Movement improvisation, speaking styles, and attitudes towards plagiarism
Table of Contents
- Why do we speak differently to our child, our dog, or our partner?
- Move freely! The impact of movement improvisation on mental health
- What is wrong with the peer-review system?
- Creating values: Selections from contemporary issues on learning and teaching
- The attitude of university students towards ChatGPT
- What does plagiarism mean for university students?
Why do we speak differently to our child, our dog, or our partner?
This research compares the speaking styles directed towards different partners. Results show that speakers use a higher register to get attention with children and dogs than with their partners. In turn, pitch range and syllable length are adapted to the listener’s linguistic abilities: parents use a wider voice range and elongated syllables to support their child’s language learning, while both parameters remain average when addressing a dog. In the case of nursery rhymes, speakers used higher pitches and wider ranges towards all three partners. The most likely explanation for this is that nursery rhymes are almost exclusively told to young children so the communication style is influenced not only by the listener’s identity but also by the context. Although there is a strong emotional bond between dog and owner, parent and child, and romantic partners, the results suggest that this is not the main factor in determining our speaking style. For example, when speaking to our partner in a natural situation, our tone of voice is no different from an average conversation with a kind but unfamiliar adult. In conclusion, we can say that we inadvertently adapt our speech to the needs of the listener and to the speech situation.
Move freely! The impact of movement improvisation on mental health
In recent years, psychological research has paid increasing attention to interventions that integrate art forms, including movement improvisation. Yet there is no consistent empirical basis for the research on movement improvisation, and findings in the field of movement are contradictory for several reasons. This paper provides a comprehensive overview of the research on movement improvisation, identifying 18 processes that may contribute to the impact that movement has on mental health, as well as factors that may influence the induced effect. It is likely that different forms of movement activate these processes to different degrees, which may lead to different mental health outcomes. This overview highlights the need for a unified theoretical framework and standardised research methods that could improve the comparability of dance and movement research.
What is wrong with the peer-review system?
This article in PNAS highlights the problems – or, according to many, even the crisis – of the peer-review system. Editors are finding it harder and harder to find reviewers, manuscript reviews are often cursory, while predatory journals and fake reviews are an increasing problem. The situation is further exacerbated by the growing role of artificial intelligence in the writing of both articles and reviews. In response to the problems of the system, several attempts at reform have been launched, such as paid reviewers, published reviews, and peer-review systems independent of publishers. This paper is part of a broader collection of papers addressing similar challenges facing the scientific community.
Creating values: Selections from contemporary issues on learning and teaching
This volume of studies explores some of the important issues in contemporary pedagogical discourse, with a particular focus on methodological approaches, informal learning, and the social context of educational systems. The list of contributing authors include several lecturers and researchers of ELTE PPK. Barnabás Gulyás and András Déri explore some methodological and theoretical questions regarding group teaching, which is particularly relevant for the higher education training of youth workers. Their study not only outlines the theoretical framework but also presents concrete practical experiences.
Mária Kraiciné Szokoly, Nóra Hegyi-Halmos and Edina Mohos analyse the growing significance of informal learning. Drawing on a broad literature review, they show how global and European educational policy trends are prioritising the promotion of lifelong learning.
The study by Fanni Maszlag examines the school situation of Roma children, exploring the social and educational policy factors that influence their success. Her paper not only highlights the problems but also points to possible ways forward for a just and equitable education.
The volume is organised around three major thematic units: theoretical and methodological challenges of education, minority exposures in terms of education, and a critical analysis of generational approaches. The studies share an interdisciplinary approach, making them useful reading for both researchers and teachers interested in education.
The attitude of university students towards ChatGPT
The present research investigates the role of ChatGPT in the studies of university students. ChatGPT can have a number of benefits, such as rendering the detection of plagiarism more effective as well as supporting academic work, but it also raises several ethical issues. The research, carried out on a sample of 607 Hungarian university students, investigates the factors that influence students’ attitudes towards ChatGPT, including its perceived usefulness, perceived ease of use, and anxiety about using it. The research also investigates whether there is a correlation between students’ openness toward using ChatGPT and their propensity to plagiarise. A further aim of the study is to promote the responsible use of artificial intelligence in education and to suggest ways to balance technological innovation with the preservation of academic integrity.
What does plagiarism mean for university students?
The research examines the attitudes of Hungarian university students towards plagiarism, with a special focus on behavioural patterns. It analyses how gender, financing status, working while studying, note-taking habits, and academic ambitions influence students’ attitudes. The results show that men, students who are not working, and those who are striving for academic excellence may be more likely to find plagiarism acceptable and to judge its severity differently. However, participants’ experiences highlight the complexity of anti-plagiarism rules, their fear of severe sanctions, and the importance of relevant and effective education. The results of the research also emphasise the need for personalised educational measures and clearer guidelines.