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The European Journal of Psychology of Education (EJPE) will now be publishing a new format called "Special Section" to encourage collaboration among researchers in the field of psychology of education. A Special Section consists of 4 to 6 papers focused on a specific area of research proposed by a group of researchers, the editorial team, or the editorial board. The papers go through the same peer review process as regular papers and are published in the journal as a collection. The goal of this format is to promote visibility for European collaborative research projects, foster collaboration, and explore new ideas and approaches in psychology of education. Several Special Sections are already planned for publication between 2024 and 2025. [Extracted from the article]

Normative judgments are practical: they bear a close connection to motivation. Noncognitivists often claim that they have a distinctive explanatory advantage accounting for this connection. After all, if normative judgments just are noncognitive, desire-like states, then it is no mystery why they bear an intimate connection to motivation: desire-like states motivate. In this paper, however, I argue that noncognitivism does not have this explanatory advantage after all. The problem is that noncognitivists cannot provide a characterization of the practicality of normative judgment that allows them to retain this advantage. Noncognitivists either posit a strong and controversial connection between normative judgment and motivation that cognitivists have no trouble rejecting, or they posit a weaker connection that cognitivists can explain just as well. Either way, noncognitivists cannot argue from the practicality of normative judgments to their claim that normative judgments are noncognitive, desire-like states. The practicality of normative judgments does not support noncognitivism. [ABSTRACT FROM AUTHOR]

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

The paper considers three possible definitions of what it is for an action to be 'morally' good: (1) that it is overall important to do; (2) that it is overall important to do in virtue of a universalisable principle; and (3) that it is overall important to do in virtue of a universalisable principle, belonging to a system of such principles, which includes almost all of certain moral fixed points. I defend (3) and show how we can reach such a system, starting from the basic beliefs with which we find ourselves, through the process of reflective equilibrium. Moral realism is then the doctrine that there is such a system of true moral beliefs. My optimistic view is that all human communities could eventually reach the same such system. But, if they cannot, then there will be two (or more) different such systems, and so two (or more) different senses of 'moral realism'. [ABSTRACT FROM AUTHOR]

In this paper, we present some experimental findings whose best explanation, first of all, provides a positive answer to a philosophical question in ontology as to whether, in the overall domain of beings, there are fictional characters (ficta) over and above concrete individuals. Moreover, since such findings arise out of different comparisons between fictional characters and concrete individuals on the one hand and fictional characters again and non-items that do not belong at all to such an overall domain on the other hand, they also suggest that ficta are allowed as inhabiting a particular subrealm of that domain distinct from the one inhabited by concrete individuals, as previous findings in cognitive psychology had suggested. [ABSTRACT FROM AUTHOR]

This paper examines the dynamics of learning and how they relate to the optimal teaching strategies for learners. The authors aim to enhance learners' information processing abilities by highlighting the importance of considering different learning theories in the classroom. These considerations are based on the qualitative behaviour of learners' conscious awareness, cognitive and metacognitive engagement. A multi-stage cluster sampling procedure was employed to select a sample of 840 Grade 11 learners from 20 schools in the education district. A questionnaire was used to collect data, and statistical tests were conducted to validate and analyse the data. The study's results suggest that it is crucial for teachers to use a variety of learning theories and to consider variables that facilitate effective information processing by learners. Understanding diverse learning theories and their interplay positively influence the cognitive development of learners. The study's findings, which include SEM and HLM analyses and implications from teachers' application of juxtaposed theories, suggest that inefficiencies may exist in certain teaching approaches and in individual learners' information processing. Teachers who understand and apply the simultaneous impact of juxtaposed theories of learning can enable learners to assimilate or accommodate incoming information into their cognitive schema, leading to deeper and more meaningful understanding. [ABSTRACT FROM AUTHOR]

Among the infinitude of nature's various forms, precisely what should we aesthetically appreciate? And supposing we come to achieve such discernment, how should we properly appreciate the aesthetic qualities we thereby find? To address these questions, Carlson has argued that the aesthetic appreciation of nature ought to be guided by scientific insight. In response, non-cognitivists have levelled criticism and suggested alternatives, yet Carlson's (2009) scientific cognitivism remains the best-argued approach to nature appreciation in the field. One non-cognitivist position that Carlson rejects—although much too quickly—is Berleant's (1985) engagement model. The purpose of this paper is to modify and revive that model. Specifically, I will argue that genuine engagement requires a particular form of disinterest. The result is a non-cognitivist approach to the aesthetic appreciation of nature, stronger than the extant alternatives. [ABSTRACT FROM AUTHOR]

The article discusses the history and development of the journal Social Cognitive & Affective Neuroscience (SCAN). The author, Matthew D. Lieberman, reflects on the early years of the journal and the challenges faced in establishing a dedicated platform for social and affective neuroscience research. Lieberman announces that he will be stepping down as the Editor-in-Chief in January 2025, marking the end of his tenure. He also outlines some upcoming changes for the journal, including the acceptance of non-neuroscience papers and the publication of a "Tools of the Trade" piece to support the growth of social and affective neuroscience in academic institutions. [Extracted from the article]

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the "periphery" of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching "grand theories". • Methodological Advancement : The paper introduces an improved methodology for analyzing trends in four major schools of thought in psychology. • Dominance of Neuroscience : Our findings suggest that neuroscience can be considered the most influential trend in scientific psychology. • Decline in Psychoanalysis and Behaviorism : Psychoanalysis and behaviorism exhibit significant declines in prominence. • Prominence of Cognitivism : Cognitivism continues to maintain a prominent position in psychology. • Stability and Dispersion : Trends in psychology exhibit more stability and dispersion than previously assumed. [ABSTRACT FROM AUTHOR]

• This paper investigates household evacuation route choice; • The proposed multi-methodological approach integrates an empirical study with analytical modeling, and experiments; • A household-based group utility evolution model is developed to characterize the dynamics of household evacuation route choice; • The proposed approach is distinctive in theorizing and incorporating syncretic risk perception into household decision-making; • The analytical and test results demonstrate that the proposed methodology aligns closely with household choice behavior. This paper presents a multi-methodological approach to analyzing household evacuation route choice behaviors and the related decision-making for mass evacuation planning in disaster management. Specifically, the proposed multi-methodological approach integrates a syncretic risk perception conceptual model with a household-based group utility evolution model. The dynamics of household evacuation route choice are explored in two stages, namely the individual utility initiation and accommodation. The unique feature of the proposed approach is that it links individual risk perception, survival psychology, and group behavioral dynamics together to characterize household decision-making about choosing the evacuation routes. An empirical study coupled with experiments is conducted to help validate the proposed household evacuation route choice behavior model. Through various designed disaster scenarios, the applicability and strengths of the proposed model for mass evacuation planning and management are demonstrated. Particularly, the mean relative prediction errors of the proposed model with respect to household-based evacuation route switching probability and path flow splits are 3.79% and 6.88%, respectively, all within an acceptable range of ±10 %. This demonstrates that the proposed model and analytical results align closely with household choice behavior. [ABSTRACT FROM AUTHOR]

Volume 36 of the journal Interacting with Computers introduces new innovations and formats to provide a richer reading experience in the field of human-computer interaction (HCI). The journal now accepts a broader range of contribution types, including research papers, provocations, pictorials, case studies, and state-of-the-art reviews. Additionally, the journal is launching a Reviewer Academy to support new reviewers. The first issue of Volume 36 features articles on usability and user experience in security and privacy, sentence completion as a research method, women's experiences in technological making, and the user experience with robotic vacuum cleaners. These articles reflect the journal's commitment to diverse perspectives, rigorous methodology, and interdisciplinary exploration in HCI research. [Extracted from the article]

• Accessible overview of the issues that affect data quality in online experiments. • Focus on technology, participant recruitment, and participant performance. • Checklists for researchers to improve data quality. The past 10 years have seen rapid growth of online (web-based) data collection across the behavioural sciences. Despite the many important contributions of such studies, some researchers have concerns about the reduction in experimental control when research moves outside of laboratory conditions. This paper provides an accessible overview of the issues that can adversely affect data quality in online experiments, with particular focus on cognitive studies of memory and language. I provide checklists for researchers setting up such experiments to help improve data quality. These recommendations focus on three key aspects of experimental design: the technology choices made by researchers and participants, participant recruitment methods, and the performance of participants during experiments. I argue that ensuring high data quality for online experiments requires significant effort prior to data collection to maintain the credibility of our rapidly expanding evidence base. With such safeguards in place, online experiments will continue to provide important, paradigm-changing opportunities across the behavioural sciences. [ABSTRACT FROM AUTHOR]

In this study an integrational linguistic approach to metaphor is used in the context of an ecological psychology study of novel metaphor creation by adults in a structured conversation setting. This paper forms an example of the proposed complementarity of integrational linguistics (Harris, 1981) and ecological psychology (Gibson, 1979; Jones and Read, 2023) by providing a study of novel metaphor that eschews the traditional "coded carrier of message" assumptions about language, as well as the traditional "knowledge is mental representation" assumptions of representationalist cognitive psychology. Instead, novel metaphor is presented as the sine qua non of the creation of signs in the process of communication, and that creation is proposed to be founded on the perception of invariants across different naturally occurring kinds of objects and events (cf., Read & Szokolszky, 2016). The practice of metaphor is taken as a special case of perceptually guided kinematic semiology. This study describes the practice of metaphor by adults in a structured experimental situation designed to present metaphoric resemblance and to encourage the practice of metaphor with guiding verbal instructions. Such a study allows explication of the integrational method as applied to structured conversational settings. Although the conversation and context were designed to draw attention to metaphoric resemblance and to encourage verbal metaphor, not everyone practiced metaphor, showing that the practice is not determined by context. When metaphor was created, the form often mirrored the perceptual invariants available to the perceiver, i.e., motion or stationary resemblances. No one created exactly the same metaphor even in this consistent context, which emphasizes the creative aspect of metaphor as a prototype of sign creation, with its core properties of novelty, enhanced interest and noticeableness. I make the following central points: communicating by creating and integrating signs is the foundation of language; metaphor is the prototype of the creation of signs, the creation of novel metaphor in conversation is a practice that enhances communication, even in structured experimental settings; and conversation can be studied as the ongoing process of sign integration, that is, as perceptually guided kinematic semiology. The current study shows that metaphor as a practice in conversation is closely coordinated with the perception of metaphoric resemblance and the request to talk about objects and events that are alike metaphorically. Finally, it is argued that direct perception is the best approach on which to found an account of metaphor in communication. • Novel metaphor is presented as the sine qua non of the creation of signs in the process of communication. • This study describes the practice of metaphor by adults in a structured experimental situation designed to present metaphoric resemblance and to encourage metaphor. • When metaphors were created, the form often mirrored the perceptual experience e.g., motion vs stationary resemblances. • Metaphor as a practice in conversation is closely coordinated with the perception of metaphoric resemblance. [ABSTRACT FROM AUTHOR]