Figural Analogies Research Articles

Integration of (S)-2,3-oxidosqualene enables E. coli to become Iron Man E. coli with improved overall tolerance

BackgroundWhile representing a model bacterium and one of the most used chassis in biomanufacturing, performance of Escherichia coli is often limited by severe stresses. A super-robust E. coli chassis that could efficiently tolerant multiple severe stresses is thus highly desirable. Sterols represent a featured composition that distinguishes eukaryotes from bacteria and all archaea, and play a critical role in maintaining the membrane integrity of eukaryotes. All sterols found in nature are directly synthesized from (S)-2,3-oxidosqualene. However, in E. coli, (S)-2,3-oxidosqualene is not present.ResultsIn this study, we sought to introduce (S)-2,3-oxidosqualene into E. coli. By mining and recruiting heterologous enzymes and activation of endogenous pathway, the ability of E. coli to synthesize (S)-2,3-oxidosqualene was demonstrated. Further analysis revealed that this non-native chemical confers E. coli with a robust and stable cell membrane, consistent with a figurative analogy of wearing an “Iron Man’s armor”-like suit. The obtained Iron Man E. coli (IME) exhibited improved tolerance to multiple severe stresses, including high temperature, low pH, high salt, high sugar and reactive oxygen species (ROS). In particular, the IME strain shifted its optimal growth temperature from 37 °C to 42–45 °C, which represents the most heat-resistant E. coli to the best of our knowledge. Intriguingly, this non-native chemical also improved E. coli tolerance to a variety of toxic feedstocks, inhibitory products, as well as elevated synthetic capacities of inhibitory chemicals (e.g., 3-hydroxypropionate and fatty acids) due to improved products tolerance. More importantly, the IME strain was effectively inhibited by the most commonly used antibiotics and showed no undesirable drug resistance.ConclusionsIntroduction of the non-native (S)-2,3-oxidosqualene membrane lipid enabled E. coli to improve tolerance to various stresses. This study demonstrated the effectiveness of introducing eukaryotes-featured compound into bacteria for enhancing overall tolerance and chemical production.

Переклад і переспів як форми міжлітературної взаємодії (на матеріалі українськомовного перевтілення балад Р. Бернза)

The concept of artistic translation, and the criteria for its requirements, are constantly evolving: what used to be considered a translation, now, based on a vastly expanded range of forms of inter-artistic interaction and intertextuality, qualifies translation, as a rehash process, as imitation, motifs’ creation, stylisation, adaptation, transplantation, borrowing, processing, citation, figurative analogy, reminiscence. Mixing them sometimes leads to arbitrary interpretations of the translation freedom degree. Ideally, the translator should know perfectly, in addition to his native language, the language and culture of the people whose literature they are working on to be congenial to the author of the original to create not only in a rational but also in an emotional register, with complete spiritual dedication. Such was the master of Ukrainian translation Mykola Lukash, who could perfectly harmonise antinomies of spirit/letter, content/form, and more. Entirely original are his transformations of Robert Burn’s ballads. The author compares the versions of the interpretation of R. Burn’s ballad “My Heart’s in the Highlands” by P. Grabovsky, V. Mysyk, S. Karavanskyi, V. Chernyshenko, M. Lukash, and concludes that the freest and melodic one is the rehash attempt by M. Lukash. This is probably the most related to folk motifs variation on the famous work of Robert Burns. The ballad “The Lass that Made the Bed for Me” is the most popular in today’s media space. Ever since the Soviet times, the translation of this ballad, made by Samuel Marshak, is still considered a classic one in the trade of translation, where both the substantive and formal parameters of the original are pretty accurately reproduced. While interpreting this ballad, Mykola Lukash also gives another name – “Adventure” – and chooses not to translate but to rehash it, without distorting the spirit of the original and, at the same time, adapting it to the mental spirit of the target audience. A masterpiece by Robert Burns, retaining the plot twists and psychological nuances Lukash re-chanted it not in the original’s lyrical size, but on the motif of the Ukrainian folk song “Oh, a girl went to pick up mushrooms” [Oѳj divchyѳ na poѳ hrybyѳ khodyѳ la]. This is evidenced not only by the rhythmic-melodic coherence but also by the lexical matches.

Knowledge Representations: Individual Differences in Novel Problem Solving.

The present study investigates how the quality of knowledge representations contributes to rule transfer in a problem-solving context and how working memory capacity (WMC) might contribute to the subsequent failure or success in transferring the relevant information. Participants were trained on individual figural analogy rules and then asked to rate the subjective similarity of the rules to determine how abstract their rule representations were. This rule representation score, along with other measures (WMC and fluid intelligence measures), was used to predict accuracy on a set of novel figural analogy test items, of which half included only the trained rules, and half were comprised of entirely new rules. The results indicated that the training improved performance on the test items and that WMC largely explained the ability to transfer rules. Although the rule representation scores did not predict accuracy on the trained items, rule representation scores did uniquely explain performance on the figural analogies task, even after accounting for WMC and fluid intelligence. These results indicate that WMC plays a large role in knowledge transfer, even when transferring to a more complex problem-solving context, and that rule representations may be important for novel problem solving.

Pursuing the Polar Routes with Penguins and Polar Bears: Balancing the Choice of Chromatographic Mode

Reversed-phase liquid chromatography (RPLC) may have historical popularity, but it is not the only LC technique available to chromatographers. To help balance the choice of chromatographic technique, a discussion of the merits of being flexible when making the choice of LC technique for a given application is presented. Because having a flexible perspective is particularly important for biotherapeutics, it is important that choosing which technique to use is determined based on good science and begins with a physicochemical property assessment of the analytes, followed by subsequent alignment with the most appropriate retentive mode. An Earth-based figurative analogy is used to help highlight several popular LC techniques.

Аргументативный потенциал аналогии в дискурсе гуманитарных наук

The article reveals the functions of various types of analogy in argumentative discourse, substantiates the criteria for the effectiveness of reasoning by analogy in scientific argumentation. The study is carried out on the basis of scientific and humanitarian texts extracted from peer-reviewed journals. It is established that a wide functional range of analogous reasoning is formed by two meanings: proper argumentative and paraargumentative. The proper argumentative role of analogy provides its use as a special type of argumentation schemes. The analogous scheme is associated with a rational impact on the addressee and is implemented through a literal analogy. It performs the following functions: cognitive, evidential, heuristic, interpretive, normative and axiological. The paraargument value of the analogy lies in the fact that it, being outside the argumentative construction, supports the argument, enhancing the persuasive effect. This pragmatic intention is achieved through an indirect analogy, which affects the addressee through a figurative-emotional channel. Figurative analogy is used for visual explanation, popularization of presentation, emotional rapprochement with the addressee, psychological intensification of argumentative influence. If the normative criteria for evaluating analogous argumentation are violated, fallacies arise that are qualified as incorrect use of argumentative schemes or as tactical errors. Understanding the pragmatic specifics of different types of analogy, the ability to apply them in scientific communication is considered as an essential component of the argumentative competence of the subjects of humanitarian discourse.

Strategy Transfer on Fluid Reasoning Tasks

Strategy use on reasoning tasks has consistently been shown to correlate with working memory capacity and accuracy, but it is still unclear to what degree individual preferences, working memory capacity, and features of the task itself contribute to strategy use. The present studies used eye tracking to explore the potential for strategy transfer between reasoning tasks. Study 1 demonstrated that participants are consistent in what strategy they use across reasoning tasks and that strategy transfer between tasks is possible. Additionally, post-hoc analyses identified certain ambiguous items in the figural analogies task that required participants to assess the response bank to reach solution, which appeared to push participants towards a more response-based strategy. Study 2 utilized a between-subjects design to manipulate this “ambiguity” in figural analogies problems prior to completing the RAPM. Once again, participants transferred strategies between tasks when primed with different strategies, although this did not affect their ability to accurately solve the problem. Importantly, strategy use changed considerably depending on the ambiguity of the initial reasoning task. The results provided across the two studies suggest that participants are consistent in what strategies they employ across reasoning tasks, and that if features of the task push participants towards a different strategy, they will transfer that strategy to another reasoning task. Furthermore, to understand the role of strategy use on reasoning tasks, future work will require a diverse sample of both reasoning tasks and strategy use measures.

Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation

The purpose of this study is to explore students’ motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of science motivation. The study conducted a cross-sectional assessment in six public schools in Vietnam with a total population of 813 students from the 5th, 7th, 9th, 10th and 11th grades. Students completed instruments in either paper-and-pencil or online administration modes. An adapted science motivation questionnaire comprised five subscales for self-efficacy, active learning strategies, science learning value, achievement goals and learning environment stimulation. An inductive reasoning test consisted of four subtests: figure series completion, figure analogies, number analogies and number series completion. The results of confirmatory factor analyses and Rasch model measurement showed that the instruments were adequate fit models, both the science motivation questionnaire (RMSEA=.054, CFI=.919, SRMR=.055) and inductive reasoning test (RMSEA=.038, CFI=.902, SRMR=.044). We found that students’ scores gradually fell grade by grade in science motivation throughout the grade cohorts. Particularly, students’ motivation dropped noticeably on the self-efficacy and active learning strategies subscales. No gender difference was found between males and females in science motivation. Although a positive correlation was observed between inductive reasoning and motivation across grade levels, multi-model Bayesian inference suggested that other factors, such as age, science performance and parental involvement, were better predictors of students’ science motivation. Furthermore, a path analysis showed that inductive reasoning has an indirect effect on science motivation through a science performance variable. The implications for enhancing science motivation are also discussed.

Когнитивные основания интерпретации метафорического образа в разных лингвокультурах

The article considers Russian and English figurative words and expressions that demonstrate metaphorization of bakery products images. The cognitive basis of metaphorical projections, universal and specific models of figurative analogies are revealed. The material includes 36 English units metaphorically motivated by 12 names of bakery products (biscuit, bun, cake, cookie, doughnut, dumpling, muffin, pancake, pie, pudding, tart, toast) and 98 Russian figurative units motivated by 16 culinary names (baranka, blin, bublik, bulka, kalach, karal'ka, keks, kovrizhka, krendel', lepeshka, pampushka, pirog, pljushka, ponchik, pyshka, suhar'). The speech material consists of the corpus data and includes 167 Russian and 109 English contexts. The analysis methodology is based on the cognitive metaphor theory, the semasiological theory of lexical and phraseological figurativeness, methods of contrastive analysis, linguocultural commenting and corpus research techniques. Static salient criteria of bakery products were revealed (round, spherical, ring-shaped, flat; specific colour; lush, soft, elastic, crumbly structure; high temperature; sweet, pleasant taste), as well as process and dynamic characteristics associated with cooking and food intake procedures. It is proved that these criteria in both linguistic cultures are grounded at the source of figurative characteristics of some human body parts, figure and hairstyle, social and political life phenomena, animate and inanimate objects. The results of the study contribute to metaphorology, linguoculturology, cognitive semantics and pragmatics, comparative lexicology and phraseology; they can be used in teaching of Russian and English as foreign languages, as well as in lexicographic practice.

The Not-So-Strange Case of Dr. Jekyll and Mr. Hyde in Antibiotic Research: An Interdisciplinary Opportunity.

Literary-rhetorical devices like figurative language and analogy can help explain concepts that exceed our capacity to grasp intuitively. It is not surprising these devices are used to discuss virulence, pathogenesis, and antibiotics. Allusions to Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde seem to be used with particular frequency in research pertaining to pathogens, especially in studies contemporary with our evolving understanding of antibiotic resistance. More recent references to the text have appeared in research parsing definitions of virulence and acknowledging the role of anti-virulence in future therapeutics. While it is obvious that scientists invoke Stevenson’s story for stylistic purposes, its use could go beyond the stylistic—and might even generate rhetorical and imaginative possibilities for framing research. This perspective discusses the first published allusion to Jekyll and Hyde in reference to virulence and pathogenesis; comments on a select number of specific instances of Jekyll and Hyde in contemporary scientific literature; briefly contextualizes the novel; and concludes with the implications of a more productive engagement with humanistic disciplines in the face of antibiotic resistance.

Development of inductive reasoning in students across school grade levels

Inductive reasoning is one of the main factors predicting academic success and a cognitive process of fluid intelligence. The main purposes of this study are to examine the psychometric characteristics of an inductive reasoning test and to explore the development of students’ inductive reasoning across school age groups. A random sample of 701 students was drawn from the 5th, 7th, 9th and 11th grades in six public schools in An Giang Province, Vietnam. The 32-item inductive reasoning test involves four different inductive reasoning tasks: figure series completion, figure analogies, number analogies and number series completion. The test was delivered online via the eDia assessment system. As the results of a confirmatory factor analysis show, the test is a suitable tool to measure inductive reasoning in the Vietnamese context with CFI = .902, RMSEA = .038, SRMR = .046 and Cronbach’s alpha = .88. The Rasch analysis also indicated that the test items fit the assessment model and formed an adequate instrument. Students performed better on the figural subtests than they did on the numerical subtests. The older age groups tended to earn higher scores than their younger peers on the test, indicating a modest pace of development. No significant difference was found between male and female students. Multiple regression analysis revealed that school grades predicted performance in inductive reasoning well, contributing 32.0 % to explaining the results of the inductive reasoning test. The current study provided evidence for students’ development in inductive reasoning across school grade levels in Vietnam, where improving thinking skills is embedded in the core curricula.

Theoretical model of personal perception of human by human

The methodological study is devoted to the justification of the cyclical-action strategy and adequate intellectual means of psychological cognition of the personal acceptance of the person by the person as super-complex, substantially rooted and phenomenally numerous, developmentally and functionally dynamic meta-process of the presence in the psycho-spiritual world of the one who is self-analysing this acceptance. The first stage of the research attempt was to create a reliable theoretical platform for building an ideal structural and functional model of personal acceptance as a complete spiral of committing an individual by performing a comparative analysis, on the one hand, the stages of the development of perception as a cognitive process (in particular, categorization and cognition) events, on the other hand, the stages of acceptance as aspects of communication-exchange and at the same time as a multifunctional personal process-micro-stage of ontogeny that were studied by scientists in different recursion theoretical psychological knowledge. The unifying paradigm link and the universal tool for methodologizing this comparative analysis was the logical and structural scheme of actions made by V. Romenet’s, according to which the component cyclic unfolding of mental processes is in the cognitive work of the researcher; a psychological canon, to which tendency moves and under which phenomenology and perception and acceptance are carried out. Therefore, in addition to the regular isolation of situational, motivational, active and post-action periods and their main mechanisms of facilitation (perceptual presence, cognitive presence, thought-study penetration, reflexive absorption), in the multifaceted realization of the personal acceptance inner act, it was given a more detailed, personal and compatible with their existential existence of dominant components (recognition, characterization, interest, intentions), tweaking, deliberation, reflexion, appreciation) and subprocesses (naming, categorization, definition, cognition, comprehension, implementation, conceptualization, living). As a result, the newly created theoretical model, covering two stages – recognition and enrichment, four periods and their basic mechanisms, eight stages and their most necessary mental reconciliation and organization, characterizes the personal acceptance of a person by a person, which is a) virtually complete self-act; b) phenomenally elevates such an act to the level of the psychological canon; c) existentially counts down from the first meeting of a person with a person as a clash of their worlds, consciousnesses and destinies in the situational current of everyday life; d) dialectically unfolds as a complicated process in the framework of the ontogeny of the individual and with a tendency to change the meaning-sense format of the original life of consciousness of both contacts; e) the event ends as a reflexive absorption of the consciousness of another, fragmentarily providing optimization of personal development and cyclic-semantic enrichment of the internal conditions of functioning of the conscious ability of the human-contributor. Therefore, the unprecedented complexity of personal acceptance of such a figure is caused not only by the limited spectrum of phenomenal receptions of interpersonal contact and the presence of hidden belts and links of psycho-spiritual mediation in the general dynamics of its internal development, but also by the fact that the said process unfolds in the life of a particular agent of a social act by a double interpenetrating channel or direction – naturally ontogenetic, that is, as a value-meaning provision of personality, and at the same time unnaturally conscious, that is, as a complement and complication of the living conditions of the conscious flow of a person’s ability to be subjectively present in the world as an inspired personality and universe. Considering this complexity, which is difficult to convey by conventional psychological semantics and the author’s thesaurus and graphic modeling, at the end of the study, figurative analogies and a more metaphorical language for describing the patterns of developmental progress of the psycho-spiritual megamechanism are argued. In particular, the complete complex mechanics of three well-known devices – synthesizer, synchronizer, collider - is projected on the wistful architectonics of the cyclical-factual spiral of personal acceptance, resulting in a depiction of the work-activity of this acceptance as a subjective synthesizer, internally, and internal synthesizer.

Applying Computer-based Testing in Palestine: Assessing Fourth and Fifth Graders Inductive Reasoning

Computer-based assessment offers unique possibilities for collecting data about student’s cognitive development and using this data to improve learning. Its innovative approach to assessment (Thurlow, et al., 2010) encourages educational systems worldwide to involve it. This study introduces and tests the applicability of computer-based testing in the Palestinian schools by measuring fourth (N=123) and fifth (N=125) graders (age ± 9-10) inductive reasoning skills. The online test consists of 60 items measuring figural series (18 items), figural analogy (18 items), numerical series (16 items) and numerical analogy (8 items). Automatic scoring was used and at the end of the test instant feedback was provided for the students. The online data collection was carried out via the eDia platform (Molnár & Csapó, 2019) using the schools’ infrastructure. The time spent to complete the test was approximately 60 minutes. The reliability (Cronbach-alpha) of the inductive reasoning test was .807. The test proved to be difficult for the students M=25.29% SD=10.94%. There were no significant gender differences (M_girls=26.75, M_boys=24.13; t=-1,92, p>.05). Students with higher school achievement proved to be more developed in inductive reasoning skill (M_school_advanced=40.08, M_school_average=25.48; M_school_low=14.50, F=528.16, p<.001; r=.89, p<.001), which indicates that its assessment and development must be included in the Palestine school curriculum. This study provided evidence that (1) computer-based testing can be introduced in the Palestinian school system even at early ages; (2) the development of inductive reasoning is an integral part of the Palestinian school curriculum, thus the stimulation of it is pursued explicitly in Palestinian schools.

Figurative analogies and how they are resisted in British Public Bill Committee debates

Abstract This paper studies metaphor use in British Public Bill Committee debates. It focuses on the way in which legislators frame their arguments in metaphorical terms under the form of figurative analogies. Because these figurative analogies can be misleading by oversimplifying the issue under discussion, resisting them by putting forward counter-argumentation is a crucial and necessary skill. The purpose of this paper is to explore the phenomenon of countering figurative analogies in legislative debates, and to show that resistance to figurative analogies is a complex phenomenon comprising various types of criticisms to different types of metaphor. To this end, we present qualitative analyses of a number of case studies of resistance to figurative analogies found in the British Public Bill Committee debates on the Education Bill 2010–11 by employing the three-dimensional model of metaphor (Steen, 2011) and the pragma-dialectical theory of argumentation (Van Eemeren, 2010).

Automatic Generation of Figural Analogies With the IMak Package.

Automatic Item Generation (AIG) techniques are offering innovative ways to produce test items as they overcome many disadvantages involving standard item writing, such as time-consuming work and resource-intensive demands. Although this field is relatively new, it is progressing at a high speed, and several contributions have been accomplished. Nevertheless, a scarce amount of AIG software evidencing favorable psychometric properties of the generated items has been made accessible to the broad scientific community. This research had two goals: first, to present an empirical study of items produced with the aid of the Item Maker (IMak) package available online and, second, to present IMak itself for the automatic generation of figural analogies. We were particularly interested in assessing whether automatically created figural analogy rules could predict item psychometric difficulty. A total of 23 items were generated and administered to 307 participants, 49.51% from Germany. The mean age was 28.61 (SD = 10.19) and 57.65% of the participants were female. Results reveal adequate psychometric properties including convergent validity, that most of the manipulated rules contribute to item difficulty, and that rule-based difficulty prediction is possible to some extent. In other words, psychometric quality of the generated items is supported, which reveals the utility of the IMak package in assessment settings. Finally, the package is presented and its functions for figural analogy item generation are further described.

Learning to solve figural matrix analogies: The paths children take

Analogical reasoning is essential for acquiring and integrating new knowledge and skills. Although much research has focused on this important skill, children's paths from non-analogical to analogical reasoning remain unclear. In this study, 388 children (ages 4–10 years) solved a series of figural analogies within a pretest-training-posttest design, with training comprising either multiple tries (N = 196) or tutoring feedback (N = 192). Working memory tasks were also administered. Latent transition analyses identified five phases with qualitative individual differences in children's analogy solving: duplication, idiosyncratic, beginner analogical, intermediate analogical and advanced analogical reasoning. Children's paths through these phases were not sequential; there was great variability between children and how they progressed through these phases. Working memory was related to children's reasoning phase at pretest, but not to their rate and path of change. Age and the type of feedback received during training were the clearest indicators of children's learning paths and rates of change.

BOSNIAN-HERZEGOVINIAN AND MONTENEGRIN LITERATURE AMONG IVAN FRANKO’S CREATIVE INTERESTS

The paper deals with scholarly-critical works, literary-artistic translations, touching upon the issue raised, literary studies and translation studies research based on the declared and related issues (translations, figurative analogies, other forms of implementing the foreign-language discourse, actively developed and implemented by I. Franko himself). The focus of the study is Luca Jovović, whose first publication – the storiette Hayduk y (orig.: “Hajduci”, „Luča” magazine, 1895) – I. Franko translated and and included a literary theoretical reference information about the author. Ivan Franko’s creative translation work in this area is not so quantitatively large, but it gives an opportunity to illustrate a number of important theoretical issues, has a significant heuristic potential, and is of a great theoretical value, which, by the way, has provided the basis for a number of researchers to make important theoretical conclusions. In his well-known article, “Internationalism and Nationalism in Modern Literatures”, I. Franko, exemplifying, in particular, on the Montenegrin Luka Jovović, substantiated the idea of proximity of the national in form creativity of writers to universal human feelings, viz. such a writer will be simultaneously understandable and interesting not only for his countrymen, but also for the whole civilized world, for everyone will find in his writings, despite the unusual nature and national originality of their form, the same feelings, doubts, suffering, sympathy and antipathies constituting the essence of the educated personality of his/her time. The issues of intertextuality, literary and academic ties, contacts occupy a place of importance in the research. In view of this, the next step, i.e. study of the issue in question, could well be an analysis of I. Franko’s translation of Luka Jovović’s storiette Hajduci , based on verifying the original and its Ukrainian version. Key words : discourse, translation, literature, storiette, essence, form, national, universal.

Children’s progress in solving figural analogies: Are outcomes of dynamic testing helpful for teachers?

Background:Static test results reflect what children have learned up to the moment of testing. Dynamic tests, on the other hand, aim to examine children’s potential for learning. The information obtained during dynamic testing has the potential to be helpful for teachers. However, studies examining the opinion of teachers regarding the usefulness of dynamic testing outcomes are scarce.Aim:The main aim of the present study was to investigate the advantages of dynamic testing for education. We aimed to provide insight into the potential for learning of first grade children in weak and strong functioning groups, as indicated by the teacher. The present study also sought to provide teachers with dynamic test results to enable individualised educational practices for the participating children.Rationale/approach:Thirty children, either weakly or strongly performing in the classroom were tested dynamically by means of a pre-test, two training sessions, and a post-test. This procedure enabled a detailed examination of children’s learning processes while solving figural analogies. The practical value of dynamic testing was examined by asking teachers and educational consultants to what extent the dynamic test outcomes could contribute to instruction plans.Findings/conclusion:The children in the weak functioning group scored, on average, lower on the figural analogies test than children in the strong functioning group. Both groups, however, benefited similarly from the training. Individual differences in reasoning progress and the type and number of prompts needed during training were also found in both groups. Children’s scholastic achievement scores and teacher ratings of school performance were both related to an equal extent to the dynamic and static test measures of the dynamic test. Lastly, the evaluations of the teachers supported the view that dynamic test results can have practical value for education.

Південнослов’янська проблематика у творчості Івана Франка

The proposed subject-matter covers the following aspects, viz.: scholarly papers dealing with the issues in question, translated and translation studies works based on these issues, figurative analogies and other forms of implementing the foreign-language discourse actively elaborated and introduced by I. Franko. In view of this, a major issue of intertextuality arises. The scholarly papers written mainly on the material of Serbian, Bulgarian, and Montenegrin literatures touch upon a number of issues, such as translation of T. Shevchenko’s works into Serbian and Slovene, the kolomyika meter in Serbian and Ukrainian folk songs etc. This similarity, I. Franko maintains, is not accidental and it would be worth looking for its sources. The other issues include Serbian dumas and songs, new Serbian periodicals, Haiduk songs, Bulgarian works by M. Drahomanov, I. Franko’s civic stance a.o. The correspondence matters here a lot too. All of this corroborates I. Franko’s credo of life: “To be a man, an educated man, not to remain a stranger in any such question which constitutes the sense of human life” (“Speech at the 25 th Jubilee”). I. Franko’s translated works in the field of South-Slavonic literatures is represented in four volumes of the 50-volume edition, viz. vols. 10, 25, 51 and 52, amounting to 6 authors, 15 works, 57 pages. This isn’t, however, the whole story. One should add the creatively developed plots, subjects, particular works (See I. Franko’s work “Surka”, his interlinear rendition of the Proglas , prompting, decades later, D. Pavlychko’s “translation-transfusion of this creation of genius”, to quote from the latter). In conclusion, the topic is multifaceted, requiring further generalizations, research, analyses of the translations, and offers a valuable material to elucidate the issue of I. Franko’s creative method as translator, his linguistic personality, philosophical and cultural context of the activity. Key words : Slavistics, translation, reception, intertextuality, creative development, figurative analogy, creative borrowing, interliterary connections, activity.

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children’s developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working memory assessment and was subsequently asked to solve figural analogies on each of several sessions. We examined children’s analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual–spatial working memory capacity and initial variability in strategy use on analogical reasoning development. Results indicated that children in both treatment groups improved but that gains were greater for those who had received training. Training also reduced the influence of children’s initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter- and intra-individual change in problem-solving processes.

Time pressure prevents relational learning

The study investigated the effect of prior experience on two different reasoning tests (Raven's Matrices and Figural Analogy). Each test was divided into two equivalent subtests. Subjects took one subtest either with or without time pressure, after either doing the other subtest as a learning experience under time pressure, or doing it without pressure, or not having the learning experience at all. Time pressure decreased scores for the second subtest. Prior experience of the other subtest under time pressure had no clear effect on scores compared with the no-experience condition. Prior experience without time pressure improved scores (by 25%) for the group taking the second subtest under time pressure but not the scores of the group taking the second subtest without time pressure. We interpret this as meaning that the time pressure prevents relational learning, but such learning can occur within a test when time pressure is relaxed.