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To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AI-assisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the “Educational Robot+Audio Electronic Picture Book+Character-play Based Reading.” In contrast, the paper book group read the same content presented in the traditional paper book format, following the “regular independent reading” mode. Post-experimental analyses were conducted employing t-tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent–child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children’s foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children’s acquisition of bilingualism and foreign language skills, as well as promoting reading education.

High citations most often characterize quality research that reflects the foci of the discipline. This study aims to spotlight the most recent hot topics and the trends looming from the highly cited papers (HCPs) in Web of Science category of linguistics and language & linguistics with bibliometric analysis. The bibliometric information of the 143 HCPs based on Essential Citation Indicators was retrieved and used to identify and analyze influential contributors at the levels of journals, authors, and countries. The most frequently explored topics were identified by corpus analysis and manual checking. The retrieved topics can be grouped into five general categories: multilingual-related, language teaching, and learning related, psycho/pathological/cognitive linguistics-related, methods and tools-related, and others. Topics such as bi/multilingual(ism), translanguaging, language/writing development, models, emotions, foreign language enjoyment (FLE), cognition, anxiety are among the most frequently explored. Multilingual and positive trends are discerned from the investigated HCPs. The findings inform linguistic researchers of the publication characteristics of the HCPs in the linguistics field and help them pinpoint the research trends and directions to exert their efforts in future studies.

BackgroundMany individuals undergoing cancer treatment experience substantial financial hardship, often referred to as financial toxicity (FT). Those undergoing prostate cancer treatment may experience FT and its impact can exacerbate disparate health outcomes. Localized prostate cancer treatment options include: radiation, surgery, and/or active surveillance. Quality of life tradeoffs and costs differ between treatment options. In this project, our aim was to quantify direct healthcare costs to support patients and clinicians as they discuss prostate cancer treatment options. We provide the transparent steps to estimate healthcare costs associated with treatment for localized prostate cancer among the privately insured population using a large claims dataset.MethodsTo quantify the costs associated with their prostate cancer treatment, we used data from the Truven Health Analytics MarketScan Commercial Claims and Encounters, including MarketScan Medicaid, and peer reviewed literature. Strategies to estimate costs included: (1) identifying the problem, (2) engaging a multidisciplinary team, (3) reviewing the literature and identifying the database, (4) identifying outcomes, (5) defining the cohort, and (6) designing the analytic plan. The costs consist of patient, clinician, and system/facility costs, at 1-year, 3-years, and 5-years following diagnosis.ResultsWe outline our specific strategies to estimate costs, including: defining complex research questions, defining the study population, defining initial prostate cancer treatment, linking facility and provider level related costs, and developing a shared understanding of definitions on our research team.Discussion and next stepsAnalyses are underway. We plan to include these costs in a prostate cancer patient decision aid alongside other clinical tradeoffs.

To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AI-assisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the "Educational Robot+Audio Electronic Picture Book+Character-play Based Reading." In contrast, the paper book group read the same content presented in the traditional paper book format, following the "regular independent reading" mode. Post-experimental analyses were conducted employing t -tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent-child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children's foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children's acquisition of bilingualism and foreign language skills, as well as promoting reading education., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Feng and Wang.)

In the recent years, discoveries in neuroscience have greatly impacted upon the need to modify therapeutic practice starting from the evidence showing some cerebral mechanisms capable of coping with mental health crisis and traumatic events of the individual's life history by redesigning the narrative plot and the person's sense of the Self. The emerging dialogue between neuroscience and psychotherapy is increasingly intense and modern psychotherapy cannot ignore the heritage deriving from studies about neuropsychological modification of memory traces, neurobiology of attachment theory, cognitive mechanisms involved in psychopathology, neurophysiology of human empathy, neuroimaging evidence about psychotherapeutic treatment, and somatoform disorders connecting the brain and the body. In the present article, we critically examined sectorial literature and claimed that psychotherapy has to referred to a neuroscience-based approach in order to adopt the most tailored interventions for specific groups of patients or therapy settings. We also provided recommendations for care implementation in clinical practice and illustrated challenges of future research.

Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability (SA) in the early years. Altogether 101 preschoolers (Ngirl = 45, Mage = 4.54, SD = 0.75) were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children’s paper folding skills: Basic Folding Skill (BFS) and Advanced Folding Skill (AFS). The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: (1) there was a significant age-related increase in the paper folding performance; (2) child age could significantly predict both BFS (β = 0.551, p < 0.001) and AFS (β = 0.627, p < 0.001), while parental involvement could only predict BFS (β = 0.246, p < 0.001); (3) after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; (4) BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed.

Efficient movements require intact motor and cognitive function. There is a growing literature on motor-cognitive interventions to improve the overall quality of life of healthy or diseased older people. For such interventions, novel technological advances are crucial not only in terms of motivation but also to improve the user experience in a multi-stimuli world, usually offered as a mixture of real and virtual environments. This article provides a classification system for movement-related research dealing with motor-cognitive interventions performed in different extents of a virtual environment. The classification is divided into three categories: (a) type of digital device with the associated degree of immersiveness provided; (b) presence or absence of a human-computer interaction; and (c) activity engagement during training, defined by activity >1.5 Metabolic Equivalent of task. Since virtual reality (VR) often categorizes different technologies under the same term, we propose a taxonomy of digital devices ranging from computer monitors and projectors to head-mounted VR technology. All immersive technologies that have developed rapidly in recent years are grouped under the umbrella term Extended Reality (XR). These include augmented reality (AR), mixed reality (MR), and VR, as well as all technologies that have yet to be developed. This technology has potential not only for gaming and entertainment, but also for research, motor-cognitive training programs, rehabilitation, telemedicine, etc. This position paper provides definitions, recommendations, and guidelines for future movement-related interventions based on digital devices, human-computer interactions, and physical engagement to use terms more consistently and contribute to a clearer understanding of their implications.

Reading text from a screen has been shown to be less effective compared with reading text from paper. Various signals may provide both background information and navigational cues, and may promote the construction of cognitive maps during on-screen reading, thus improving reading performance. This study randomly divided 75 college students into a paper reading group and an on-screen reading group. Both groups were tested for navigation and reading comprehension in response to three different forms of signaling (plain text, physical signaling, and verbal signaling). The results showed that when plain text was presented, the navigation and comprehension scores of the paper reading group were significantly higher than those of the on-screen reading group. However, no significant difference was found between both groups under signaling conditions. The navigation and comprehension scores of both groups were significantly higher under signaling conditions than under plain text. Moreover, the comprehension score of the on-screen reading group under physical signaling was significantly higher than that under verbal signaling. This research suggested that signals help to construct cognitive maps and effectively improve reading performance. Besides, physical signaling, such as underlining and bold formatting, is more effective for on-screen reading. The present study provides a practical and effective approach for improving on-screen reading based on cognitive map theory.

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods.

The new contexts of literary education allow for the creation of digital reading and writing practices related to what specialised literature calls digital literature. Among these practices and with an eminently theoretical content and with an example of this content, in this paper, we want to focus our gaze on cyberpoetry, conceived as an exercise in literary creativity that firstly involves use of technology and specific software for the digital creation of poetic texts and, last but not least, knowledge and mastery of poetic language and the literary conventions linked thereto. From this point of view, in initial teacher training, we work with future teachers to create cyberpoems with a dual purpose: on the one hand, to reflect on what literary reading in digital format entails and to rehearse reading mediation processes that can be carried out with this type of literature, and, on the other, to begin in the digital creation of cyberpoems that, later, may be presented and worked in a real context of the school classroom. In this paper, we present digital practices of literary reading that have been created by student teachers in initial training. The creation of these practices has been carried out with the Genially tool. For data collection, the URL of each creation is accessed in order to analyse them. The analysis of the data follows the parameters of the qualitative methodology, specifically based on three categories of analysis for each digital creation: multimodality, hypertextuality and the interaction of each digital reading proposal. The conclusions of all this allow us to affirm that the creation of cyberpoems is an exercise in literary creativity that has to take into account the digital dimension of the literary text and its reading comprehension in a multimodal environment. Thus, the teacher in initial training carries out a digital literary mediation exercise, of a creative type, which he will later carry out in his pedagogical practice.

Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Background: Many individuals undergoing cancer treatment experience substantial financial hardship, often referred to as financial toxicity (FT). Those undergoing prostate cancer treatment may experience FT and its impact can exacerbate disparate health outcomes. Localized prostate cancer treatment options include: radiation, surgery, and/or active surveillance. Quality of life tradeoffs and costs differ between treatment options. In this project, our aim was to quantify direct healthcare costs to support patients and clinicians as they discuss prostate cancer treatment options. We provide the transparent steps to estimate healthcare costs associated with treatment for localized prostate cancer among the privately insured population using a large claims dataset., Methods: To quantify the costs associated with their prostate cancer treatment, we used data from the Truven Health Analytics MarketScan Commercial Claims and Encounters, including MarketScan Medicaid, and peer reviewed literature. Strategies to estimate costs included: (1) identifying the problem, (2) engaging a multidisciplinary team, (3) reviewing the literature and identifying the database, (4) identifying outcomes, (5) defining the cohort, and (6) designing the analytic plan. The costs consist of patient, clinician, and system/facility costs, at 1-year, 3-years, and 5-years following diagnosis., Results: We outline our specific strategies to estimate costs, including: defining complex research questions, defining the study population, defining initial prostate cancer treatment, linking facility and provider level related costs, and developing a shared understanding of definitions on our research team., Discussion and Next Steps: Analyses are underway. We plan to include these costs in a prostate cancer patient decision aid alongside other clinical tradeoffs., Competing Interests: RW-J was employed by The Empowerment Network Inc., United States. MP was a consultant for UCB Biopharma in 2022 on a topic unrelated to this manuscript. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Housten, Rice, Chang, L’Hotta, Kim, Drake, Wright-Jones and Politi.)

High citations most often characterize quality research that reflects the foci of the discipline. This study aims to spotlight the most recent hot topics and the trends looming from the highly cited papers (HCPs) in Web of Science category of linguistics and language & linguistics with bibliometric analysis. The bibliometric information of the 143 HCPs based on Essential Citation Indicators was retrieved and used to identify and analyze influential contributors at the levels of journals, authors, and countries. The most frequently explored topics were identified by corpus analysis and manual checking. The retrieved topics can be grouped into five general categories: multilingual-related , language teaching , and learning related , psycho/pathological/cognitive linguistics-related , methods and tools-related , and others . Topics such as bi/multilingual(ism) , translanguaging , language/writing development , models , emotions , foreign language enjoyment (FLE) , cognition , anxiety are among the most frequently explored. Multilingual and positive trends are discerned from the investigated HCPs. The findings inform linguistic researchers of the publication characteristics of the HCPs in the linguistics field and help them pinpoint the research trends and directions to exert their efforts in future studies., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Yan and Zhang.)

Generalized anxiety disorder (GAD) can cause significant socioeconomic burden and daily life dysfunction; hence, therapeutic intervention through early detection is important. This study was the final stage of a 3-year anxiety screening tool development project that evaluated the psychometric properties and diagnostic screening utility of the Mental Health Screening Tool for Anxiety Disorders (MHS: A), which measures GAD. A total of 527 Koreans completed online and offline (i.e., paper-and pencil) versions of the MHS: A, Beck Anxiety Inventory (BAI), Generalized Anxiety Disorder-7 (GAD-7), and Penn State Worry Questionnaire (PSWQ). The participants had an average age of 38.6 years and included 340 (64.5%) females. Participants were also administered the Mini-International Neuropsychiatric Interview (MINI). Internal consistency, convergent/criterion validity, item characteristics, and test information were assessed based on the item response theory (IRT), and a factor analysis and cut-off score analyses were conducted. The MHS: A had good internal consistency and good convergent validity with other anxiety scales. The two versions (online/offline) of the MHS: A were nearly identical (r = 0.908). It had a one-factor structure and showed better diagnostic accuracy (online/offline: sensitivity = 0.98/0.90, specificity = 0.80/0.83) for GAD detection than the GAD-7 and BAI. The IRT analysis indicated that the MHS: A was most informative as a screening tool for GAD. The MHS: A can serve as a clinically useful screening tool for GAD in Korea. Furthermore, it can be administered both online and offline and can be flexibly used as a brief mental health screener, especially with the current rise in telehealth.

In the recent years, discoveries in neuroscience have greatly impacted upon the need to modify therapeutic practice starting from the evidence showing some cerebral mechanisms capable of coping with mental health crisis and traumatic events of the individual's life history by redesigning the narrative plot and the person's sense of the Self. The emerging dialogue between neuroscience and psychotherapy is increasingly intense and modern psychotherapy cannot ignore the heritage deriving from studies about neuropsychological modification of memory traces, neurobiology of attachment theory, cognitive mechanisms involved in psychopathology, neurophysiology of human empathy, neuroimaging evidence about psychotherapeutic treatment, and somatoform disorders connecting the brain and the body. In the present article, we critically examined sectorial literature and claimed that psychotherapy has to referred to a neuroscience-based approach in order to adopt the most tailored interventions for specific groups of patients or therapy settings. We also provided recommendations for care implementation in clinical practice and illustrated challenges of future research., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Cammisuli and Castelnuovo.)

This paper defines the nature of collective irrationality that flourished during the COVID-19 pandemic and lays out specific individual and shared traits and dispositions that facilitate it. Drawing on the example of globally experienced phenomenon of panicked toilet paper buying and hoarding during the COVID-19 pandemic and resources from philosophy, psychology, sociology, and economics this paper identifies four essential features of collective irrationality: weak shared mentality; non-cognitive and immediate mimicry; affective contagion; and psychosocial adaptivity. After (I) initially pointing out conceptual problems around benchmarking collectivity and irrationality, this paper (II) identifies weak mentality as serving the goals of “group” recognition internally and externally. It is argued that (III) the non-cognitive and immediate mimicry and emotional contagion are shared and individual dispositional conditions that facilitate collective irrationality in environments affected by uncertainty (IV). The human mimetic faculty and susceptibility to emotional contagion are presented as enabling and augmenting conditions under which collective irrationality flourishes. Finally, (IV) presenting collective irrationality in the context of psychosocial adaptivity, the paper provides evolutionary reasons for engaging in irrational behaviors, rendering collective irrationality as an adaptive strategy. [ABSTRACT FROM AUTHOR]

Efficient movements require intact motor and cognitive function. There is a growing literature on motor-cognitive interventions to improve the overall quality of life of healthy or diseased older people. For such interventions, novel technological advances are crucial not only in terms of motivation but also to improve the user experience in a multi-stimuli world, usually offered as a mixture of real and virtual environments. This article provides a classification system for movement-related research dealing with motor-cognitive interventions performed in different extents of a virtual environment. The classification is divided into three categories: (a) type of digital device with the associated degree of immersiveness provided; (b) presence or absence of a human-computer interaction; and (c) activity engagement during training, defined by activity >1.5 Metabolic Equivalent of task. Since virtual reality (VR) often categorizes different technologies under the same term, we propose a taxonomy of digital devices ranging from computer monitors and projectors to head-mounted VR technology. All immersive technologies that have developed rapidly in recent years are grouped under the umbrella term Extended Reality (XR). These include augmented reality (AR), mixed reality (MR), and VR, as well as all technologies that have yet to be developed. This technology has potential not only for gaming and entertainment, but also for research, motor-cognitive training programs, rehabilitation, telemedicine, etc. This position paper provides definitions, recommendations, and guidelines for future movement-related interventions based on digital devices, human-computer interactions, and physical engagement to use terms more consistently and contribute to a clearer understanding of their implications., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Šlosar, Voelcker-Rehage, Paravlić, Abazovic, de Bruin and Marusic.)

The new contexts of literary education allow for the creation of digital reading and writing practices related to what specialised literature calls digital literature. Among these practices and with an eminently theoretical content and with an example of this content, in this paper, we want to focus our gaze on cyberpoetry, conceived as an exercise in literary creativity that firstly involves use of technology and specific software for the digital creation of poetic texts and, last but not least, knowledge and mastery of poetic language and the literary conventions linked thereto. From this point of view, in initial teacher training, we work with future teachers to create cyberpoems with a dual purpose: on the one hand, to reflect on what literary reading in digital format entails and to rehearse reading mediation processes that can be carried out with this type of literature, and, on the other, to begin in the digital creation of cyberpoems that, later, may be presented and worked in a real context of the school classroom. In this paper, we present digital practices of literary reading that have been created by student teachers in initial training. The creation of these practices has been carried out with the Genially tool. For data collection, the URL of each creation is accessed in order to analyse them. The analysis of the data follows the parameters of the qualitative methodology, specifically based on three categories of analysis for each digital creation: multimodality, hypertextuality and the interaction of each digital reading proposal. The conclusions of all this allow us to affirm that the creation of cyberpoems is an exercise in literary creativity that has to take into account the digital dimension of the literary text and its reading comprehension in a multimodal environment. Thus, the teacher in initial training carries out a digital literary mediation exercise, of a creative type, which he will later carry out in his pedagogical practice. [ABSTRACT FROM AUTHOR]

Psychotherapy as a field tends toward conservativism, and the rate of innovation and development of new evidence-based effective treatments has been slow. The paper explores important barriers to innovation like the dodo bird verdict and the habit of starting the development of therapeutic methods from techniques. The paper looks at the opportunities for translating basic science in psychology into psychotherapeutic techniques. Metacognitive therapy stands out from other psychotherapies by its development from basic science. The paper describes the development of the techniques detached mindfulness and attention training, how they were derived from basic science and tested for their suitability in the therapy of patients with anxiety disorders. By this process, metacognitive therapy may be an important model for the innovation process in psychotherapy.

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods., Competing Interests: The authors declare that the research will be conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Karlsson, Honan, Warschausky, Kaufman, Henry, Stephenson, Webb, Mc Ewan and Badawi.)

Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability (SA) in the early years. Altogether 101 preschoolers (Ngirl = 45, M age = 4.54, SD = 0.75) were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children's paper folding skills: Basic Folding Skill (BFS) and Advanced Folding Skill (AFS). The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: (1) there was a significant age-related increase in the paper folding performance; (2) child age could significantly predict both BFS (β = 0.551, p < 0.001) and AFS (β = 0.627, p < 0.001), while parental involvement could only predict BFS (β = 0.246, p < 0.001); (3) after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; (4) BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed. [ABSTRACT FROM AUTHOR]

Engaging undergraduates in publishable research is challenging. Skills including researching topics, statistical knowledge, and writing abilities are necessary; however, students often face time constraints or financial challenges that impede them from engaging in these experiences. Conducting research with underrepresented students can be an even bigger challenge, as these groups are known to face additional financial or family burdens that the traditional student does not face. This essay reports on the development of an international field study with the goal of producing publishable research by undergraduates. To date, 27 students (68% Hispanic, 52% first generation) have participated in a week-long immersion field experience in Roatán, Honduras. As an interdisciplinary field study, students were exposed to animal behavior, ecology concepts, and research methods through a two-course sequence that incorporated the field experience. In this essay, we share our best practices for conducting a field study with students from underrepresented populations with the goal of producing publishable research. We include the evolution of the course curriculum that was informed by self-reported student experiences and a brief description of some of the projects students designed. Students reported that the field experience highlighted the importance of adjusting research plans and expectations. Ultimately, this program exposed students to advantages and disadvantages of conducting field research while increasing confidence in their ability to conduct effective and meaningful research. A minimum of two semesters may be needed to create publishable research projects and 1 week of data collection is not sufficient for successful research projects.

The effectiveness of tablet computers to supplement or replace paper-based text in everyday life has yet to be fully revealed. Previous investigations comparing reading performance using tablets and paper have, however, reported inconsistent results. Furthermore, the interpretability of some previous findings is limited by lack of experimental control over variables like text display conditions. In the current study, we investigated reading performance for text presented on tablet and paper. Crucially, the levels of luminance and contrast were matched precisely across tablet and paper. The study used Arabic text which differs substantially from the languages used previously to investigate effects of tablet and paper on reading, thus offering a distinctive test of the influence of these two media on reading performance. The results suggest that when text display conditions are well-matched, there is no reliable difference in reading performance between the two media. Also, neither the order of medium (reading from tablet or paper first), nor familiarity with using a tablet significantly influence reading performance. These results call into question previous suggestions that reading from tablets is linked to poorer reading performance, and demonstrate the benefits of controlling text display conditions. These findings are of interest to reading scientists and educators. [ABSTRACT FROM AUTHOR]

While the senior population has been increasingly engaged with reading on mobile technologies, research that specifically documents the impact of technologies on reading for this age group has still been lacking. The present study investigated how different reading media (screen versus paper) might result in different reading outcomes among older adults due to both cognitive and psychological factors. Using a laboratory experiment with 81participants aged 57 to 85, our results supported past research and showed the influence of cognitive map formation on readers’ feelings of fatigue. We contributed empirical evidence to the contention that reading on a screen could match that of reading from paper if the presentation of the text on screen resemble that of the print. Our findings also suggested that individual levels of technophobia was an important barrier to older adults’ effective use of mobile technologies for reading. In the post hoc analyses, we further showed that technophobia was correlated with technology experience, certain personality traits, and age. The present study highlights the importance of providing tailored support that helps older adults overcome psychological obstacles in using technologies.

Corporate environmental sustainability is currently a major goal of many businesses. This study's main objectives were to examine the interactive role of green organizational climate and supervisor support in predicting pro-environmental behaviors (PEBs) at work, namely paper and plastic waste separation, and to test the mediating role of individual-level variables of the Theory of Planned Behavior (TPB) in this relationship. The research specifically tested the attitude, subjective norms, and perceived behavioral control's mediation of the relationship between green organizational climate and self-reported waste separation, and whether supervisor support moderates the relationship between green climate and TBP variables. Data for this cross-sectional study were collected with an online survey of 311 workers and multiple regression analyses, with the macro Process, were performed to test the hypotheses. The findings confirm the TPB variables' mediating effect. Perceived green climate is positively related to employees' attitudes, subjective norms, and perceived behavioral control regarding waste separation, which in turn are connected to higher reported levels of paper and plastic separation. The workers' perception of supervisor support moderates the relationship between green climate and subjective norms in favor of paper separation. These findings indicate that green climate is less strongly linked to subjective norms when supervisor support is perceived as stronger than when it is seen as weaker. In conclusion, a green organizational climate plays a determining role in workers' separation of waste at work as it fosters individual motives to perform these behaviors. Moreover, supervisors can provide their workers with social norms and inspire them to support environmental sustainability practices. Thus, as part of an overall transition strategy to achieve sustainability, organizations need to invest in green policies and practices and incentivize supervisors to encourage PEBs and capitalize on their close links to subordinates to foster sustainable norms. [ABSTRACT FROM AUTHOR]

This study compared changes in cognitive, affective and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children’s shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 minutes in each of 4 conditions: mother or child as reader, paper or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analysed dyadic postural synchrony, mothers’ commentaries and quality of children’s recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother - child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviours that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children’s transition to independent reading.

Adaptive performance will increasingly be confronted with new insights as society today changes constantly. This raises questions as to what factors will impact employee's adaptive performance and what is their inner psychological mechanism. The terms of positive psychology and adaptive performance are important concepts in the domain of organizational behavior and human resource development areas. The literature, however, lacks a systematic review of it. Our research seeks to explore the inherence of employee adaptive performance via the prism of positive psychology, including Psychological Capital and PERMA (Positive Emotions, Engagement, Relationships, Meaning and Accomplishment). We selected 27 papers out of 382, which were generated from Web of Science and Scopus databases associated the keywords of the two concepts, and used the 2020 PRISMA flow program for the paper screening. By analyzing the underpin theories, the causation, and the measurement, we discovered that there is a complex and nuanced relationship between positive psychology and adaptive performance, and most of the research to date suggests that positive psychology components improve employee adaptive performance. This study maps the current knowledge at the nexus of positive psychology and adaptive performance to identify existing gaps and potential for further investigation. [ABSTRACT FROM AUTHOR]

Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of ten years, children’s handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general, and in particular those of non-automatized beginning writers.In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures (e.g. writing duration, writing velocity, strokes and number of inversions in velocity (NIV)). In particular, NIVs which describe the number of velocity peaks during handwriting, are directly related to the level of handwriting automaticity.In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants – even the experienced writers – were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity.We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting.

Generalized anxiety disorder (GAD) can cause significant socioeconomic burden and daily life dysfunction; hence, therapeutic intervention through early detection is important. This study was the final stage of a 3-year anxiety screening tool development project that evaluated the psychometric properties and diagnostic screening utility of the Mental Health Screening Tool for Anxiety Disorders (MHS: A), which measures GAD. A total of 527 Koreans completed online and offline (i.e., paper-and pencil) versions of the MHS: A, Beck Anxiety Inventory (BAI), Generalized Anxiety Disorder-7 (GAD-7), and Penn State Worry Questionnaire (PSWQ). The participants had an average age of 38.6 years and included 340 (64.5%) females. Participants were also administered the Mini-International Neuropsychiatric Interview (MINI). Internal consistency, convergent/criterion validity, item characteristics, and test information were assessed based on the item response theory (IRT), and a factor analysis and cut-off score analyses were conducted. The MHS: A had good internal consistency and good convergent validity with other anxiety scales. The two versions (online/offline) of the MHS: A were nearly identical ( r = 0.908). It had a one-factor structure and showed better diagnostic accuracy (online/offline: sensitivity = 0.98/0.90, specificity = 0.80/0.83) for GAD detection than the GAD-7 and BAI. The IRT analysis indicated that the MHS: A was most informative as a screening tool for GAD. The MHS: A can serve as a clinically useful screening tool for GAD in Korea. Furthermore, it can be administered both online and offline and can be flexibly used as a brief mental health screener, especially with the current rise in telehealth., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Kim, Park, Yoon, Choi, Lee and Choi.)

Reading text from a screen has been shown to be less effective compared with reading text from paper. Various signals may provide both background information and navigational cues, and may promote the construction of cognitive maps during on-screen reading, thus improving reading performance. This study randomly divided 75 college students into a paper reading group and an on-screen reading group. Both groups were tested for navigation and reading comprehension in response to three different forms of signaling (plain text, physical signaling, and verbal signaling). The results showed that when plain text was presented, the navigation and comprehension scores of the paper reading group were significantly higher than those of the on-screen reading group. However, no significant difference was found between both groups under signaling conditions. The navigation and comprehension scores of both groups were significantly higher under signaling conditions than under plain text. Moreover, the comprehension score of the on-screen reading group under physical signaling was significantly higher than that under verbal signaling. This research suggested that signals help to construct cognitive maps and effectively improve reading performance. Besides, physical signaling, such as underlining and bold formatting, is more effective for on-screen reading. The present study provides a practical and effective approach for improving on-screen reading based on cognitive map theory., (Copyright © 2020 Shi, Tang and Yin.)

Background: Affected by the COVID-19, many colleges have adopted online teaching. Meanwhile, the digital transformation of academic journals has shifted readers' reading habits from traditional paper media to digital media. Digital academic reading has become the main reading method of college students during the COVID-19 pandemic. Purpose: The purpose of this study was to investigate the behavioral characteristics of college students' digital academic reading and explore the internal factors and external environmental factors affecting the Intention and Use behavior of digital academic reading. At the same time this study provide recommendations to address these influencing factors in terms of the individual, the environment and library resources. Methods: Based on UTAUT2 model and digital academic reading theories, this paper constructs a digital academic reading information behavior (DARB) model of college students to examine college students' digital academic reading behavior and intention. College students with digital academic reading behavior were recruited as research participants. A multistage sampling technique was used to collect representative samples from universities in Nanjing. 239 respondents participated in the questionnaire, with 189 providing valid data. Results: Effort expectancy (EE), social influence (SI), price value (PV), perceived risk (PR) and habit (BH) have a significant impact on behavioral intention (BI), and behavioral intention (BI) and habit (BH) have a significant impact on use behavior (B). However, performance expectancy (PE) and facilitating conditions (FC) have no significant influence on behavioral intention (BI). Originality/value: The findings of this study will help fill the gap in previous research on the relationship between the influencing factors of digital academic reading and college students' reading intentions and behaviors, so as to provide a basis for improving the academic reading literacy program in colleges and optimizing the current digital academic reading environment. [ABSTRACT FROM AUTHOR]

Social norm interventions hold the potential to change people's behavior. Five field experiments (N = 1,163) examined the effects of a simple and easily realizable social norm nudge based on the social media format "Be like Bill." The nudge consisted of a stick figure named Toni that communicated descriptive and injunctive norms regarding pro-environmental or pro-social behaviors. Nudge conditions were compared to no-intervention control conditions. Experiment 1 (N = 179) focused on paper towel consumption in a women's restroom at a German university. The nudge condition used less paper towels than the control condition, d = 0.48. Experiment 2 (N = 183) replicated this result (d = 0.32) in a more diverse setting of a women's restroom at a German Christmas market. Experiment 3 (N = 250) examined differences in the effects of prescriptive (i.e., 'do-norm') versus proscriptive (i.e., 'do not-norm') social norms on paper towel consumption again in a university women's restroom. The effectiveness of both social norm nudge conditions was shown in comparison to the control condition (d = 0.46; d = 0.40), while the prescriptive and proscriptive social norm manipulations did not differ. Experiment 4 (N = 206) applied the nudging approach to the use of plastic lids in a coffee shop, where no effect was found. Finally, Experiment 5 (N = 345) focused on the pro-social behavior of mask wearing in a bakery toward the end of the Covid-19 pandemic restrictions in Germany. In the nudge condition, more visitors put on face masks compared to the control group, d = 0.39. Limitations and contextual factors regarding the applicability of our social norm nudge are discussed. [ABSTRACT FROM AUTHOR]

Three related articles reported that racial bias altered perceptual experience and influenced decision-making. These findings have been applied to training programs for law enforcement, and elsewhere, to mitigate racial bias. However, a statistical analysis of each of the three articles finds that the reported experimental results should be rare, even if the theoretical ideas were correct. The analysis estimates that the probability of the reported experimental success for the articles is 0.003, 0.048, and 0.070, respectively. These low probabilities suggest that similar future work is unlikely to produce as successful outcomes and indicates that readers should be skeptical about the validity of the reported findings and their theoretical implications. The reported findings should not be used to guide policies related to racial bias, and new experimental work is needed to judge the merit of the theoretical ideas.

Engaging undergraduates in publishable research is challenging. Skills including researching topics, statistical knowledge, and writing abilities are necessary; however, students often face time constraints or financial challenges that impede them from engaging in these experiences. Conducting research with underrepresented students can be an even bigger challenge, as these groups are known to face additional financial or family burdens that the traditional student does not face. This essay reports on the development of an international field study with the goal of producing publishable research by undergraduates. To date, 27 students (68% Hispanic, 52% first generation) have participated in a week-long immersion field experience in Roatán, Honduras. As an interdisciplinary field study, students were exposed to animal behavior, ecology concepts, and research methods through a two-course sequence that incorporated the field experience. In this essay, we share our best practices for conducting a field study with students from underrepresented populations with the goal of producing publishable research. We include the evolution of the course curriculum that was informed by self-reported student experiences and a brief description of some of the projects students designed. Students reported that the field experience highlighted the importance of adjusting research plans and expectations. Ultimately, this program exposed students to advantages and disadvantages of conducting field research while increasing confidence in their ability to conduct effective and meaningful research. A minimum of two semesters may be needed to create publishable research projects and 1 week of data collection is not sufficient for successful research projects. [ABSTRACT FROM AUTHOR]

Psychotherapy as a field tends toward conservativism, and the rate of innovation and development of new evidence-based effective treatments has been slow. The paper explores important barriers to innovation like the dodo bird verdict and the habit of starting the development of therapeutic methods from techniques. The paper looks at the opportunities for translating basic science in psychology into psychotherapeutic techniques. Metacognitive therapy stands out from other psychotherapies by its development from basic science. The paper describes the development of the techniques detached mindfulness and attention training, how they were derived from basic science and tested for their suitability in the therapy of patients with anxiety disorders. By this process, metacognitive therapy may be an important model for the innovation process in psychotherapy.

This study examined the relationship between origami performance, personality traits, and spatial ability. The researchers asked 43 Japanese university students (19 women and 24 men) to fold three models of origami (paper folding). Their performance was assessed by the number of successes in correctly folding the paper to make the models. They also answered the personality inventory NEO-FFI and completed the block-design test of the Wechsler Adult Intelligence Scale IV, which measures the spatial ability of people. The results showed that although origami performance demonstrated no significant relation with neuroticism, openness to experience, agreeableness, or conscientiousness, it improved as introversion tendency and spatial ability increased. There were no differences based on sex in origami performance. The findings suggest that performing origami requires spatial ability, which supports the view that origami is a potential educational material for training and enhancing spatial ability, and that introversion is advantageous to origami performance. [ABSTRACT FROM AUTHOR]

Psychologists have identified heuristics and biases that can cause people to make assumptions about factors that contribute to the success of individuals and firms, whose outcomes may have actually resulted primarily from randomness. Yet the interpretation of these biases becomes ambiguous when they represent reasonable cognitive shortcuts that offer certain advantages. This paper addresses this ambiguity by presenting four versions (weak, semi-weak, semi-strong, strong) of a normative theory of luck that integrates insights from psychology with the chance model approach to predict the circumstances under which performance non-monotonicity occurs: higher performance may not only indicate greater luck, but also lower expected merit or quality. The semi-strong version is illustrated by examining the decoupling of citations of academic publications and their impact, illuminating when higher citations indicate lower quality. We conclude by discussing the broader implications of a normative theory of luck, emphasizing strategies to address situations where people mistake luck for skill. [ABSTRACT FROM AUTHOR]

Eco-driving is a style of driving that minimizes energy consumption, while gamification refers to the use of game techniques to motivate user engagement in non-game contexts. This paper comprises a literature review assessing applying gamification to encourage eco-driving. The Web of Science Core Collection and EBSCO Host platforms were searched in February 2022. Qualifying sources included peer review journal articles, conference proceedings papers, academic book chapters and dissertation reports. The final sample comprised 39 unique publications, of which 34 described gamification adjunct systems used during driving. Most were designed as smartphone apps, but some ran on bespoke in-car feedback displays. Alternatively, using game-based learning, 5 studies described videogames designed to encourage eco-driving. Popular gamification elements were: an eco-driving score; self-comparisons or comparisons with others via leader boards; rewards; challenges, missions or levels; and emotive feedback (e.g., emojis). One system aimed to discourage driving at busy times. While 13 studies assessed the efficacy of the various systems, these were generally of poor quality. This developing literature contains many good ideas for applying gamification to promote eco-driving. However, evidence for efficacy is largely absent and researchers are encouraged to continue to evaluate a wide range of gamification approaches to promote eco-driving. [ABSTRACT FROM AUTHOR]

This study compared changes in cognitive, affective, and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children's shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 min in each of four conditions: mother or child as reader, paper, or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analyzed dyadic postural synchrony, mothers' commentaries and quality of children's recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother -- child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviors that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children's transition to independent reading. [ABSTRACT FROM AUTHOR]

The complexity of the emotional presentation of users to Artificial Intelligence (AI) virtual assistants is mainly manifested in user motivation and social emotion, but the current research lacks an effective conversion path from emotion to acceptance. This paper innovatively cuts from the perspective of trust, establishes an AI virtual assistant acceptance model, conducts an empirical study based on the survey data from 240 questionnaires, and uses multilevel regression analysis and the bootstrap method to analyze the data. The results showed that functionality and social emotions had a significant effect on trust, where perceived humanity showed an inverted U relationship on trust, and trust mediated the relationship between both functionality and social emotions and acceptance. The findings explain the emotional complexity of users toward AI virtual assistants and extend the transformation path of technology acceptance from the trust perspective, which has implications for the development and design of AI applications. [ABSTRACT FROM AUTHOR]