Relevant bibliographies by topics / Psychological Design

Academic literature on the topic 'Psychological Design'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Psychological Design"

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刘, 恒丽. "The Teenagers Intelligent Interactive Product Design Research Based on Psychological Guidance." Design 07, no. 04 (2022): 79–89. http://dx.doi.org/10.12677/design.2022.74012.

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McClelland, Gary H. "Optimal design in psychological research." Psychological Methods 2, no. 1 (1997): 3–19. http://dx.doi.org/10.1037/1082-989x.2.1.3.

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Frascara, Jorge, and Ray Crozier. "Manufactured Pleasures / Psychological Responses to Design." Design Issues 12, no. 1 (1996): 76. http://dx.doi.org/10.2307/1511749.

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Bradley, Clare. "Psychological issues in clinical trial design." Irish Journal of Psychology 18, no. 1 (January 1997): 67–87. http://dx.doi.org/10.1080/03033910.1997.10558130.

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Menuge, Angus. "Intelligent Design, Darwinism, and Psychological Unity." Philosophia Christi 10, no. 1 (2008): 119–36. http://dx.doi.org/10.5840/pc20081018.

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Арпентьева, Мариям, and Marijam Arpentieva. "Planning in psycho-pedagogical design." Ergodesign 2019, no. 1 (April 2, 2019): 31–41. http://dx.doi.org/10.30987/article_5c518d8d7947f3.63859366.

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The article deals with the issues of design in psychological and pedagogical planning. It is noted that the design methodology is based on a systematic approach to the study and modeling of compound multi-component, complex objects. The article is devoted to the problems of psychological and pedagogical planning, including the planning of educational lesson. The main aspects of pedagogical planning are considered: psychological and pedagogical sense, the place of planning in the structure of psychological analysis of educational lesson (lesson).
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Uglanova, I. L., I. V. Brun, and G. M. Vasin. "Evidence-Centered Design method for measuring complex psychological constructs." Современная зарубежная психология 7, no. 3 (2018): 18–27. http://dx.doi.org/10.17759/jmfp.2018070302.

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The article describes validation process of the diagnostic tool for monitoring assessment of socio-emotional habits in elementary school. The tool is based on the Big Five model and includes three scales: Goal achievement, Cooperation and Emotional control. Two validation researches have been conducted, both on third-grade students from Moscow and Tatarstan elementary schools. Preliminary research (N=1318) examined the construct validity and reliability of the questionnaire. Confirmatory and exploratory factor analysis and methods of Modern Test Theory have confirmed hypothecated factorial structure. Subsequent research (N=2559) proved criterion validity of the questionnaire: it showed expected level and direction of correlation with the results of reading and mathematical skills testing. Presented questionnaire can be used for group monitoring assessment of socio-emotional development in elementary school.
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CHERNYSHOVA, E. P., and V. E. CHERNYSHOV. "Social and psychological characteristics of architectural design." Architecture. Construction. Education, no. 1(9) (2017): 27–31. http://dx.doi.org/10.18503/2309-7434-2017-1(9)-27-31.

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이주원, 조경진, and Youngshin Sung. "Psychological and social meanings of product design." Korean Journal of Consumer and Advertising Psychology 11, no. 1 (February 2010): 159–82. http://dx.doi.org/10.21074/kjlcap.2010.11.1.159.

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Grosjean, S., P. Fixmer, and C. Brassac. "Those “psychological tools” inside the design process." Knowledge-Based Systems 13, no. 1 (February 2000): 3–9. http://dx.doi.org/10.1016/s0950-7051(99)00048-9.

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Dissertations / Theses on the topic "Psychological Design"

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Anderson, Andre. "Psychological Lighting Guidelines for Designers." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460652490.

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Ricci, Natali. "The Psychological Impact of Architectural Design." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1767.

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The interplay between architectural design and human psychology is significant, yet it remains largely unnoticed or even ignored both in and outside the design industry. Moreover, the relationship between design and psychology is not only consequential, it is bidirectional. On the one hand, successful design has been shown to have clear psychological and physiological impacts; on the other, psychology, human experience, and the function of our neurological systems all play a significant role in what we perceive to be successful design. This thesis endeavors to create an understanding of how that complex relationship evolved and how it works in today's world. It does so by first exploring how the human brain and nervous system is structured and functions, how that structure and function benefited our human ancestors, and how modern society impacts that function. With that knowledge as a background, the interrelationship – both positive and negative – between design, psychology and our nervous system is explored. Successful design patterns are reviewed, including those that evoke the same sense of security sought by our human ancestors, as well as those whose specific patterns have a meaningful psychological basis. Similarly, reasons why some design forms and themes have not been successful are explored, as is the modern-day challenge of human stress that results from those poorly designed buildings and spaces. Finally, the importance of incorporating nature into the human built environment to take advantage of its positive psychological impact and restorative properties is explored.
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Lloyd, Peter. "Psychological investigations of the conceptual design process." Thesis, University of Sheffield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414841.

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Jones, Julian Lloyd. "Iterative development, system design and psychological investigation." Thesis, University of York, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280382.

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Murteza, Noor Danielle. "Designer Fractal Patterns: Ecological Validity and the Psychological Wellbeing Effect of Fractal Patterns in Interior Spaces." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159422878465947.

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Wessels, Inge. "Parenting programmes in South Africa: investigating design and evaluation practices." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11562.

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Parenting programmes have been shown to have wide-ranging benefits, including the prevention of behavioural and emotional problems in children as well as child maltreatment. The majority of research conducted on parenting programmes is from high-income countries, with little available knowledge on programmes within low- and middle-income countries, such as South Africa. This study sought to identify, as far as possible, the range of parenting programmes offered in South Africa and investigate their design and evaluation practices in relation to best practices. It also sought to identify high-quality programmes which could be scaled-up successfully. This is particularly important in South Africa due to the country’s high rates of violence and child maltreatment.
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Shelton-Rayner, G. K. "Quantifying exposure to psychological and physiological stress and automotive design." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/c49449c2-11e0-f544-58c1-d6e693e6748d/1.

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Attempts to assess psychological stress rely heavily upon subjective techniques which measure changes in perceived mental loading and situational awareness (Hart and Staveland 1988, Reid and Nygren 1988, Lemyre and Tessier 2003, 1998). Although quantitative methodologies do exist, for example monitoring changes in the cardiopulmonary system (Gelfand et al. 2004, Harada et al. 2006), such parameters are subject to influence by factors other than stress. Psychological stress is known to influence the effectiveness of the innate immune system, leading to an increased risk of infection and immune-related disease (Dhabhar et al. 1996, Boscarino et al. 1999, Altemus et al. 2006). Leukocytes, primarily neutrophils have been identified as an essential component of this mechanism - periods of increased psychological stress have been shown to stimulate neutrophils to release reactive oxygen species into surrounding healthy tissues (Mian et al. 2003). The exact biochemical pathways by which this occurs have not yet been fully elucidated. However, this mechanism has become the basis for a novel in vitro technique (McLaren et al. 2003) which has the potential and sensitivity to rapidly quantify and discriminate between changes in psychological stress, resulting from exposure to short-term low-level everyday life-stressors. Aims The overall aim of this research was to further explore the relationship between short-term psychological stress and altered immune responsiveness. Leukocyte coping capacity (LCC) is a luminol-dependent chemiluminescent technique for the assay of reactive oxygen species production in whole blood samples. The feasibility of applying this test as an objective, quantitative, diagnostic measure of altered mental workload (mental stress), in the assessment of ergonomics within automotive research and development was examined. Methods Leukocyte activity was determined from whole blood, using a luminol-dependent, in vitro, chemiluminescent technique referred to as Leukocyte Coping Capacity (LCC). 2 The technique measures reactive oxygen species production following phorbol 12-myristate 13-acetate (PMA) stimulation. Subjective psychological measures, including likert scales and the NASA task load index were employed to assess perceived stress and altered mental workload. Other traditional physiological parameters including heart rate, systolic and diastolic blood pressure and core body temperature were also measured. The ability of each parameter to detect and discriminate between related short-term stressors was investigated, and results were correlated with post-test changes in leukocyte activity. To investigate the mechanism of stress induced leukocyte activation, standard ELISA was used to assess post-stressor plasma concentration changes in nine mediators including Adrenaline, Noradrenaline, Cortisol, E-Selectin, L-Selectin, Interleukin-1β, Interleukin-6, Endothelin-1, and Tumour Necrosis Factor-α. All 5 studies involved the use of mental stressors that were associated with either driving or the ergonomics of driving. Participants were moderately fit and healthy, aged between 20 and 65 years. Study one assessed the ability of the LCC technique to objectively discriminate between two closely related stressors (performing a simple manoeuvre in two different vehicles). Study two investigated leukocyte sensitivity, by testing whether a quantifiable response was elicited following exposure to a low-level stressor lasting seconds. The third study was used to explore the mechanism of leukocyte activation following short-term low-level stress. In addition to testing the viability of leukocyte responsiveness as an objective quantitative ergonomic assay for use within the motor industry, study four investigated how the magnitude of leukocyte responsiveness changed following repeated exposure to the same stressor. The final study used leukocyte reactivity to investigate how mental loading was affected during the interaction with three different motor vehicle control interfaces, whilst simultaneously maintaining lane discipline within a simulated driving environment.
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Dahl, Darren W. "The use of visual mental imagery in new product design." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34546.pdf.

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Jehoel, Sandra. "A series of psychological studies on the design of tactile maps." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/804407/.

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Davis, Matthew Christopher. "Psychological and organisational issues in the design of buildings and workplaces." Thesis, University of Leeds, 2011. http://etheses.whiterose.ac.uk/21121/.

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Offices are evolving rapidly to facilitate organisational cost reductions and to better support contemporary working practices. This thesis explores the design and reconfiguration of physical workspace. Theories of the physical environment, work design and ideas from the design literature are drawn upon to understand interactions in modern workspace. The evaluation of a global engineering company's office reconfiguration programme provides the research context. Study one examines the relationships between features of contemporary office configuration (proximity and break-out areas), staff autonomy and communication. Data from 405 employees in differing offices were collected. Break-out areas and autonomy were positively related to communication. A three-way interaction was observed, suggesting that configuration affects groups of workers differently and that the environment-worker relationship should be considered as a system. Study two examines the trade-offs present in contemporary reconfigurations (reduced proximity and density, vs., increased break-out provision). The potential mediating role of crowding in the environment- worker relationship is also investigated. The research utilised a longitudinal quasi-experimental design. Data were collected from 296 respondents, at two time-points, in three offices. Reconfigurations that reduced individual workspace (density and proximity) were related to increased crowding. Inclusion of greater break-out provision within offices that reduce individual workspace appear not to trade-off negative relationships with crowding and communication. Findings indicate that crowding partially mediates the relationship between density and proximity with communication. The implications of these findings for theory and practice are discussed. Future research and methodological directions are also articulated.
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Books on the topic "Psychological Design"

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Experimental design in psychological research. 5th ed. New York: Harper & Row, 1985.

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Manufactured pleasures: Psychological responses to design. Manchester: Manchester University Press, 1994.

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Friedenberg, Lisa. Psychological testing: Design, analysis, and use. Boston: Allyn and Bacon, 1995.

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Craig, James Richard. Methods of psychological research. 2nd ed. Monterey, Calif: Brooks/Cole Pub. Co., 1986.

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Edie, Adams, ed. Design for emotion. Boston: Morgan Kaufmann, 2012.

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Better game characters by design: A psychological approach. Amsterdam: Elsevier and Morgan Kaufmann, 2005.

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Akin, Ömer. Psychology of architectural design. London: Pion, 1986.

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Doing quantitative psychological research: From design to report. Hove, East Sussex, UK: Psychology Press, 1997.

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Marquand, Ed. Graphic design presentations. New York: Van Nostrand Reinhold, 1986.

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Smith, Norman. Small space living: Design. Rockport, Mass: Rockport Publishers, 1995.

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Book chapters on the topic "Psychological Design"

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Uysal, Ahmet, and Mehmet Kosa. "Psychological Game Design." In Encyclopedia of Computer Graphics and Games, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-08234-9_134-1.

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Sweller, John. "Instructional Design." In Encyclopedia of Evolutionary Psychological Science, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2438-1.

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Sweller, John. "Instructional Design." In Encyclopedia of Evolutionary Psychological Science, 4159–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2438.

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Dahlin, Pamela, and Brian K. Dashner. "Homicide by Design." In Encyclopedia of Evolutionary Psychological Science, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-16999-6_614-1.

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Baxter, Weston, and Marco Aurisicchio. "Ownership by Design." In Psychological Ownership and Consumer Behavior, 119–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77158-8_7.

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Dahlin, Pamela, and Brian K. Dashner. "Homicide by Design." In Encyclopedia of Evolutionary Psychological Science, 3753–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_614.

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Curtis, Bill. "Psychological Research on Software Development." In Software System Design Methods, 155–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-82846-1_6.

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Wiley, R. Haven. "Design Features of Language." In Encyclopedia of Evolutionary Psychological Science, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_3837-1.

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Wiley, R. Haven. "Design Features of Language." In Encyclopedia of Evolutionary Psychological Science, 1919–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3837.

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Marks, I. M. "Experimental Design in Behavioural Psychotherapy." In Psychological Treatment of Mental Illness, 128–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-72540-1_12.

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Conference papers on the topic "Psychological Design"

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Scarpinella, Samantha, Courtney Cole, Sarah Ritter, Susan Mohammed, Kathryn Jablokow, and Scarlett Miller. "Can We Get an Intervention, Please? The Utility of Teaming Interventions on Engineering Design Student Psychological Safety." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90009.

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Abstract Research on psychological safety has been growing in recent years due to its role in promoting creativity and innovation, among other items. This is because teams with high levels of psychological safety feel safe to express ideas and opinions. While we are becoming more aware of the importance of psychological safety in teaming, there is limited evidence in how to facilitate or build it within teams, particularly in an educational context. This paper was developed to respond to this research void by identifying the impact of teaming interventions aimed at improving psychological safety in engineering design student teams. Specifically, we studied two cohorts of students in a cornerstone design class (N = 414 students), one who received a series of video interventions and introduced role playing (intervention) and one who did not (control). These role assignments — referred to as the Lenses of Psychologically Safety — were created to promote key leadership attributes that have been shown to be crucial in facilitating psychologically safe teams. To compare the utility of the intervention, Psychological Safety was gathered at 5 key time points of a multi-week design project. The results identified three key findings. First, the interventions were successful in increasing psychological safety in engineering teams. In addition, the results indicated the utility of the Lenses of Psychological Safety throughout the design process. Finally, the results identified that groups who used these lenses had higher perceptions of Psychological Safety in their teams. Overall, these results indicated that psychological safety can be improved in engineering education through the intervention methods described within.
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Cole, Courtney, Kathryn Jablokow, Susan Mohammed, and Scarlett Miller. "The Impact of Gender on Individual Perceptions and Team Psychological Safety in Engineering Design Teams." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-89910.

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Abstract Improving team interactions in engineering to model gender inclusivity has been at the forefront of many initiatives in both academia and industry. However, there has been limited evidence on the impact of gender-diverse teams on psychological safety. This is important because psychological safety has been shown to be a key facet for the development of innovative ideas, and has also been shown to be a cornerstone of effective teamwork. But how does the gender diversity of a team impact the development of psychological safety? The current study was developed to explore just this through an empirical study with 38 engineering design student teams over the course of an 8-week design project. These teams were designed to be half heterogeneous (either half-male and half-female, or majority male) or other half homogeneous (all male). We captured psychological safety at five time points between the homogenous and heterogenous teams and also explored individual dichotomous (peer-review) ratings of psychological safety at the end of the project. Results indicated that there was no difference in psychological safety between gender homogenous and heterogenous teams. However, females perceived themselves as more psychologically safe with other female team members compared to their ratings of male team members. Females also perceived themselves to be less psychologically safe with male team members compared to male ratings of female team members, indicating a discrepancy in perceptions between genders. These results point to the need to further explore the role of minoritized groups in psychological safety research and to explore how this effect presents itself (or is covered up) at the team level.
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Kondrakova, O. Y., and I. N. Merzlyakov. "PSYCHOLOGICAL PRINCIPLES IN UX DESIGN." In КОГРАФ-2021. Нижний Новгород: Нижегородский государственный технический университет им. Р.Е. Алексеева, 2021. http://dx.doi.org/10.46960/43791586_2021_289.

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Yang, Wei, and Ping He. "Criminal investigation based on psychological characteristic: A design of psychological information system." In 2010 2nd IEEE International Conference on Information Management and Engineering. IEEE, 2010. http://dx.doi.org/10.1109/icime.2010.5477472.

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Song, Guandong, Sihui Wang, and Jiying Wu. "The Psychological Explanation of Compliance." In 4th International Conference on Arts, Design and Contemporary Education (ICADCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icadce-18.2018.176.

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Ghazlane, Imane, Bouzekri Touri, Mohamed Bergadi, and Khalid Marnoufi. "THE DESIGN OF THE RESEARCH METHOD IN GRADUATE RESEARCH WORK." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact060.

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Ghazlane, Imane, Bouzekri Touri, Mohamed Bergadi, and Khalid Marnoufi. "THE DESIGN OF THE RESEARCH METHOD IN GRADUATE RESEARCH WORK." In International Psychological Applications Conference and Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2020inpact060.pdf.

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Tarnowski, Adam, and Katarzyna Lapkiewicz. "Possibilities and limitations of automated psychological profiling." In 2015 MIXDES - 22nd International Conference "Mixed Design of Integrated Circuits & Systems". IEEE, 2015. http://dx.doi.org/10.1109/mixdes.2015.7208491.

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Bin He, Na An, Jianping Liu, and Zeying Li. "Design of management experiments based on psychological effect." In 2008 Chinese Control and Decision Conference (CCDC). IEEE, 2008. http://dx.doi.org/10.1109/ccdc.2008.4597765.

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Zhang, Yue, and Yuan Ren. "Product design exploration based on users psychological perception." In 2015 International Conference on Advanced Engineering Materials and Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icaemt-15.2015.9.

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Reports on the topic "Psychological Design"

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Buyak, Bogdan B., Ivan M. Tsidylo, Victor I. Repskyi, and Vitaliy P. Lyalyuk. Stages of Conceptualization and Formalization in the Design of the Model of the Neuro-Fuzzy Expert System of Professional Selection of Pupils. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2669.

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The article describes the problem of designing a neuro-fuzzy expert system of professional selection at the stages of conceptualization and formalization, which involves the definition of concepts, relationships and management mechanisms necessary to describe the solution of problems in the chosen subject field. The structural model of the decision making system for determining the professional selection of students for training in IT specialties is substantiated. Three subsystems are proposed as structural components for studying: psychological peculiarities, personal qualities, factual knowledge, abilities and skills of students. The quality of the system’s operation is determined by the use of various techniques for acquiring knowledge on the basis of which the knowledge base of the neuro-fuzzy system and the combination of the use of fuzzy and stochastic data will be formed.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.
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Niconchuk, Michael. Whose Vulnerability? Trauma Recovery in the Reintegration of Former Violent Extremists. RESOLVE Network, June 2021. http://dx.doi.org/10.37805/pn2021.16.vedr.

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Violent extremism has a trauma problem. Psychological trauma plays a role in the genesis, perpetration, and resolution of violent extremism. Despite evidence attesting to the positive effects of trauma-informed rehabilitation programs and trauma recovery support for armed combatants and criminal offenders, there has been limited donor interest or coordinated policy effort to meaningfully integrate trauma recovery into the design of rehabilitation and reintegration of violent extremists specifically. Research in global mental health confirms trauma is not only relevant to the emergence of violent extremism but is also a consequence of participation in violent extremism. While there is a general dearth of data on the psychobiological markers of trauma among extremist populations specifically, the limited data we have from child recruits, as well as from other conflict-affected populations calls for a more prominent role of psychological rehabilitation and trauma recovery in the reintegration of violent extremists.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

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This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Lavrentieva, Olena O., Ihor O. Arkhypov, Olexander I. Kuchma, and Aleksandr D. Uchitel. Use of simulators together with virtual and augmented reality in the system of welders’ vocational training: past, present, and future. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3748.

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The article discusses the theory and methods of simulation training, its significance in the context of training specialists for areas where the lack of primary qualification is critical. The most widespread hardware and software solutions for the organization welders' simulation training that use VR- and AR- technologies have been analyzed. A review of the technological infrastructure and software tools for the virtual teaching-and-production laboratory of electric welding has been made on the example of the achievements of Fronius, MIMBUS, Seabery. The features of creating a virtual simulation of the welding process using modern equipment based on studies of the behavioral reactions of the welder have been shown. It is found the simulators allow not only training, but also one can build neuro-fuzzy logic and design automated and robotized welding systems. The functioning peculiarities of welding's simulators with AR have been revealed. It is shown they make it possible to ensure the forming basic qualities of a future specialist, such as concentration, accuracy and agility. The psychological and technical aspects of the coaching programs for the training and retraining of qualified welders have been illustrated. The conclusions about the significant advantages of VR- and AR-technologies in comparison with traditional ones have been made. Possible directions of the development of simulation training for welders have been revealed. Among them the AR-technologies have been presented as such that gaining wide popularity as allow to realize the idea of mass training in basic professional skills.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, January 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the development of the education system of the Russian Federation, laws and other regulatory legal acts regulating activities in the field of education in the Russian Federation, legislative documents on the rights of the child, the Convention on the Rights of the Child; knowledge of methods and methods of ensuring the safety of students in dangerous situations; ability to apply basic regulatory legal acts in the field of education and professional ethics; the ability to analyze and assess the degree of danger in various situations, the ability to provide conditions for a safe and comfortable educational environment that contributes to the preservation of life and health of students.
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