Task Situation Research Articles

Emotion understanding among institutionalized preschool children in India: A visual-based approach.

The present study aimed to develop two visual tasks to assess the emotion understanding of institutionalized preschool children in India. To enhance the psychometric qualities of both tasks, content validity and inter-rater reliability assessments, translation-back translation and a rigorous peer review process were undertaken. In addition, the tool's components were mapped with institutionalized children's everyday experiences to help them better relate to the task. The tool development phase was followed by the assessment phase. Eighteen participants (nine males, nine females) aged 3-6 years were purposefully selected from three childcare institutions. The emotion identification task required children to identify the correct emotions from the cartoon characters' facial expressions and gestures, whereas, in the emotion situation task, children were asked to infer others' emotions from a vignette depicted by a picture card. Children's responses were videotaped, analysed and coded for both tasks. The study's key findings revealed that institutionalized children responded more accurately to emotion situation tasks yet struggled to identify sadness, anger and fear emotions compared to happiness. Furthermore, qualitative insights provided a comprehensive understanding and interpretation of the findings.

Scientific knowledge in pedagogy about learning tools

A scientific review of the problems that are relevant for researchers in the field of education in the last decade is presented. The issues of the content of education and its impact on the surrounding reality were considered by researchers from different fields of scientific knowledge: sociology, cultural studies, history, philosophy, political science, psychology. Scientific publications note that changes in education and its impact on personality occur due to various tools of the educational process, which can be identified in the generalized definition of «learning tools». The analysis of scientific literature and regulatory documents in the field of educational services in the Russian Federation allowed us to identify research areas that are of priority importance for pedagogical practice. It is significant for the authors to use a set of exercises, educational courses, design methods, situational tasks, and game technologies to form professional competencies of specialists. Most researchers note the need to justify the use of digital technologies to solve innovative pedagogical tasks. The scientific publications included in the review attempt to develop criteria for evaluating the effectiveness of teaching tools used in educational practice, their ranking and classification on various grounds, as well as the didactic potential of digital educational resources.

FORMATION OF PROFESSIONAL COMPETENCE OF FOREIGN STUDENTS AT THE DEPARTMENT OF CHILDREN INFECTIOUS DISEASES

The article highlights the experience of professional competence formation of foreign medical students with an English-language form of education at the Department of Children Infectious Diseases of the Ivano-Frankivsk National Medical University. Traditional and interactive teaching methods used during classroom work with students are described. Professional competence involves the ability to use knowledge, skills and abilities in practice effectively. For future doctors, it includes mastering diagnostic methods, emergency situations management, and using modern technics of diagnosis and treatment. Aim. The aim is to describe and analyze methods of professional competence formation of foreign students at the Department of Children Infectious Diseases during classroom work. Research results. At the Department of Children Infectious Diseases, foreign students study children infectious diseases and elective disciplines - immunoprophylaxis of infectious diseases, clinical parasitology and tropical medicine. When teaching medical disciplines to foreign students, it is necessary to take into account their insufficient level of Ukrainian language proficiency, which is an obstacle to communicating with patients and fully mastering the method of taking anamnesis when working in the hospital near the patient’s bedside. Therefore, the teacher also plays the role of an interpreter. During practical classes control of the input level of knowledge is carried out with the use of multiple choice questions. The final level of knowledge is monitored using situational tasks. Work with the theoretical material takes place in the form of a discussion, the "round table" method with "brainstorming". The main part of the practical class is conducted at the patient's bedside in the departments of the infectious disease hospital. The teacher translates during direct communication between students and patients, corrects the techics of the examination. During classes, students receive structured mini-cases with a description of a clinical case and work in small groups. During case discussions, the teacher is liberal, ready to listen to various opinions and ways of solving a problem situation. Students of the fifth year visit lectures, during which teachers demonstrate multimedia presentations with graphs, schemes of pathogenesis, photos of patients. Combining the lecturer's comments with video information and animation greatly enhances the attention of the audience. Demonstration of clinical cases during the lecture, followed by a discussion in a dialog mode, is valuable. During the lectures, information about the epidemiological situation regarding a particular disease in the countries from which the students came is presented and discussed. Conclusion. For professional competence formation of future doctors, a combination of traditional and interactive teaching methods is effective. In the process of the professional competence formation, all its components should be taken into account: cognitive, motivational and personal. The use of the case method increases cognitive interest, promotes the development of communication skills and clinical thinking. A competent, highly qualified teacher who is fluent in English and uses modern information sources, is an active organizer and participant in the educational process.

ВЫБОР ТАКСОНОМИИ ПРИ СОСТАВЛЕНИИ СИТУАЦИОННЫХ ЗАДАЧ ПО ХИМИИ

This article touches upon the problem of finding new, effective pedagogical means of teaching students of general education institutions, one of which is a situational task. The authors note the problem of constructing tasks of this type due to the absence of any methods for their compilation, give their own initial structure of the situational problem, demonstrating the need to make additional adjustments to it. The purpose of the article is to clarify the structural block of “Questions and Tasks” of a situational task using the selected taxonomy, which will eliminate the problem of compilation and selection, determining the number and sequence of questions in this block, as well as preserve the logical sequence of returning to the problematic question posed at the beginning after completing all the tasks of this block. Methodology. To achieve this goal, the authors carried out a theoretical analysis of the literature on the problem of constructing situational tasks, generalization of the information obtained, comparison of various taxonomies and selection of the most optimal for use, synthesis. Scientific novelty / theoretical and/or practical significance. The article solves the problem of composing questions and tasks of situational task, proposes a new detailed structure-the standard of a situational task, laying a unified approach to composing tasks of this type, as well as allowing teacherspractitioners to independently design them. Results. After the analysis of the scientific literature, several main taxonomies of educational purposes were identified (the taxonomy of B. Bloom with its existing modifications, V. Gerlach and A. Sullivan, A. de Blok, J. Guilford, R. Gagnier and M. Merill), the result of which was the choice of the original taxonomy of B. Bloom, characterized by high efficiency and ease of use in the future other teachers. The article also provides an example of a chemical situational task on the topic “Epoxides (oxyrans)” intended for 10th grade students, compiled using B. Bloom’s taxonomy. In conclusion, the conclusion is made about the success of the application of B. Bloom’s taxonomy for the construction of a block of “Questions and tasks” of a situational problem.

Comparing laboratory and online settings: equivalence in training and transfer effects for training task-order coordination processes.

The literature on dual-task training suggests reductions in task-coordination costs with extensive practice, yet such regimens are resource-intensive. This study investigates the feasibility of online assessments for cognitive training studies by comparing training and transfer effects on task-order coordination (TOC) skills in laboratory versus online settings. We conducted a 5-day training regimen including pre-and post-test. Sixty-two participants completed training either in our laboratory or online via Pavlovia. They were assigned to one of two training order conditions, either practicing two visual-manual tasks in a dual-task situation with fixed task order or with random task order. Performance metrics included reaction time (RT) and error rates for trained and untrained tasks to assess TOC costs before and after the training. Data from both setting conditions (laboratory vs. online) were compared. Firstly, data of both settings revealed training-order specific training and transfer effects for TOC costs on RT level. Random task order training improved TOC for trained and untrained tasks, whereas fixed order training did not. Secondly, cross-setting analyses, both frequentists and Bayesian, confirmed these effects and revealed no reliable impact of setting on outcomes. This research carries two significant implications. Our findings demonstrate the acquisition of task-order coordination skills, extending prior research on improving task-coordination in dual-task situations. Additionally, the robust effects for such improvements were independent of specific tasks and setting (whether investigated online or in the laboratory), supporting the use of online testing in cognitive training regimens for resource savings without compromising quality.

THE CONCEPT OF SITUATIONAL TASKS IN IMPROVING STUDENTS' PRACTICAL SKILLS AND COMPETENCIES, ALONG WITH THE DIDACTIC APPROACH TO DESIGNING INDEPENDENT LEARNING AND EDUCATIONAL ASSIGNMENTS

In this article, the concept of situational tasks, independent education and didactic approach to the creation of educational tasks in improving students' practical skills and qualifications is highlighted as an actual problem.

Exploring Changes of Problem-Posing and Brain Activity of Elementary School Students According to the Degree of Structure of the Task Situation

Exploring Changes of Problem-Posing and Brain Activity of Elementary School Students According to the Degree of Structure of the Task Situation

Situational Tasks in the Practice of Independent Work of Students

Situational Tasks in the Practice of Independent Work of Students

Methods of Teaching Russian Derivation as a Basis for Expanding the Vocabulary of Foreign Medical Students

The article raises the pedagogical problem of creating an integrated system of training foreign students receiving higher medical education using an intermediary language (English) for the state final certification, which takes place in Russian. The analysis of the texts of situational tasks in examination disciplines (therapy, surgery, obstetrics and gynecology, pediatrics) allowed us to identify their standard structure with the allocation of a finite number of typical syntactic blocks in the tasks, which allowed us to focus on their lexical content and, above all, on the systemic word-formation analysis of different parts of speech, understanding the meanings of words and their significant parts. The formation of students’ systematic understanding of language occurs through the use of functional-communicative, structural-semantic, component methods, modeling methods in word-formation refraction, methods of systematization and classification of word-formation material. This is facilitated by the innovative generalizing course “Scientific activity of a doctor” (8–10 semesters) developed by the authors, the purpose of which is to create motivational attitudes that ensure the use of system data of derivatology in teaching Russian as a foreign language. It is concluded that the creation of an idea of the Russian word structure and its assimilation, form the ability to correlate the basics of different types, to identify word-formation morphemes that make it possible to predict the meaning of previously unknown words and facilitate the understanding of a complex special text of clinical situational tasks, which contributes to the formation of a professional terminological dictionary of a medical university student. It is confirmed that methodological techniques that ensure knowledge of the semantics of communicatively significant derived lexical units make it possible to fully perceive and generate speech. Keywords: methods of teaching, derivation, linguodidactics, professional communication, bilingual education

Results of research work on forming the readiness of future bachelors of physical culture and sports to provide pre-medical care

The article is devoted to the problem of forming the readiness of future bachelor’s of physical culture and sports to provide pre-medical care in the conditions of the educational process of a higher education institution. Readiness to provide pre-medical care is presented as a professional quality that ensures the compliance of future bachelor’s of physical culture and sports with the requirements of professional activity in situations of injuries and emergencies in athletes and consumers of physical culture and sports services. Based on the analysis of scientific sources, it has been proven that the issue of preparing future bachelor’s of physical culture and sports to provide pre-medical care is insufficiently developed. On this basis, a conclusion was made about the expediency of conducting a scientific study aimed at checking the effectiveness of innovative approaches and means of teaching students of the specialty 017 "Physical culture and sports" actions in situations of injuries and emergencies in the course of professional activity. The research work on checking the effectiveness of innovative methodological developments in training students to provide pre-medical assistance in professional activities is described. In particular, this characteristic is: dependent and independent variables; experimental and control samples; research design; methods of data collection, including a knowledge test, situational tasks, simulation tasks for providing pre-medical assistance in typical situations of sports activities). The results of research work in experimental and control institutions of higher education are highlighted. Cross-tabulation of data and histograms of their distribution, results of data comparison according to the Mann- Whitney test are presented. On the basis of the interpretation of the results of the research work, a conclusion was formulated about the effectiveness of the author's methodical studies in the context of the formation of the readiness of future bachelors of physical culture and sports to provide pre-medical care.

Culture-Specific Norms Regarding High-Quality Use of Task Potential for Mathematical Learning—Contrasting Researchers’ Perspectives from Germany and Taiwan

Factors like the potential of tasks to support students’ mathematical learning and its use in instruction are consensually understood to be relevant for instructional quality across cultural contexts. Yet, research has also shown that perspectives on instructional quality may vary between cultural contexts. As an explanation, it is argued that such perspectives depend on instructional norms, which correspond to the expected behavior in instruction within a cultural context. Notably, research contrasting mathematics instruction from East Asian and Western cultures hints at potentially different instructional norms regarding high-quality use of task potential, but systematic evidence is lacking so far. This study addresses this gap and uses three text vignettes of instructional situations to systematically elicit and contrast instructional norms regarding the use of word problems for mathematical learning. Researchers from Germany (N = 17) and Taiwan (N = 19) evaluated the use of tasks in various instructional situations in an online survey, and their answers were qualitatively analyzed to determine possible culture-specific norms based on their reasoning. In two of the three cases, culture-specific norms in line with assumptions could be identified. In the third case, researchers in both countries referred to an interculturally shared instructional norm. Differences between the reasoning in answers from Germany and Taiwan indicate further cultural influences in line with assumptions based on prior research. We discuss the findings and their implications for the validity of intercultural research in mathematics education.

Dark intelligence: When the possibility of 1984 becomes reality

This essay reviews a concept that is too rarely dealt with, if at all, in the literature on human intelligence, namely, dark intelligence. I argue that dark intelligence is the possession and, as relevant, deployment of creative, analytical, and practical abilities and attitudes that, in particular tasks confronted in particular situations, can be, and are used for negative, harmful, and, sometimes, malign purposes. Dark intelligence is extremely common, and the world is the worse for it. Yet intelligence research continues to focus largely on solving test-like problems that do not speak to how intelligence is deployed on particular tasks in particular situations, either for good or for evil purposes. The world is facing severe crises, such as climate change, weapons of mass destruction, violence, and enormous income disparities. Creativity researchers, recognizing these problems, have developed a thriving field of “dark creativity.” Intelligence researchers have been largely absent, however, largely ignoring the dark side of intelligence. Yet dark intelligence can be and is being used to cause harm. The world is at increasing peril from its intended and unintended consequences; understanding dark intelligence may help to mitigate some of that peril.

Creating Real Situations, Developing Thinking Tools Design and Implementation of the Interdisciplinary Project Autumn Museum for Lower Grades of Primary School

Childrens expressive abilities need to be gradually built. In the lower grades of primary school, real situational tasks should be used as the teaching environment, students task inquiry activities as the main line of learning, and language interaction between teachers and students as the teaching technique. The ultimate goal is to enhance individual language experience centered on students pragmatic abilities. By using situational tasks as the main line, continuously providing students with tools for expression, and achieving the learning objective of childrens creative expression through a structured language construction process. This paper develops and designs an expressive literacy course based on the first semester Chinese textbook for first graders.

A Hyper-Transformer model for Controllable Pareto Front Learning with Split Feasibility Constraints

Controllable Pareto front learning (CPFL) approximates the Pareto optimal solution set and then locates a non-dominated point with respect to a given reference vector. However, decision-maker objectives were limited to a constraint region in practice, so instead of training on the entire decision space, we only trained on the constraint region. Controllable Pareto front learning with Split Feasibility Constraints (SFC) is a way to find the best Pareto solutions to a split multi-objective optimization problem that meets certain constraints. In the previous study, CPFL used a Hypernetwork model comprising multi-layer perceptron (Hyper-MLP) blocks. Transformer can be more effective than previous architectures on numerous modern deep learning tasks in certain situations due to their distinctive advantages. Therefore, we have developed a hyper-transformer (Hyper-Trans) model for CPFL with SFC. We use the theory of universal approximation for the sequence-to-sequence function to show that the Hyper-Trans model makes MED errors smaller in computational experiments than the Hyper-MLP model.

Quantifying the uncertainty of LLM hallucination spreading in complex adaptive social networks

Large language models (LLMs) are becoming a significant source of content generation in social networks, which is a typical complex adaptive system (CAS). However, due to their hallucinatory nature, LLMs produce false information that can spread through social networks, which will impact the stability of the whole society. The uncertainty of LLMs false information spread within social networks is attributable to the diversity of individual behaviors, intricate interconnectivity, and dynamic network structures. Quantifying the uncertainty of false information spread by LLMs in social networks is beneficial for preemptively devising strategies to defend against threats. To address these challenges, we propose an LLMs hallucination-aware dynamic modeling method via agent-based probability distributions, spread popularity and community affiliation, to quantify the uncertain spreading of LLMs hallucination in social networks. We set up the node attributes and behaviors in the model based on real-world data. For evaluation, we consider the spreaders, informed people, discerning and unwilling non-spreaders as indicators, and quantified the spreading under different LLMs task situations, such as QA, dialogue, and summarization, as well as LLMs versions. Furthermore, we conduct experiments using real-world LLM hallucination data combined with social network features to ensure the validity of the proposed quantifying scheme.

CONTEXTUAL APPROACH TO TEACHING THE ELECTIVE DISCIPLINE “THEORY OF MASS COM- MUNICATION” TO BACHELORS OF PEDAGOGICAL UNIVERSITIES (SPECIALITIES “GEOGRAPHY” AND “MUSICAL ART”)

The article covers the main principles of the contextual approach in studying the elective course “Theory of Mass Communication” in pedagogical universities. The aim of the article is to substantiate the effectiveness of applying the contextual approach to teaching the elective course “Theory of Mass Communication” to undergraduate students in pedagogical universities (specialties “Geography” and “Music Art”); to develop situational tasks aimed at fostering media literacy, the ability to codify, and the creation of informational sectoral blocks for dissemination in educational and media spaces. In the research, methods of content analysis, specification, problem-posing, as well as task-based and contextual approaches were used. It has been found that the study of university-wide elective courses appeals to interdisciplinarity in thematic correlation. On the one hand, it involves developing a system of situational tasks that contribute to improving the professional training of students in the specialties “Geography” and “Music Art”. It has been substantiated that the contextual approach is oriented towards teaching material based on methodological foundations, theoretical sectoral knowledge, and forms of activity. The context in the study of academic disciplines involves transforming didactic material, where the objective meanings and significance of sectoral knowledge are transformed into the personal experience of the future teacher. The integral platform allows for the design of situational tasks, the resolution of which combines educational and educational-professional experience. Situational tasks, based on the contextual approach to teaching the course “Theory of Mass Communication”, are built considering the professional training of students in higher pedagogical institutions in the specified specialties (“Geography” and “Music Art”). The didactically processed field of mass communication as a university-wide discipline encompasses thematic blocks such as “Basics of Mass Communication”, “Artistic and Aesthetic Parameters of Mass Com- munication”, “Sociological and Psychological Dimensions of Mass Communication”, and “Mass Communi- cation in the Conditions of Digital Society”. A diachronic consideration of the development of mass communications allows for identifying the cul- tural and historical factors that shape the transmission paths of channels aimed at the recipients of certain knowledge. Addressing the diachronic consideration of mass media information significantly expands the un- derstanding of its essence and the processes of information transmission within mass communication models. It has been outlined that the social and psychological aspects of mass communication determine the language behaviour of professional communicators. This specific feature was taken as the basis in develop- ing situational tasks for communicators – future geographers and musicians. The prepared tasks were cor- related with the normative disciplines studied at the stage of professional training. It has been concluded that studying the elective course “Theory of Mass Communication” based on the contextual approach contributes to the development of professional competencies of teachers who transmit sec- toral information in the conditions of the informational educational environment. It has been proved that the study of semiotics of mass communication should be considered at the level of modelling cultural codes (since geographical names, musical and artistic works contain cultural and historical information, which is actualized in educational discourse at the stage of transmitting sectoral knowledge). Situational tasks, aimed at transmitting sectoral information at the level of a professional communicator (manifestation of language culture), should ap- peal to conducting press conferences as a type of communication, building one’s professional image. The expe- rience of students working with advertising material considering the professional training direction is positive.

Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture

AI in situated action: a scoping review of ethnomethodological and conversation analytic studies

AbstractDespite its elusiveness as a concept, ‘artificial intelligence’ (AI) is becoming part of everyday life, and a range of empirical and methodological approaches to social studies of AI now span many disciplines. This article reviews the scope of ethnomethodological and conversation analytic (EM/CA) approaches that treat AI as a phenomenon emerging in and through the situated organization of social interaction. Although this approach has been very influential in the field of computational technology since the 1980s, AI has only recently emerged as such a pervasive part of daily life to warrant a sustained empirical focus in EM/CA. Reviewing over 50 peer-reviewed publications, we find that the studies focus on various social and group activities such as task-oriented situations, semi-experimental setups, play, and everyday interactions. They also involve a range of participant categories including children, older participants, and people with disabilities. Most of the reviewed studies apply CA’s conceptual apparatus, its approach to data analysis, and core topics such as turn-taking and repair. We find that across this corpus, studies center on three key themes: openings and closing the interaction, miscommunication, and non-verbal aspects of interaction. In the discussion, we reflect on EM studies that differ from those in our corpus by focusing on praxeological respecifications of AI-related phenomena. Concurrently, we offer a critical reflection on the work of literature reviewing, and explore the tortuous relationship between EM and CA in the area of research on AI.

Challenges and tasks of the philosophy of physical culture and sports, sports science in modern socio-political conditions

The scientific problem lies in the discrepancy between the self-reflective Western and Eastern traditions of the philosophy of sport and the very real sports process and sports science, and, by and large, the classical understanding of the scope and content of the concept of philosophy as such. The relevance of the study lies in the need to eliminate or «remove» this discrepancy, which at three levels openly complicates the development of the philosophy of sport: firstly, as a philosophy in the classical sense of the word; secondly, as a scientific philosophy; and thirdly, as a scientific philosophy of sports and sports science, and not existential, irrational, hermeneutic and other ideas and experiences about philosophizing thoughts about something vaguely reminiscent of them. The purpose of the study is to construct and briefly justify a classification of the scientific philosophy of sports and sports science from the standpoint of classical philosophy and a dialectical-materialistic worldview, as well as to indicate a short list of its main tasks in the current situation of aggravated military-political confrontation between Russia, East and West. The methodology and organization of the study are based on a comprehensive historical, philosophical and scientific theoretical and comparative analysis, including general scientific operations of grouping, systematization, abstraction, idealization and logical operations of defining and dividing concepts, induction, deduction, analogy, determining truth, proof and refutation, constructing a hypothesis. Research results and conclusions. Gradually but steadily growing since the beginning of the 21st century, global changes in the modern socio-political picture of the world are increasingly clearly and rapidly entailing equally significant changes in education and science (including specialized ones). This article presents a system for constructing the philosophy of sport and sports science, which provides a solution to the full range of modern problems of philosophical analysis and scientific research of sport as: • social phenomenon and institution; • cultural and civilizational mechanism of social evolution of humanity; • a mechanism for preserving and improving a person in his inherent parameters of a social and psychophysiological being; • an outpost for preventing the processes of human deanthropolization. It is easy to notice that this system of constructing the philosophy of sport and sports science in many aspects and in terms of system-forming factors differs significantly from its predecessors, at the same time serving as the basis for their scientific and philosophical criticism — criticism that substantiates the urgent need for a radical restructuring of the entire edifice of the philosophy of physical culture and sports, based on from the modern socio-political challenges addressed to her.

Creation of structures by 4, 5 and 6-year-old children, considering the conditions for the structure

Determining constructional conditions constitutes an essential aspect of erecting buildings. Consideration of constructional conditions is evident in the natural constructional play of preschool children. They formulate the conditions of the structure and strive to fulfil them. In specially organised task situations (such as a bed, a gate, or a bridge), children were presented with a problem and asked to build a construction meeting the specified conditions (one, two, and three). The study examined whether and how 4, 5, and 6-year-old children fulfil the set constructional conditions. Conclusions were drawn based on recordings, and photographs of the constructed structures were evaluated for compliance with the conditions set in the task. The level of the constructed buildings was also assessed. The research revealed that three-quarters of the examined children completed the task with one condition, two-thirds with two conditions, and one-quarter with three conditions. It was noted that in addition to meeting the conditions, children also strive to pay attention to the details and aesthetics of the structures (these elements were recognised as independently set additional conditions). Attention was drawn to the diversity in the constructional aspects of bridges and individual differences in the abilities of 4 and 6-year-old children. The task situations adopted in the research method revealed the constructional capabilities of the examined children. They allowed for inferring the potential use of these tasks to support children's development (cf. Paramonow, 1976).