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The aim of the study was to provide further evidence of the accuracy of indirect deception detection measures and to test the effects of informing those engaged in detecting lies of the actual reason for their observations. The results are important from the point of view of potential applications. The experiment was conducted in two phases. First, a group of college students was asked to describe honestly or dishonestly four of their acquaintances. The statements were videotaped. Second, the video-clips were shown to a group of undergraduate students randomly assigned to one of four experimental groups in which the participants were asked to assess: 1) the honesty of the senders by answering direct questions; 2) the honesty of the senders by answering indirect questions; 3) the senders by answering indirect questions; 4) the senders by answering direct questions. The results revealed that participants were able to distinguish between truth and lies most accurately when an indirect question was applied and that informing lie detectors of the real aim of their activity did not impair the accuracy of this method The theoretical considerations and the implications for future research are discussed. © by the Institute of Forensic Research.


Firkowska-Mankiewicz A.,Maria Grzegorzewska Academy of Special Education
Journal of Policy and Practice in Intellectual Disabilities | Year: 2011

The author's plenary address at the 3rd International Association for the Scientific Study of Intellectual Disabilities-Europe Conference in Rome, Italy (October 2010), provided a retrospective overview of a longitudinal study conducted with a cohort of pre-teens (11 and 13 years of age) residing in Warsaw, Poland, in the 1970s. The intent was to examine, over an extended period of years, the relationship between social origin and measured intelligence (IQ), the role that IQ and other psycho-social factors play as predictors of social and economic status in adulthood, and the stability of IQ. The question posed by the "Warsaw Studies" was whether, given the virtual absence of educational, health service, and community distinctions (Warsaw in the 1970s was an ideal laboratory for such a sociological undertaking), would Warsaw schoolchildren still show the usual association between parental occupation and offspring intellectual functioning? The results from a series of follow-up studies indicate that the IQ score at age 13 could be viewed as a relatively good indicator for future life outcomes, defined in terms of attained education, occupational status, and material well being. Dramatic differences in this attainment between the groups of respondents with high and low IQ scores attest to this conclusion. Smaller, yet still significant, differences between talented teenagers and their counterparts from the two control groups who apparently did not have the high IQ advantage also support the thesis that IQ matters much for life success. The findings of the "Warsaw Studies" have implications for the life course and economic conditions of children with intellectual disabilities from disadvantaged backgrounds. © 2011 International Association for the Scientific Study of Intellectual Disabilities and Wiley Periodicals, Inc.


Romaniuk M.W.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

This article is a report on the research on the perception of e-learning conducted among students of the first year of full-time studies at the Maria Grzegorzewska Academy of Special Education in Warsaw who were participating in the information technology course. The aim of this study was to evaluate the e-learning course of Windows Live Movie Maker program intended to create movies prepared by the author and to gather the opinions of students on e-learning. The author presents the most popular model for creating e-learning courses and suggests programs in which teachers can create their training. The author acknowledges a course he created as well received by students and advocates the implementation of this method of teaching in academic education. © by Miłosz W. Romaniuk.


Starzomska M.,Maria Grzegorzewska Academy of Special Education
Archives of Psychiatry and Psychotherapy | Year: 2010

Anorexia is a grave and often fatal illness. Death rates would undoubtedly be higher if anorexics were not force-fed once their weight became dangerously low. A very important feature distinguishing anorexia from other mental disorders is highly ambivalent attitude of sufferers to their own illness. On the one hand, anorexic individuals seem to accept their progressing malnutrition, which supports suggestions of researchers that egosyntonicity which refers to the patients' sense of the anorexia nervosa being a part of themselves or of their identity, is a fundamental aspect of this disorder. Thus denial and resistance towards treatment, which are frequent among anorexic patients represent their conscious attempts to preserve its egosyntonic symptomatology. On the other hand, a lot of researchers underline destructiveness of anorexia, namely it not only doesn't give happiness, but also restricts the anorexic person's life to one dimension: in this context she/he can't derive satisfaction from another resource than the more and more mechanic, obsessive self-starving, which finally leads to exhaustion and desire for death. Some researchers ask whether anorexic patients can actually make competent decisions about their quality of life. If so, then the decision to refuse therapy may be on a par with other decisions to refuse life-prolonging therapy made by sufferers of debilitating chronic, or acute onset terminal illness. The aim of the article is to answer a question if data concerning the quality of life among anorexic individuals justify a proposition of palliative care over these persons.


Lewandowski K.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

Pedagogical experiment showed that the author's method of distance learning by exam, carried out using e-mail, allowing students to correct their exam works and, consequently to raise their grades, is effective in case of difficult transfer tasks, increases motivation of learners and fosters durable knowledge. The efficacy of the method depends on encouragements addressed to all students to take the attempts to raise their grades. It is advisable to conduct further research into ways and forms of their use. The study confirmed that e-mail can be an effective tool for communication between student and her/his teacher.


Romaniuk M.W.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

Author analyses the use of new technologies by the pedagogy students from the generation of digital natives focusing on using the functions of mobile electronic devices and basic functions of Internet. Data has been collected with Google Forms. They allow to collect the data very quick, to see the responses immediately and to export the data to a spreadsheet. The aim of the study is to determine the level of student's competence on the chosen field of information technology. Research shows that students have lower skills than they declare. Author advocates that this situation needs to be improved.


Kuruliszwili S.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

E-learning is a widely used form of education. There are various kinds of e-learning both from the implementing institutions' as well as from the learners' point of view. As the learners are of different professions and educations, e-learning requires an individual approach for each users' population. The effectiveness of e-learning has been researched, measured and proved as beneficial as other forms of learning, although the problem of readiness for learning activities which would employ modern means of education was not as high. The article presents outcomes of a research made among the group of social service workers in terms of their abilities to undertake e-learning education.


Laszczyk J.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

Modern technologies whose development defines the beginning of the twenty-first century information civilization create entirely new possibilities for organizing and delivering educational processes. Thanks to them an opportunity for education opens up, which is a move away from the narrowly conceived encyclopaedism in education to independent work, revealing activities, and sometimes creativity. The paper will consider the benefits that can be associated with the use of IT in teaching on the one hand understood as a set of devices, on the other as education software packages. At the same time features which entails risks for the organization of teaching and learning processes as well as for themselves educated will be indicated.


Tanas M.,Maria Grzegorzewska Academy of Special Education
International Journal of Electronics and Telecommunications | Year: 2015

The digitization of the media, their software and hardware combination of computers and the development of networks and their dissemination have made distance learning the subject of research, implementation of practical and scientific reflection once again. Those actions are promoted not only by the development of ICT, but also by progressive globalization, demographic changes and economic and cultural challenges. The scientific discourse is also a part of Polish experiences. The previous treatment of the subject of this paper were historical in nature, fragmentary or were descriptions of individual experiments and experiences of individual universities. Presented approach has not only a synthetic character, but also provides an outline of the original, the Polish concept of teaching - blended learning.


Batory A.,Maria Grzegorzewska Academy of Special Education
Scandinavian Journal of Psychology | Year: 2014

Identity is constantly constructed and reconstructed. It may be assumed that there are six fundamental motivational goals according to which it is organized: self-esteem, self-efficacy, continuity, distinctiveness, belonging, and meaning (Vignoles). Moreover, identity is shaped by its dialogical nature (Hermans, ; van Halen & Janssen). The longitudinal study was conducted to examine both the motivational and the dialogical basis of identity structure dynamics. The results showed that the more the identity element was connected with a sense of continuity and the more dialogical it was, the greater the perceived centrality of this element was after two months. Furthermore, the more the identity element satisfied the self-esteem and belonging motives, the more positive was the affect ascribed to it. In the behavioral domain of identity, participants more strongly manifested those identity aspects that were earlier rated as more dialogical and satisfying the motive of belonging. The results showed that the motivational underpinnings of identity along with its dialogical nature explain changes in identity structure. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

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