The characteristics of response to stressful situations depend on a complex of factors such as personality traits, emotional regulation, health state, features of the nervous system, motor functions and proprioception. In cases of disruption of the brain's dopamine system due to disease or chemotherapy, hormone discharge due to stress, changes in emotions and proprioception may occur. The aim of our study was to find the relationship of stress resilence in verbal test and individual differences performed in proprioceptive test in onco-patients, sportsmen and group of control; as well as to observe the differences between these groups in the verbal stress resistance and individual differences proprioceptive tests. The results showed that onco-patients were less resistant as per verbal stress resistance outcomes for a major part of variables compared to other groups. The sportsmen were superior in verbal Risk and Control dimensions compared to other groups; but less in Positive Affectiveness. The proprioceptive test perfomance revealed the only statistically significant difference in performance in the dimension related to Mood, showing more Pessimism in the sportsmen group, but more Optimism in the oncopatients at temperamental (or intrisinc) level. The obtained results can be used by psychologists, therapists, coach and healthcare when needed to attend the specific needs of public, being pateints or sportsmen, etc.

This publication delves into the intricate world of human communication, extending beyond the realm of spoken and written language to explore the profound influence of non-verbal communication. Focusing on body language—comprising gestures, facial expressions, postures, and movements—it reveals the pivotal role it plays in conveying emotions, intentions, and psychological states. The rapidly evolving fields of neuroscience and cognitive science are investigating the neural mechanisms and cognitive processes that underpin the interpretation and utilization of these non-verbal cues. Notably, the amygdala's involvement in processing emotional facial expressions has provided a neurological foundation for our emotional understanding in non-verbal communication. Concurrently, cognitive psychology sheds light on how perception, attention, and memory influence our interpretation of non-verbal cues and communication strategies.In our modern, technologically advancing society characterized by global interconnectivity and cultural diversity, the significance of non-verbal communication, especially in digital and virtual contexts, is paramount. The transformation of non-verbal expression into digital symbols like emoticons and emojis raises questions regarding its ability to maintain authenticity and emotional understanding. This publication endeavors to comprehensively explore the fundamental role of body language and non-verbal communication in contemporary society. By integrating insights from psychology, neuroscience, social sciences, and digital technologies, it aims to elucidate the underlying mechanisms guiding non-verbal communication. Additionally, it delves into the implications of non-verbal communication across diverse domains, including interpersonal communication, the workplace, politics, advertising, and the virtual world.The research presented herein strives to offer a thorough understanding of interpersonal dynamics, relationships, and social behavior, with the goal of promoting the development of more effective, conscious, and ethically guided communication strategies. Ultimately, this analysis aspires to inspire further interdisciplinary research and reflection, addressing emerging challenges and fully leveraging the potential of non-verbal communication in modern society. This, in turn, guides our path towards a communication landscape that is more inclusive, authentic, and empathetic.

The purpose of this study was to identify different adolescent profiles identified by their use tobacco/alcohol and violent behavior repertoires as well as to analyze the extent to which they show impulsivity traits. Participants were selected by cluster random sampling. There was a total of 822 high school students in the sample aged 13 to 18 years with a mean of 14.84 (SD=.87). A cluster analysis with the following variables was done to form the groups: Use of tobacco, Use of alcohol, Physical aggression, Verbal aggression, Anger and Hostility. Three groups of adolescents resulted from these five variables. The multivariate comparison demonstrated the existence of significant between-group differences, and individual analysis for each of the dependent variables (impulsivity dimensions) showed that the relationship was statistically significant in all cases. In conclusion, analysis of factors possibly associated with adolescent’s risk behavior makes possible and orients intervention in different stages of development for sustainable consumption in adolescents.

Background: Among the cognitive markers of Alzheimer’s disease (AD), semantic and phonemic verbal fluency tasks seem to be an early indicator of deterioration. The aims of this study are 1) to evaluate both types of Verbal Fluency in the early stages of AD in order to know which of them deteriorates earlier and, 2) to investigate if Verbal Fluency Tasks can help to differentiate between patients with Mild Cognitive Impairment (MCI) who will progress to AD two years later (progresses) and those who do not (non-progresses). Method: A Verbal Fluency Task was administered to 25 patients with MCI and their respective control subjects. All patients underwent a neuropsychological evaluation twice in order to follow up their global cognitive status. The second time, 8 of them converted to AD. Results: On the one hand, Phonemic Verbal Fluency deteriorates earlier than Semantic Verbal Fluency in MCI patients; on the second hand, although we found statistically significant differences between patients with MCI and AD in both type of fluency tasks, they were not found when comparing the performance of progresses and non-progresses. Conclusion: These results point to a greater impairment in Phonemic Verbal Fluency in MCI patients and its potential predictive capacity to predict conversion to AD.

In the software development process, the decision-maker (DM) has a range of problems inherent to its function. Wrong choices during software planning can bring great risk to the project. Therefore, the planning of software releases to be delivered to the customer should be well done. This is not an easy task because releases are made up of many requirements that contain complex variables that must be considered, such as precedence, cost, requirement stability, among other features that make the requirements-selection process challenging. To make this process less exhaustive, DM can use tools that facilitate this work. In software engineering, we can find fields of research specialists in this context, such as Search-Based Software Engineering (SBSE). The SBSE makes use of advanced metaheuristics to search for optimal solutions or the closest to it. In this work, we try to use another field of research to solve this same problem type, the Verbal Decision Analysis (VDA). To do this, we elaborate a workflow that will use the same source data, execute two solutions using the two search fields (SBSE and VDA) and compare the results. In the end, we evaluated and commented on the results.

Background: Delis-Kaplan Executive Function System (D-KEFS) is a neuropsychological tool used in clinical practice to measure executive function in clinical and non-clinical populations, in individuals aged 8-89 years, and consists of nine subtests that can be administered either as a single system or separately. Aims: In the present study, were established norms for the Verbal Fluency Test as well as the Design Fluency Test of the D-KEFS in a Greek population aged 20 to 49 years, since there is no previous study conducted in Greece for these age clusters. Methods: The study sample consisted of 100 healthy adults (44.4% male and 55.6% female), aged 20 to 49 years (M=32.81 SD=11.04) with education from 12 to 18 years (M=14.73, SD= .91). First, Spearman and Pearson tests explored the associations of gender, age and education with D-KEFS subtests’ performance. Afterwards, we calculated normative data using raw scores and transformed to percentile scores. Results: The present study is the first attempt to calculate norms for the two fluency subtests of the D-KEFS in Greek adult population stratified by age and educational level. Conclusion: Future research will promote the use of D-KEFS, in order to introduce a widely used tool which measures all basic executive functions subtypes for Greek adult population. Given that the majority of neuropsychological tools are adapted for older adult population, the current study aims at filling the gap in neuropsychological assessment of young adults as well as those who have co existing neurological or psychiatric disorders.

Background We investigated to determine the effectiveness of verbal feedback in learning the round-off back somersault on the balance beam with stable landing. Methods: The research material consisted of female gymnasts (n = 16). They were randomly assigned to one of two groups: FKE group (n = 8) with feedback on key elements, or FAE group (n = 8) with 100% feedback on all errors made in the phase structure of the task. Results: Based on research, it was established that key elements could be identified in the preparatory, main and final phases. Mixed ANOVA showed that significant differences (p < 0.05) were noted due to the teaching method used (Group x Time factor) when performing the gymnastic routine of round-off back somersault with stable landing on the balance beam. Based on the Welch t test for independent data it was revealed that the group with feedback on the key elements obtained significantly higher mean scores from judges at the end of the experiment. Conclusions: The findings of the present study point to a possibility of offering coaches teaching methods that increase the effectiveness of learning complex motor skills and indicate a possibility of applying such solutions in groups of female gymnasts both in training and during competitions.

Well-being is one of the pillars of positive psychology, which is known to have positive effects not only on the personal and professional lives of individuals, but also on teams and organizations. Understanding and promoting individual well-being is essential for staff health and long-term success, but current tools for assessing subjective well-being rely on time-consuming surveys and questionnaires, which limit the possibility of providing the real-time feedback needed to raise awareness and change individual behavior. This paper proposes a framework for understanding the process of non-verbal communication in teamwork, using video data to identify significant predictors of individual well-being in teamwork. It relies on video acquisition technologies and state-of-the-art artificial intelligence tools to extract individual, relative, and environmental characteristics from panoramic video. Statistical analysis is applied to each time series, leading to the generation of a dataset of 125 features, which are then linked to PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishments) surveys developed in the context of positive psychology. Each pillar of the PERMA model is evaluated as a regression or classification problem using machine learning algorithms. Our approach was applied to a case study, where 80 students collaborated in 20 teams for a week on a team task in a face-to-face setting. This enabled us to formulate several hypotheses identifying factors influencing individual well-being in teamwork. These promising results point to interesting avenues for research, for instance fusing different media for the analysis of individual well-being in teamwork.

Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.

The activity of prioritizing software requirements should be done as efficiently as possible. Selecting the most stable requirements for the most important customers for the development company can be a positive factor when we consider that the available resource does not always encompass the implementation of all requirements. Quantitative methods for reaching software prioritization in releases are many in the field of Search-Based Software Engineering (SBSE). However, we show that it is possible to use qualitative Verbal Decision Analysis (VDA) methods to solve this same type of problem. Moreover, we will use the ZAPROS III-i methods to prioritize requirements considering the opinion of the decision-maker, who will participate in this process. Finally, the results obtained in the VDA structured methods were quite satisfactory when compared to the methods using SBSE. A comparison of results between quantitative and qualitative methods will be made and discussed later.

A well-known but also very complicated problem in room acoustics is the ambient noise when many people are gathered for a reception or in a restaurant, a bar, a canteen or a similar place. In such social gatherings, people want to speak with each other, but for the same reason the place can be very noisy, and verbal communication can be difficult or even impossible, especially for people with reduced hearing capacity. The noise depends on at least the following parameters; the volume, the reverberation time, the number of people, and the type gathering. Verbal communication in a noisy environment is a complicated feed-back situation, which implies two interesting phenomena; the Lombard effect and the cocktail-party effect. Solutions are presented both as a simplified model assuming a diffuse sound field and as an advanced computer simulation model. The concept ‘Acoustic Capacity’ of a facility is introduced, defined as the maximum number of persons in order to achieve a sufficient quality of verbal communication. In order to avoid poor acoustics in restaurants and similar places, it is necessary to design with bigger volume and more absorption material than usual in current building design practice.

Videogames have been the focus of research since their widespread popularity, with particular emphasis on their effects on cognitive and affective abilities, especially in children and adolescents. Despite numerous correlational studies, robust evidence on the causal relationship between videogames and cognition remains scarce, hindered by the absence of a comprehensive assessment tool for gaming skills across various genres. This study aimed to develop and validate the Gaming Skill Questionnaire (GSQ) and to assess the impact of gaming skills in six different genres (Sport, First-Person Shooters, Role-Playing Games, Action-Adventure, Strategy, and Puzzle Games) on adolescents’ cognitive and affective abilities. The GSQ exhibited strong reliability and validity, highlighting its potential as a valuable tool. Gaming skills positively affected executive function, memory, overall cognition, cognitive flexibility, and emotion recognition, except for empathy. Various game genres had different effects on cognitive and affective abilities, with verbal fluency influenced mainly by sports, executive functions by action, strategy, and puzzle, and emotion recognition positively impacted by action and puzzle but negatively by sports and strategy games. Both age and gaming skills influenced cognitive flexibility, with gaming having a greater effect. These intriguing genre-specific effects on cognitive and affective functioning postulate further research with GSQ's contribution.

The definition of a Smart-complex of educational discipline and its technology is given. Attention is focused on the form of the Smart-complex and constructive elements: the creative educational environment, the author's environment, the non-verbal environment, the encyclopedia, the creative / self-realization environment, the monitoring / self-evaluation environment.A feature of the Smart-complex of the academic discipline is the integration into it of the structural equalization block. Constructive alignment (alignment) is based on the design of the student's own learning participation in educational projects. Alignment refers to creating an appropriate learning environment and involves selecting the most appropriate training activities and evaluating each learning outcome. If the result of the training is to develop analytical skills, then for the assessment it is necessary to build questions and scenarios for their development.Two main components of the structural alignment are considered: 1) the first component is based on cognitive psychology and constructivist theory, recognizes the importance of linking new material with the concepts and experiences of students and extrapolation to possible future scenarios in the process of mission activity - they comprehend what they are doing during training; 2) the second component is based on the declaration by the teacher of the correspondence between the planned educational activities and the results of the training of students. This makes planning of educational activities and development of self-assessment criteria for organizing feedback. It is necessary to take into account the impact of Smart-complexes of educational disciplines on three think-tank training networks: 1) effective networks (why learn) - several ways of presenting to give students different ways of obtaining information and knowledge; 2) recognition networks (learning outcomes) - several ways of expressing them to provide them with an alternative for demonstrating what they know; 3) strategic exercises (how to learn) - several ways to increase the motivation for learning to attract their attention to both their own learning project and its technical and historical decision. Smart-complexes of educational disciplines should be: 1) scientific; 2) with user-friendly interface; 3) have a connection with LMS; 4) structured; 5) with visual material; 6) working in Off-line mode; 7) used on various devices in an educational institution, as well as at home.

Organisms are adapted to each other and the environment, not as tradition would have it, because natural selection made them that way, but because there is inbuilt striving towards stability and equilibrium. A General Theory of Behaviour connects imagery, affect and action with the central executive system we call Consciousness. The General Theory is founded on the assumption that the primary motivation of all of Consciousness and intentional behaviour is Psychological Homeostasis. Psychological homeostasis is as important to the organisation of mind and behaviour as Physiological Homeostasis is to the organisation of bodily systems. Consciousness processes quasi-perceptual images independently of the input to the retina and sensorium. Consciousness is the “I-Am” control centre for integration and regulation of (my) thoughts, (my) feelings and (my) actions with (my) conscious mental imagery as foundation stones. Imagery vividness, a combination of clarity and liveliness, is essential to imagining, remembering, thinking, predicting, planning and acting. Assessment of vividness using introspective report is validated by objective means such as fMRI. A significant body of work shows that vividness of visual imagery is determined by the similarity of neural responses in imagery to those occurring in perception of actual objects and performance of activities. I am Conscious, therefore I am.

Aims: This study aimed at examining coach-athlete violence based on the retrospective reports of adults who had been athletes as children and adolescents; predict variables that contribute to the existence of such violence; describe difficulties that the participants encountered as young athletes following such violence; and reveal the outcomes of such violence on their emotions and behaviors, in the past and present. Methodology: The applied mixed-methods comprised quantitative self-reporting questionnaires and qualitative interviews. The former included 440 participants (mean age 27.6) who had trained for at least one year in a sports union youth department; the latter included 14 participants (aged 23-37). These competitive athletes came from eight branches of sports. The interviews were analyzed based on the Narrative Approach. Results: According to the quantitative study, all participants had experienced coach violence at least once during their career, mainly psychological violence and neglect, followed by physical violence. Sexual violence was least reported. The age of their retirement from sports and the number of coaches that they had had were significant predictors of violence. Thematic analysis of the qualitative interviews resulted in six types of coach-athlete violence: (1) psychological violence; (2) verbal violence; (3) starvation and food fattening; (4) non-proportional punishing; (5) physical violence; and (6) sexual violence. Conclusions: It is vital that coach-athlete violence is addressed in public discourse, that the topic of of young athletes’ safety is introduced into coaching education, and that a position holder is nominated to be in charge of such safety in all sports organizations.

The cognitive and affective impacts of video games are subjects of ongoing debate, with recent research recognizing their potential benefits. This study employs the Gaming Skill Questionnaire (GSQ) to evaluate participants' gaming skills across six genres and overall proficiency. Eighty-eight individuals aged 20-40 participated, completed assessments of empathy and six cognitive abilities: verbal short-term memory, verbal working memory, visuospatial short-term memory, visuospatial working memory, psychomotor speed (hand-eye coordination), and attention. Cognitive abilities were examined using the Digit Span Test, Corsi Block Test, and Deary-Liewald Reaction Time Task, while empathy was assessed using the Empathy Quotient Questionnaire. Findings indicate that high video game skill levels correlate with improvements in visuospatial short-term and working memory, psychomotor speed, and attention. Different genres enhanced specific skills: RPGs positively influenced verbal working and visuospatial short-term memory but negatively affected empathy; action games improved psychomotor speed and attention; and puzzle games benefited visuospatial working memory. These promising results contribute positively to ongoing research on the cognitive and affective effects of video games, highlighting the potential for video games to enhance certain cognitive functions while also underscoring the complexity of their impact on empathy. Future research should further investigate genre-specific effects and long-term outcomes.