms used by participants (e.g. characterising aspects of their practices) and researchers’ interpretations and/or based on existing ideas (e.g. found in the literature). The “theory of practice architectures” is employed as a framework of analysis to investigate what professional architects who teach design say they do in studios and their conceptions of their roles, design teaching and development of teaching expertise.FindingsFindings show that practitioner architects who teach design employ evaluative judgement to provide constructive feedback to students and monitor the quality of their own projects. They also use evaluative judgement to assess the quality of their own teaching and hence self-regulate their professional development as design educators. Participants do not identify as teachers; rather their identity is firmly rooted in professional practice.Originality/valueThe study focuses on practitioner architects who teach design and explores how they develop their ability for evaluative judgement and shape their identity through the lens of “theory of practice architectures” which offered a comprehensive view of practices as encompassing conceptions, intentions, actions and outcomes.

Flipping the script: Assessing clinical judgement in student-led clinical evaluation

Introduction and background: Strong clinical judgement and reflective thinking and practice are imperative to make safe, ethical clinical decisions, particularly in today’s complex healthcare environment. Yet clinical judgement and underlying thinking are challenging to assess in post-licensure specialty nursing clinical education due to their complexity and invisibility.Methods: Problem: Clinical evaluation can be subjective, based on observed behaviours rather than on assessment of thinking processes and clinical judgement underlying students’ clinical decisions and actions. Approach: The BCIT Clinical Evaluation Tool (CET) and Evaluation Process (CET-EP) were developed using a shared accountability approach that shifts responsibility for demonstration of learning from instructor/preceptor to student, and facilitates the reflective thinking and practice necessary to develop clinical judgment.Conclusions: Use of this CET-EP in post-licensure specialty certificate programs has assisted instructors, preceptors, and students to reach insights into learners’ thinking, tailor learning interventions, and promote reflective practice, as well as provided greater objectivity in clinical evaluation.

CONTEXTUALIZATION OF D. CHYZHEVSKY’S HISTORICAL-PHILOSOPHICAL CONCEPT: FROM PHILOSOPHY IN UKRAINE (1926) TO ESSAYS ON THE HISTORY OF PHILOSOPHY IN UKRAINE (1931)

Chyzhevsky’s work Essays on the History of Philosophy in Ukraine has become a fundamental study of the history of Ukrainian philosophy since its publication in 1931. But even earlier, Chyzhevsky wrote the work Philosophy in Ukraine. An Attempt at Historiography (1926), its first part had a second edition (1929) and contained some additions and clarifications. Chyzhevsky’s reaction to the reviews of the first edition of his Philosophy in Ukraine included in the second edition of this work is interesting and worthy of attention. In it, he responds to the comments and objections made by the reviewers of the first edition of the work (by Y. Kolubovsky, V. Zaikyn, I. Mirchuk, S. Hessen). This reaction has a twofold nature. On the one hand, Chyzhevsky admits that some points in his work require correction, in particular, the assessment of the role of Protestantism in the development of Ukrainian philosophical thought, the need for a more detailed consideration of the worldview of such thinkers as Gogol, Kostomarov, Shevchenko. On the other hand, Chyzhevsky, clarifying his position, continues to defend his principles, according to which he includes certain authors in the “canon” of Ukrainian philosophy. At the same time, he still admits that some authors should be included in this “canon” (... Spir). Chyzhevsky also responds to the Marxist review of P. Hanin (P. Demchuk), but does not stop at her meaningful remarks. However, some of these remarks are not unfounded, as they relate to Chyzhevsky’s evaluative judgments expressed about Skovoroda and philosophy in Kharkiv after Schad. A more careful analysis and comparison of the two editions of Philosophy in Ukraine (1926, 1929) and Essays on the History of Philosophy in Ukraine in the cases of Skovoroda, Schad, and Jakob proves that Chyzhevsky changed his initial, sometimes harsh, evaluative judgments to neutral ones. There is no reason to definitely assert that such changes occurred under the direct influence of reviews. However, there are reasons to affirm that many innovations and reassessments in Essays correlate with the remarks formulated in the reviews. In contrast to Western European favorable reviews of Essays (S. Hessen, G. Frolovsky, V. Zaikyn, D. Doroshenko, N. Lossky), the reaction of Soviet philosophy turned out to be unscientific and ideologically engaged (Y. Bilyk, V. Yurynets).

Deciphering the temporal dynamics of consumer decisions: the interplay of cognitive load and response correctness

This study delves into the impact of visual marketing stimuli on consumer response times, focusing on the complexity and subjectivity of the questions posed. Conducted in Slovakia, the research involved 40 participants (20 men and 20 women, aged 30 to 50 years), all holding university degrees in economics to ensure consistent decision-making experience. Participants were presented with visual stimuli representing four well-known FMCG brands. The stimuli included simple brand preference questions and complex evaluative judgments of offer efficiency. Response times were measured in milliseconds and analyzed using statistical methods, including the Mann-Whitney U test and one-way ANOVA. Results revealed that responses to simple stimuli averaged 1212 ms, while complex stimuli elicited slower responses, averaging 2504 ms. A significant difference was observed for “No” answers in the offer evaluation tasks, with correct “No” responses taking 3000 ms compared to 2297 ms for incorrect ones (p < 0.05), highlighting the cognitive load involved in accurate decision-making. These findings provide valuable insights into the cognitive processes driving consumer decision-making and contribute to the theoretical understanding of how question complexity and subjectivity influence response times. AcknowledgmentThis paper was funded by research grant VEGA 1/0462/23 entitled “Circular economy in the context of societal demands and market limitations“ (100% share).