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Recent evidence suggests that individuals living with chronic pain demonstrate reduced tolerance of uncertainty compared to healthy individuals. Intolerance of uncertainty often lead to excessive worry, which may be related not only to the tendency to catastrophize pain, but also to increased distress. However, the specific nature of these relationships remains largely unexplored. The present study sought to investigate the associations between intolerance of uncertainty, pain catastrophizing, and symptoms of depression, while exploring how they differ between adults with and without chronic pain. Questionnaires were administered electronically to a community sample of 160 adults. All variables were significantly and positively correlated in the chronic pain group (n = 80), while only intolerance of uncertainty and symptoms of depression were positively and strongly correlated in the pain-free group (n = 80). Individuals in the chronic pain group reported higher levels of pain catastrophizing and symptoms of depression compared to the pain-free group, but both groups exhibited similar levels of intolerance of uncertainty. Intolerance of uncertainty and pain catastrophizing were significant predictors of the severity of depression in both groups, even after controlling for age and gender. However, intolerance of uncertainty was no longer statistically significant in the chronic pain group once pain catastrophizing was considered. These findings suggest that intolerance of uncertainty serves as a general vulnerability factor for psychological distress in adults, while pain catastrophizing acts as a specific vulnerability factor for individuals living with chronic pain. Enhancing knowledge about the role of cognitive factors in depression among individuals with chronic pain could help improve the management of this debilitating condition. [ABSTRACT FROM AUTHOR]

Decision Support Systems (DSS) are tools designed to help operators make effective choices in workplace environments where discernment and critical thinking are required for effective performance. Path planning in military operations and general logistics both require individuals to make complex and time-sensitive decisions. However, these decisions can be complex and involve the synthesis of numerous tradeoffs for various paths with dynamically changing conditions. Intelligence collection can vary in difficulty, specifically in terms of the disparity between locations of interest and timing restrictions for when and how information can be collected. Furthermore, plans may need to be changed adaptively mid-operation, as new collection requirements appear, increasing task difficulty. We tested participants in a path planning decision-making exercise with scenarios of varying difficulty in a series of two experiments. In the first experiment, each map displayed two paths simultaneously, relating to two possible routes for the two available trucks. Participants selected the optimal path plan, representing the best solution across multiple routes. In the second experiment, each map displayed a single path, and participants selected the best two paths sequentially. In the first experiment, utilizing the DSS was predictive of adoption of more heuristic decision strategies, and that strategic approach yielded more optimal route selection. In the second experiment, there was a direct effect of the DSS on increased decision performance and a decrease in perceived task workload. [ABSTRACT FROM AUTHOR]

Background: While barriers to participation in physical activity are well documented, there is no consolidated evidence on strategies promoting participation of people with intellectual disability in physical activities. Methods: We conducted a scoping review to examine initiatives used to facilitate the inclusion of people with intellectual disability in community‐based sporting and recreation activities. We searched Medline, Embase, CINAHL+ and PsycINFO for articles published in English between 2000 and 2022. Results: Eight articles were included. Initiatives included: (1) building knowledge, awareness and attitudinal change (2) organisational alliances/partnerships (3) relationship‐building (4) modifications/adaptions to activities/environment (5) organisational policy (6) engagement with people with disability. Initiatives were implemented through international collaborations, in local fitness/recreational facilities and public spaces, and targeted athletes, coaches, volunteers and organisational leaders. Conclusion: While some increase in awareness and inclusion of people with intellectual disability was reported, no longitudinal data reported on the impact of initiatives on sustained social inclusion for people with intellectual disability. [ABSTRACT FROM AUTHOR]

Background: Digital texts are progressively becoming the medium of learning for students, but research has indicated that students tend to process information more superficially while reading on screen. It is therefore relevant to examine what strategies can support digital text comprehension. Objectives: This study aimed to investigate the effects of highlighting—both learner generated and experimenter provided—when reading digitally. Methods: University students (N = 170) were randomly assigned to the condition of learner‐generated highlighting, experimenter‐provided highlighting, or control. Reading outcomes were measured as literal and inferential text comprehension, transfer of knowledge, and metacognitive calibration of comprehension performance at immediate and delayed post‐tests. Individual differences in prior knowledge, cognitive reflection, and reading self‐efficacy were taken into account. The quality of the information highlighted by students in the condition of active highlighting was also measured. Results: From linear mixed‐effects models, the main effect of condition did not emerge for any of the outcomes. However, an interactive effect of condition and cognitive reflection emerged for literal text comprehension that favoured readers in the condition of experimenter‐provided highlighting with higher ability to resist automatic thinking. Inferential text comprehension, transfer of knowledge, and calibration of performance were only predicted by cognitive reflection or reading self‐efficacy. Finally, the quality of information highlighted significantly contributed to students' literal text comprehension and transfer of knowledge in the learner‐generated highlighting condition. Takeaways: Active highlighting is not effective per se during digital reading. The "amplification" effect of already highlighted text and higher cognitive reflection suggests that readers who are more able to resist automatic thinking may also invest more effort in the task, taking more advantage of the provided support. Even if active highlighting may not be effective per se compared to other reading conditions, what students highlight contributes to literal text comprehension and their learning from text. Lay Description: What is already known about this topic: Reading on a screen to learn new content for academic assignments is a typical learning activity for todays' students.For digital reading students tend to adopt a more superficial approach compared to traditional reading.Reading strategies can help readers to comprehend complex digital texts.Highlighting is a technically simple strategy to use for digital reading, which can at least support the selection of relevant information for text comprehension. What this paper adds: When considering digital reading neither learner‐generated highlighting nor experimenter‐provided highlighting is effective by itself.Experimenter‐provided highlighting is more effective for literal text comprehension than learner‐generated highlighting when combined with readers' ability to cognitively reflect and resist more automatic responses.The individual differences of cognitive reflection and reading self‐efficacy predicted inferential text comprehension and transfer of knowledge.Reading self‐efficacy also predicted readers' metacognitive calibration of comprehension performance (accuracy of self‐judgements of comprehension performance). The implications of study findings for practitioners: The effective use of highlighting for text comprehension probably requires some explicit instruction and practice in learning devices.The potential benefits of either learner‐generated highlighting or experimenter‐provided highlighting should be considered in relation to cognitive and motivational individual differences.It is important to create or refine readers' awareness that the quality of the information they highlight matters as it is associated with their text literal text comprehension and transfer of knowledge. [ABSTRACT FROM AUTHOR]

Metacognition is important for self‐regulated learning, and it has recently been argued that it may play an important role in self‐control more generally. We studied multiple aspects of metacognition in self‐control, namely metacognitive knowledge including a person's repertoire ("toolbox") of different self‐regulatory strategies, metacognitive regulation (planning, monitoring, and evaluation), and polyregulation (using more self‐regulatory strategies in a single self‐control conflict) as predictors of people's self‐control success in daily life. In a preregistered experience sampling study, N = 503 participants reported their self‐control conflicts up to eight times per day for 10 days, yielding 9,639 reports of daily self‐control conflicts. Analyses showed that higher levels of metacognitive knowledge, planning, monitoring, evaluation, and polyregulation as well as a larger strategy repertoire were associated with higher levels of success in resolving daily self‐control conflicts. Additionally, higher levels of trait self‐control were associated with higher levels of metacognitive knowledge, planning, and monitoring. These findings highlight the importance of metacognition and polyregulation for successful self‐control. [ABSTRACT FROM AUTHOR]

With a social–cognitive framework, this article presents the further development and a six‐step validation procedure for a team cultural intelligence (TCQ) scale that measures the abilities that cross‐cultural teams need to perform vital tasks, extract information, and make decisions by leveraging the unique perspectives of diverse team members. In the first step, the confirmation of the content validity of the instrument is based on extant literature, which indicates a second‐order latent factor TCQ and five first‐order latent dimensions. The other validity tests appear in four empirical studies with different samples, mainly of employees working in cross‐cultural teams. Reliability testing shows that, after the removal of one item, TCQ and its dimensions attain adequate to good reliability, leading to a 20‐item TCQ scale. The third step reveals robust psychometric properties, in support of the assumed factor structure, and points to adequate convergent and discriminant validity. Next, tests indicate nomological and criterion‐related validity of TCQ and its dimensions in relation to team performance outcomes and other team characteristics. Finally, in the sixth validation step, TCQ exhibits incremental validity for explaining variance in innovative work behavior, beyond team members' individual CQ. These findings have relevant implications and suggest avenues for further research. [ABSTRACT FROM AUTHOR]

We evaluated within-person variability across a cognitive test battery by analyzing the shape of the distribution of each individual's scores within a battery of tests. We hypothesized that most healthy adults would produce test scores that are normally distributed around their own personal battery-wide, within-person (wp) mean. Using cross-sectional data from 327 neurologically healthy adults, we computed each person's mean, standard deviation, skew, and kurtosis for 30 neuropsychological measures. Raw scores were converted to T -scores using three degrees of calibration: (a) none, (b) age, and (c) age, sex, race, education, and estimated premorbid IQ. Regardless of calibration, no participant showed abnormal within-person skew (wpskew) and only 10 (3.1%) to 16 (4.9%) showed wpkurtosis greater than 2. If replicated in other samples and measures, these findings could illuminate how healthy individuals are endowed with different cognitive abilities and provide the foundation for a new method of inference in clinical neuropsychology. [ABSTRACT FROM AUTHOR]

Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented. [ABSTRACT FROM AUTHOR]

Humans regularly solve complex problems in cooperative teams. A wide range of mechanisms have been identified that improve the quality of solutions achieved by those teams on reaching consensus. We argue that many of these mechanisms work via increasing the transient diversity of solutions while the group attempts to reach a consensus. These mechanisms can operate at the level of individual psychology (e.g., behavioral inertia), interpersonal communication (e.g., transmission noise), or group structure (e.g., sparse social networks). Transient diversity can be increased by widening the search space of possible solutions or by slowing the diffusion of information and delaying consensus. All of these mechanisms increase the quality of the solution at the cost of increased time to reach it. We review specific mechanisms that facilitate transient diversity and synthesize evidence from both empirical studies and diverse formal models—including multiarmed bandits, NK landscapes, cumulative-innovation models, and evolutionary-transmission models. Apparent exceptions to this principle occur primarily when problems are sufficiently simple that they can be solved by mere trial and error or when the incentives of team members are insufficiently aligned. This work has implications for our understanding of collective intelligence, problem solving, innovation, and cumulative cultural evolution. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the cognitive functions of Mandarin speakers with poststroke aphasia and to investigate the relationship between nonlinguistic cognitive deficits and the severity of aphasia. Method: Twenty-three adults with aphasia resulting from left-hemispheric stroke and 23 adults matched for age and educational level completed a series of six nonlinguistic cognitive tests measuring nonverbal intelligence, short-term memory, visual selective attention, visual alternating attention, auditory selective attention, and auditory alternating attention. A standardized aphasia assessment (Concise Chinese Aphasia Test [CCAT]) was also conducted to evaluate the severity of aphasia. Data analyses examined cognitive functions by comparing task performance of the two groups and examining the relationship between scores on the cognitive tasks and aphasia severity based on a hierarchical regression analysis. Results: The aphasia group scored significantly lower than the control group on all nonlinguistic cognitive tasks with large effect sizes (d = 0.95 ~ 1.54). Significant associations between different nonlinguistic cognitive tasks and CCAT subtests were observed. Results from the hierarchical regression analysis showed that auditory alternating attention was the only factor that significantly predicted aphasia severity based on CCAT overall scores after age and education level were taken into account. Conclusions: The findings align with prior research observing deficits in nonlinguistic cognition in individuals with aphasia. Implications for clinical practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Introduction: ChatGPT, a recently released chatbot from OpenAI, has found applications in various aspects of life, including academic research. This study investigated the knowledge, perceptions, and attitudes of researchers towards using ChatGPT and other chatbots in academic research. Methods: A pre-designed, self-administered survey using Google Forms was employed to conduct the study. The questionnaire assessed participants' knowledge of ChatGPT and other chatbots, their awareness of current chatbot and artificial intelligence (AI) applications, and their attitudes towards ChatGPT and its potential research uses. Results: Two hundred researchers participated in the survey. A majority were female (57.5%), and over two-thirds belonged to the medical field (68%). While 67% had heard of ChatGPT, only 11.5% had employed it in their research, primarily for rephrasing paragraphs and finding references. Interestingly, over one-third supported the notion of listing ChatGPT as an author in scientific publications. Concerns emerged regarding AI's potential to automate researcher tasks, particularly in language editing, statistics, and data analysis. Additionally, roughly half expressed ethical concerns about using AI applications in scientific research. Conclusion: The increasing use of chatbots in academic research necessitates thoughtful regulation that balances potential benefits with inherent limitations and potential risks. Chatbots should not be considered authors of scientific publications but rather assistants to researchers during manuscript preparation and review. Researchers should be equipped with proper training to utilize chatbots and other AI tools effectively and ethically. [ABSTRACT FROM AUTHOR]

Background: The tendency to prefer smaller, immediate rewards over larger, delayed rewards is known as delay discounting (DD). Developmental deviations in DD may be key in characterizing psychiatric and neurodevelopmental disorders. Recent work empirically supported DD as a transdiagnostic process in various psychiatric disorders. Yet, there is a lack of research relating developmental changes in DD from mid‐childhood to adolescence to psychiatric and neurodevelopmental disorders. Additionally, examining the interplay between socioeconomic status/total household income (THI) and psychiatric symptoms is vital for a more comprehensive understanding of pediatric pathology and its complex relationship with DD. Methods: The current study addresses this gap in a robust psychiatric sample of 1843 children and adolescents aged 5–18 (M = 10.6, SD = 3.17; 1,219 males, 624 females). General additive models (GAMs) characterized the shape of age‐related changes in monetary and food reward discounting for nine psychiatric disorders compared with neurotypical youth (NT; n = 123). Over 40% of our sample possessed a minimum of at least three psychiatric or neurodevelopmental disorders. We used bootstrap‐enhanced Louvain community detection to map DD‐related comorbidity patterns. We derived five subtypes based on diagnostic categories present in our sample. DD patterns were then compared across each of the subtypes. Further, we evaluated the effect of cognitive ability, emotional and behavioral problems, and THI in relation to DD across development. Results: Higher discounting was found in six of the nine disorders we examined relative to NT. DD was consistently elevated across development for most disorders, except for depressive disorders, with age‐specific DD differences compared with NTs. Community detection analyses revealed that one comorbidity subtype consisting primarily of Attention‐Deficit/Hyperactivity Disorder (ADHD) Combined Presentation and anxiety disorders displayed the highest overall emotional/behavioral problems and greater DD for the food reward. An additional subtype composed mainly of ADHD, predominantly Inattentive Presentation, learning, and developmental disorders, showed the greatest DD for food and monetary rewards compared with the other subtypes. This subtype had deficits in reasoning ability, evidenced by low cognitive and academic achievement performance. For this ADHD‐I and developmental disorders subtype, THI was related to DD across the age span such that participants with high THI showed no differences in DD compared with NTs. In contrast, participants with low THI showed significantly worse DD trajectories than all others. Our results also support prior work showing that DD follows nonlinear developmental patterns. Conclusions: We demonstrate preliminary evidence for DD as a transdiagnostic marker of psychiatric and neurodevelopmental disorders in children and adolescents. Comorbidity subtypes illuminate DD heterogeneity, facilitating the identification of high‐risk individuals. Importantly, our findings revealed a marked link between DD and intellectual reasoning, with children from lower‐income households exhibiting lower reasoning skills and heightened DD. These observations underscore the potential consequences of compromised self‐regulation in economically disadvantaged individuals with these disorders, emphasizing the need for tailored interventions and further research to support improved outcomes. [ABSTRACT FROM AUTHOR]

Playing board games and other math activities can provide young children with opportunities to develop their math skills. However, it is critical to understand for whom these activities may be most beneficial. In two studies, we examine the extent to which foundational cognitive skills moderate the effects of playing math games on math skills. In Study 1, we look cross-sectionally at the association between parents' frequency of math activities with their 3- to 4-year-old children (N = 124) and children's math achievement, examining the extent to which children's skills moderate this relation. We find that frequent math activities are only associated with better math performance for children with better number knowledge. In Study 2, we test this experimentally by randomly assigning parents and children (N = 76) to play with a number-related board game, an active control board game, or a business-as-usual control group. Controlling for number knowledge, inhibitory control, and vocabulary at pretest, no differences in math skills at posttest were observed between the training groups. However, a significant interaction emerged between training group assignment and number knowledge, such that children with higher pretest number knowledge had higher posttest math scores when assigned to the number board game condition compared to the two control conditions, but no differences among conditions were seen for children with lower number knowledge. Collectively, these findings suggest that math activities may be most beneficial for math skills when children have stronger number knowledge and underscore the need for tailoring activities to children's current skill level. Public Significance Statement: Math activities may be most beneficial for the development of math skills when children already have some number knowledge. This work underscores the need for tailoring activities to children's current skill level. [ABSTRACT FROM AUTHOR]

Background: Very preterm (VP) birth is associated with a considerable risk for cognitive impairment, putting children at a disadvantage in academic and everyday life. Despite lower cognitive ability on the group level, there are large individual differences among VP born children. Contemporary theories define intelligence as a network of reciprocally connected cognitive abilities. Therefore, intelligence was studied as a network of interrelated abilities to provide insight into interindividual differences. We described and compared the network of cognitive abilities, including strength of interrelations between and the relative importance of abilities, of VP and full‐term (FT) born children and VP children with below‐average and average‐high intelligence at 5.5 years. Methods: A total of 2,253 VP children from the EPIPAGE‐2 cohort and 578 FT controls who participated in the 5.5‐year‐follow‐up were eligible for inclusion. The WPPSI‐IV was used to measure verbal comprehension, visuospatial abilities, fluid reasoning, working memory, and processing speed. Psychometric network analysis was applied to analyse the data. Results: Cognitive abilities were densely and positively interconnected in all networks, but the strength of connections differed between networks. The cognitive network of VP children was more strongly interconnected than that of FT children. Furthermore, VP children with below average IQ had a more strongly connected network than VP children with average‐high IQ. Contrary to our expectations, working memory had the least central role in all networks. Conclusions: In line with the ability differentiation hypothesis, children with higher levels of cognitive ability had a less interconnected and more specialised cognitive structure. Composite intelligence scores may therefore mask domain‐specific deficits, particularly in children at risk for cognitive impairments (e.g., VP born children), even when general intelligence is unimpaired. In children with strongly and densely connected networks, domain‐specific deficits may have a larger overall impact, resulting in lower intelligence levels. [ABSTRACT FROM AUTHOR]

Evaluate the role of cognitive reserve (CR) on cognitive and physical sequelae in traumatic brain injury (TBI). A comprehensive search strategy was conducted in four databases in English and Spanish in the last 12 years (2011–2023). Inclusion criteria: original cross-sectional and longitudinal studies whose main or secondary objective was to evaluate the effect of CR in adult patients with TBI. PRISMA guidelines were used to report the search and selection method and STROBE checklist was used to evaluate the quality of studies. Eighteen observational studies were included in this review. Multiple sources of variability were observed: number of patients, time of evolution, severity of the TBI, type of CR proxy, cognitive assessment instrument, etc. However, the most commonly used indicators of CR were premorbid IQ and educational attainment. A positive and consistent association between CR and performance on cognitive tests after injury was found. CR has a consistent positive effect on cognition and on some other aspects of recovery in traumatic brain injury. In future studies, it will be necessary to promote the use of CR indices based on various indicators and explore the effects of CR on other aspects related to the recovery of brain trauma. [ABSTRACT FROM AUTHOR]

Child Sexual Abuse (CSA) is widespread and pervasive in Pakistan, presenting a significant threat to a child's physical health, psychological well-being, and overall development. This study aimed to empirically substantiate the understanding of parents regarding CSA and their utilized preventive strategies. The study utilized Social Ecological Theory to gain a deeper comprehension of the phenomenon. Data was collected through in-depth semi-structured interviews with 18 parents from Islamabad capital city, using a qualitative phenomenological research approach along with thematic analysis. Results reveal that most of the parents were highly aware of the most common aspects of sexual assault and molestation, but they were unaware of the more manipulative subtle forms such as "grooming." Additionally, they had a limited understanding of the long-term consequences of sexual abuse. While many parents knew about the option of involving the police in cases of abuse, they were unaware of helpline services and the availability of psychological support. In terms of prevention, most parents employed an integrated approach involving various preventive measures, such as educating their children about appropriate and inappropriate touch. These findings underscore the importance of implementing public-focused initiatives and community-based programs to enhance parental awareness, knowledge, and capabilities in preventing CSA in Pakistan. [ABSTRACT FROM AUTHOR]

Background: Vocabulary scores increase until approximately age 65 years and then remain stable or decrease slightly, unlike scores on tests of other cognitive abilities that decline significantly with age. Aims: To review the findings on ageing‐related changes in vocabulary, and to discuss four methodological issues: research design; test type; measurement; and vocabulary ability as a proxy for general intelligence. Main Contribution: A discussion of cross‐sectional and longitudinal research designs shows that cohort membership accounts for some but not all ageing‐related changes in vocabulary, and that drop‐out and test–retest effects do not alter conclusions regarding these changes. Test type affects age trends in vocabulary, and if researchers use only one test, they should choose a multiple‐choice synonym test. While some authors suggest that vocabulary tests do not measure the same underlying ability in younger and older adults, more research of this suggestion is needed. A brief examination of the use of vocabulary ability as a proxy for general intelligence in healthy ageing and for premorbid abilities in dementia indicates that such practice is often questionable. Conclusions: Vocabulary knowledge increases through the mid‐60s regardless of measurement method. However, there is little information on how word knowledge serves other verbal skills in old age, how and when adults learn new words, or how much exposure is necessary for meanings to remain in storage for a lifetime. Research of these issues may require new methodologies, as well as novel theoretical accounts of ageing‐related effects on vocabulary. WHAT THIS PAPER ADDS: What is already known on this subject: Unlike many cognitive abilities that decline with ageing, vocabulary knowledge continues to increase until approximately age 65, and then remains stable or decreases slightly. These findings have been replicated in different research designs and across languages. What this paper adds to existing knowledge: The article presents a summary of findings on changes in vocabulary across adulthood, and a discussion of four key methodological issues: research design, test type, measurement, and the use of vocabulary ability as a proxy for general intelligence. What are the potential or actual clinical implications of this work?: To better understand changes in vocabulary knowledge across adulthood, clinicians must be aware of methodological considerations that affect the field. Such considerations have direct clinical implications regarding the choice of vocabulary tests and their use as a proxy for other abilities in both healthy older adults and in individuals with dementia. [ABSTRACT FROM AUTHOR]

Music training is generally assumed to improve perceptual and cognitive abilities. Although correlational data highlight positive associations, experimental results are inconclusive, raising questions about causality. Does music training have far-transfer effects, or do preexisting factors determine who takes music lessons? All behavior reflects genetic and environmental influences, but differences in emphasis—nature versus nurture—have been a source of tension throughout the history of psychology. After reviewing the recent literature, we conclude that the evidence that music training causes nonmusical benefits is weak or nonexistent, and that researchers routinely overemphasize contributions from experience while neglecting those from nature. The literature is also largely exploratory rather than theory driven. It fails to explain mechanistically how music-training effects could occur and ignores evidence that far transfer is rare. Instead of focusing on elusive perceptual or cognitive benefits, we argue that it is more fruitful to examine the social-emotional effects of engaging with music, particularly in groups, and that music-based interventions may be effective mainly for clinical or atypical populations. [ABSTRACT FROM AUTHOR]

This paper discusses two opposing views about the relation between artificial intelligence (AI) and human intelligence: on the one hand, a worry that heavy reliance on AI technologies might make people less intelligent and, on the other, a hope that AI technologies might serve as a form of cognitive enhancement. The worry relates to the notion that if we hand over too many intelligence-requiring tasks to AI technologies, we might end up with fewer opportunities to train our own intelligence. Concerning AI as a potential form of cognitive enhancement, the paper explores two possibilities: (1) AI as extending—and thereby enhancing—people's minds, and (2) AI as enabling people to behave in artificially intelligent ways. That is, using AI technologies might enable people to behave as if they have been cognitively enhanced. The paper considers such enhancements both on the level of individuals and on the level of groups. [ABSTRACT FROM AUTHOR]

Background: Evaluating intelligence using conventional tools is very complex in patients with Prader–Willi Syndrome (PWS), as it is time consuming and requires levels of care that are difficult to sustain for this population. Therefore, we explore the ability of a brief test to assess intelligence in these patients. Methods: This study included individuals with a genetically confirmed diagnosis of PWS, with regular attendance at transdisciplinary treatment in an institution dedicated to the care of rare diseases in Argentina. The Wechsler Intelligence Scale for Children (WISC‐IV), the Wechsler Adult Intelligence Scale (WAIS‐III) and the Kaufman Brief Intelligence Test (K‐BIT) were used. Results: Correlation was obtained between the scales in paediatric and adult populations. Within the paediatric population, no significant differences were identified between the WISC‐IV scale (Wechsler for paediatrics) and the K‐BIT (56.4 ± 8.6, vs. 53.4 ± 10.1, P = 0.28), with a good agreement between the methods {intraclass correlation 0.79 [95% confidence interval (CI) 0.15–0.95]}. Regarding the adult population, the discrimination of the WAIS‐III scale (Wechsler for adults) and the K‐BIT of adults (16 years and over) presented an acceptable concordance [0.77 (95% CI −0.09; 0.93)], although also underestimating the results (58.3 ± 7.2 vs. 51.1 ± 11.2, P < 0.0001). Conclusions: We observed the feasibility and potential usefulness of a brief intelligence test (K‐BIT) in patients with PWS with an acceptable agreement with conventional tools. [ABSTRACT FROM AUTHOR]

Purpose: To compare the strength of associations between different indices of cardiorespiratory fitness (CRF) and brain health outcomes in children with overweight/obesity. Methods: Participants were 100 children aged 8–11 years. CRF was assessed using treadmill exercise test (peak oxygen uptake [V̇O2peak], treadmill time, and V̇O2 at ventilatory threshold) and 20‐metre shuttle run test (20mSRT, laps, running speed, estimated V̇O2peak using the equations by Léger et al., Mahar et al., and Matsuzaka et al.). Intelligence, executive functions, and academic performance were assessed using validated methods. Total gray matter and hippocampal volumes were assessed using structural MRI. Results: V̇O2peak/body mass (β = 0.18, 95% CI = 0.01–0.35) and treadmill time (β = 0.18–0.21, 95% CI = 0.01–0.39) were positively associated with gray matter volume. 20mSRT laps were positively associated with executive functions (β = 0.255, 95% CI = 0.089–0.421) and academic performance (β = 0.199–0.255, 95% CI = 0.006–0.421), and the running speed was positively associated with executive functions (β = 0.203, 95% CI = 0.039–0.367). Estimated V̇O2peak/Léger et al. was positively associated with intelligence, executive functions, academic performance, and gray matter volume (β = 0.205–0.282, 95% CI = 0.013–0.500). Estimated V̇O2peak/Mahar et al. and V̇O2peak/Matsuzaka et al. (speed) were positively associated with executive functions (β = 0.204–0.256, 95% CI = 0.031–0.436). Conclusion: Although V̇O2peak is considered the gold standard indicator of CRF in children, peak performance (laps or running speed) and estimated V̇O2peak/Léger et al. derived from 20mSRT had stronger and more consistent associations with brain health outcomes than other indices of CRF in children with overweight/obesity. [ABSTRACT FROM AUTHOR]

Deficits in episodic verbal memory are commonly observed in persons with HIV (PWH) disease, in whom they are characterized by dysregulation of the executive aspects of encoding and retrieval and adversely impact everyday functioning. Deficits in episodic visual memory are also apparent in PWH, but we know less about their cognitive architecture. This study used the Boston Qualitative Scoring System (BQSS) for the Rey-Osterrieth Complex Figure (ROCF) to examine visual learning and recall in 43 individuals without HIV and 141 PWH who completed a full research neuropsychological, psychiatric, and medical assessment. A mixed model covarying for education and estimated verbal IQ showed that participants with HIV-associated neurocognitive disorders (HAND) performed worse than PWH without neurocognitive disorders and HIV- participants at comparable medium-to-large effect sizes across the Copy, Immediate, and Delayed trials of the BQSS-ROCF, suggesting a primary encoding deficit. A component process analysis of the BQSS-ROCF Copy Trial revealed that participants with HAND had specific difficulties with configural accuracy, cluster accuracy, and cluster placement. Within the PWH sample, measures of motor coordination and executive functions emerged as independent predictors of BQSS-ROCF Copy Trial performance. Findings extend prior research by showing that HAND may be associated with a primary encoding deficit for complex visuomotor learning and memory tasks that is driven by a combination of visuospatial, motor, and executive difficulties. [ABSTRACT FROM AUTHOR]

In this reflexive essay, I raise issues about power dynamics between interviewers and interviewees based on my experiences conducting research interviews in South Korea. I focus on the sociocultural contexts that drive social agents' behaviors in the interview process, which in Korean Confucian contexts include respect for adults and educational fervor. A particular configuration of authority relationships was evident in each scenario, showing how sociocultural contexts underlie the complicated power dynamics of interview situations, which can be further complicated by topics that require participants to share their intellectual notions. Based on my interview experiences, I argue that acknowledging these social contexts and their impacts on power relations will serve to strengthen the depth of engagement in interviews and therefore the quality and potential impact of qualitative interview research. [ABSTRACT FROM AUTHOR]

Mathematical competencies can be conceptualized as layers of knowledge, with numeracy skills as the foundational core and more complex mathematical skills as the additional layers over the core. In this study, we tested an expanded hierarchical symbol integration (HSI) model by examining the hierarchical relations among mathematical skills. Undergraduate students (N = 236) completed order judgement, simple arithmetic, fraction arithmetic, algebra, and verbal working memory tasks. In a series of hierarchical multiple regressions, we found support for the hierarchical model: Additive skills (i.e., addition and subtraction) predicted unique variance in multiplicative skills (i.e., multiplication and division); multiplicative skills predicted unique variance in fraction arithmetic; and fraction skills predicted unique variance in algebra. These results support the framework of the HSI model in which mathematical competencies are related hierarchically, capturing the increasing complexity of symbolic mathematical skills. [ABSTRACT FROM AUTHOR]

The care crisis manifests the tensions and profound changes which are taking place in contemporary long-term care systems, leading to new care views and modalities in society. Through 26 interviews conducted with caregivers, family members and elderly people with care needs, this study aims to make visible the transformation in the conceptions of care in the Basque Country. First, the results show the displacement of familiarist ideas and values. Second, we describe the daily management of the social and moral tensions associated with outsourcing and the meaning of care work. Third, the findings indicate the emergence of new perspectives on the modalities of care. The contribution of cognitive polyphasia towards analysing the management and integration of new knowledge associated with care in a specific socio-cultural context is discussed. Finally, we consider the applicability of our findings in terms of relevant solutions for care management and innovation in this field. [ABSTRACT FROM AUTHOR]

The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, Mage = 8.70 years) were assigned randomly to the three training groups: (a) metacognitive training of basic EF processes (meta-EF), (b) training of basic EF processes (basic-EF), and (c) active controls (active control). They underwent 16 training sessions over the course of 2 months. No effects of EF and/or metacognitive training were found for academic outcomes. However, both meta-EF and basic-EF groups demonstrated greater gains than the active control group on proactive control engagement and WM, suggesting that EF training promotes a shift to more mature ways of engaging EF. Our findings suggest minimal near- and far-transfer effects of metacognitive training but highlight that proactive engagement of EF can be promoted through EF training in children. Public Significance Statement: By demonstrating the potential effects of executive function training, with or without metacognitive reflection training, for children from low socioeconomic backgrounds, we hope this work will help generate concrete educational instruments to counter socioeconomic disparities and improve children's opportunities for educational equality. [ABSTRACT FROM AUTHOR]

Background: Lower cognitive functioning has been documented across psychiatric disorders and hypothesized to be a core deficit of mental disorders. Situating psychopathology and cognition as part of a unitary construct is therefore important to understanding the etiology of psychiatric disorders. The current study aims to test competing structural models of psychopathology and cognition in a large national cohort of adolescents. Methods: The analytic sample consisted of 1189 participants aged 16–17 years, screened by the Israeli Draft Board. Psychopathology was assessed using a modified version of the Brief Symptom Inventory, and cognition was assessed based on four standardized test scores ((1) mathematical reasoning, concentration, and concept manipulation; (2) visual-spatial problem-solving skills and nonverbal abstract reasoning; (3) verbal understanding; (4) categorization and verbal abstraction). Confirmatory factor analysis was implemented to compare competing structural models of psychopathology with and without cognition. Sensitivity analyses examined the models in different subpopulations. Results: Confirmatory factor analysis indicated a better model fit of psychopathological symptoms without cognition (RMSEA = 0.037; TLI = 0.991; CFI = 0.992) than with cognition (RMSEA = 0.04–0.042; TLI = 0.987–0.988; CFI = 0.988–0.989). Sensitivity analyses supported the robustness of these results with a single exception. Among participants with low cognitive abilities (N = 139), models that integrated psychopathological symptoms with cognition had a better fit compared to models of psychopathology without cognition. Conclusions: The current study suggests that cognition and psychopathology are, generally, independent constructs. However, within low cognitive abilities, cognition was integral to the structure of psychopathology. Our results point toward an increased vulnerability to psychopathology in individuals with low cognitive abilities and may provide valuable information for clinicians. [ABSTRACT FROM AUTHOR]

Dexamethasone administration can reduce bronchopulmonary dysplasia, our objective was to identify long term adverse effects. A systematic review was performed to determine the childhood and adolescent cardiopulmonary and cognitive effects of dexamethasone systemically administered to preterm infants during neonatal intensive care. Relevant studies were identified by searching two electronic health databases and the grey literature. Spirometry assessments were used as respiratory outcomes, blood pressure and echocardiography assessments as cardiovascular outcomes and cognitive and motor function as cognitive outcomes. From 1,479 articles initially identified, 18 studies (overall 1,609 patients) were included (respiratory n=8, cardiovascular n=2, cognitive n=10); all were observational cohort studies. Dexamethasone exposure was associated with worse pulmonary outcomes in children and adolescents (more abnormal FVC and FEV1:FVC z scores). Dexamethasone exposure was associated in one study with lower IQ scores compared to preterm controls (mean 78.2 [SD 15.0] vs. 84.4 [12.6], [p=0.008]) and in two others was associated with lower total and performance IQ when compared to term controls (p<0.001). Postnatal dexamethasone exposure has a negative influence on pulmonary and cognitive outcomes in childhood and adolescence. Medications with a better benefit to risk profile need to be identified. [ABSTRACT FROM AUTHOR]

Despite experience‐based expertise being increasingly common in health care, what experiential knowledge consists of remains a topic for debate. Here I propose a philosophical approach to clarify experiential knowledge, drawing on an analogous debate in philosophy of mind, which similarly targets the intuition that experience may generate unique knowledge. I outline the philosophical debate and explicate some relevant ideas for health care, so as to (a) evaluate whether and to what extent this analogous debate is helpful, and (b) supplement existing ideas on experiential knowledge with a philosophical analysis. [ABSTRACT FROM AUTHOR]

Previous research has investigated the nature of imagination as a construct related to multiple forms of higher-order cognition. Despite the emergence of various conceptualizations of imagination, few attempts have been made to explore the structure of imagination as a trait in the context of existing hierarchically-nested personality dimensions. We present the Dual Facet Imagination Scale (DFIS) for measuring trait imagination that distinguishes between experiential simulation and conceptual innovation, aligned with the two major subfactors (aspects) of the Big Five dimension Openness/Intellect. In two samples (N = 210 & 5771), we provide evidence of a consistent factor structure distinguishing experiential and conceptual descriptions of imagination, as well as validity as measures of facets of Openness and Intellect. The DFIS provides a trait measure of two major forms of imagination in line with mainstream models of the hierarchical structure of personality. [ABSTRACT FROM AUTHOR]

Purpose: Patients with glioblastoma multiforme (GBM) face uncertainty during the illness trajectory that decreases their quality of life. Uncertainty manifests as an altered state of mind in patients with GBM and increases the burden of managing their diagnosis. The uncertainty in illness theory (UIT) can be used to guide nursing practice and create care plans to decrease this uncertainty. Data sources: The UIT and conceptual model were used to pair diagnoses from NANDA‐I Nursing Diagnoses to form care plans for patients with GBM. Methods: In a stepwise approach, concepts from the UIT were organized and cross‐walked into an integrated theory‐driven practice framework to enhance care planning. Conclusions: The UIT helps define and identify circumstances of uncertainty in patients experiencing illness, and Nursing Diagnoses provide engagement and outcomes for those uncertainty‐based diagnoses. Some examples of the UIT guiding Nursing Diagnoses includes a patient's cognitive level guiding a Nursing Diagnosis care plan of Risk for Acute Confusion. Social Support can guide the care plan of Risk for Loneliness, and appraisal of uncertainty can guide a care plan for Ineffective Individual Coping. Using the UIT to guide theory‐driven practice links interventions and outcomes in patients with GBM. Implications for practice: The UIT can guide NANDA‐I Nursing Diagnoses to assist nurses in creating a nursing care plan for nursing engagement to decrease uncertainty and increase the quality of life in patients with GBM. Theory‐driven research defines the application of the UIT in GBM and provides foundational knowledge for theory‐driven practice to occur. [ABSTRACT FROM AUTHOR]

Purpose: The benefits of a healthy diet on children´s cognition have been described in several studies. However, many previous studies have analyzed the effect on general cognitive domains (e.g. intelligence), used measures based almost exclusively on local examinations, and rarely consider social context. Objective: The objective of the present study was to examine the relationship between two diet patterns and contextualized cognitive performance measures of children aged 6–8 years from low-average income neighborhoods in Montevideo, Uruguay. Methods: 270 first-grade children with complete data participated in the study. Consumption of foods was determined via two averaged 24-h dietary recalls with the mother. Two dietary patterns were identified via principal component analysis: "processed (high calorie) foods" and "nutrient dense". Children´s cognitive performance, including general cognitive abilities, achievement in mathematics and reading, and discrepancy scores between predicted and actual achievement was assessed with the Woodcock-Muñoz Cognitive and Achievement scales. The association of dietary patterns and cognitive endpoints was analyzed in multilevel models, clustered by children´s school. Sociodemographic and biological variables were used as covariates. Results: The nutrient dense foods pattern, characterized by higher consumption of dark leafy and red–orange vegetables, eggs, beans & peas, potatoes, was associated with better performance in reading, with beta coefficient 3.28 (95% CI 0.02, 6.54). There was also an association between the nutrient dense foods factor and the Discrepancy in reading, 2.52 (0.17, 4.87). Processed (high calorie) foods pattern, characterized by higher consumption of breads, processed meats, fats and oils, sweetened beverages, and sweetened yogurt/dairy products; reduced intake of milk, pastries and pizza dinners was not associated with cognitive performance. Conclusions: Nutrient dense food pattern was positively associated with children's reading achievement. A nutrient-rich diet may benefit written language acquisition at the beginning of schooling. [ABSTRACT FROM AUTHOR]

Purpose: Iodine deficiency increases the risk of cognitive impairment and delayed physical development in children. It is also associated with cognitive impairment in adults. Cognitive abilities are among the most inheritable behavioural traits. However, little is known about the consequences of insufficient postnatal iodine intake and whether the individual genetic disposition modifies the association between iodine intake and fluid intelligence in children and young adults. Methods: The cultural fair intelligence test was used to assess fluid intelligence in the participants of the DONALD study (n = 238; mean age, 16.5 [SD = 7.7] years). Urinary iodine excretion, a surrogate iodine intake marker, was measured in 24-h urine. Individual genetic disposition (n = 162) was assessed using a polygenic score, associated with general cognitive function. Linear regression analyses were conducted to determine whether Urinary iodine excretion was associated with fluid intelligence and whether this association was modified by individual genetic disposition. Results: Urinary iodine excretion above the age-specific estimated average requirement was associated with a five-point higher fluid intelligence score than that below the estimated average requirement (P = 0.02). The polygenic score was positively associated with the fluid intelligence score (β = 2.3; P = 0.03). Participants with a higher polygenic score had a higher fluid intelligence score. Conclusion: Urinary iodine excretion above the estimated average requirement in childhood and adolescence is beneficial for fluid intelligence. In adults, fluid intelligence was positively associated with a polygenic score for general cognitive function. No evidence showed that the individual genetic disposition modifies the association between Urinary iodine excretion and fluid intelligence. [ABSTRACT FROM AUTHOR]

Background: Maternal perinatal depression has been shown to have long lasting effects on children's development. Studies have described the relationship of perinatal depression on children's cognition, especially negative effects on intelligence quotient (IQ). However, a recent examination of the current studies to discern the patterns and strength of associations between perinatal depression and child IQ is not available. Objective: The purpose of this systematic review is to discern the effects of perinatal depression, prenatally and within the first 12 months of the postpartum period, on the IQ of the child aged 0–18 years old. Methods: We searched the electronic databases: PubMed and CINAHL. We identified 1633 studies, and included 17 studies in the final review based on pre-determined criteria. After the data was extracted, we assessed the strength of the study using the national heart, lung, and blood institute quality assessment tool for observational cohort and cross-sectional studies. This systematic review had a total sample of 10,757 participants. Results: Across the studies, we identified a relationship between limited maternal responsiveness due to postpartum depression and a decrease in full IQ scores in younger children. Male children were found to be more sensitive to the postpartum depression, resulting in a decrease in IQs, in comparison to female children. Conclusions: Policies should be implemented to identify women suffering from perinatal depression to mitigate the effects of the disorder for both the mother and her child. Significance: Maternal perinatal depression has been shown to have far-reaching effects on children's development. However, a recent examination of the current studies to discern the associations between perinatal depression and child IQ is not available. In this systematic review, we identified a relationship between limited maternal responsiveness due to postpartum depression and a decrease in full IQ scores in younger children. Male children were more sensitive to postpartum depression, resulting in a decrease in IQs, in comparison to female children.. [ABSTRACT FROM AUTHOR]

A growing body of research has shown that parent–child math activities predict children's math competence. However, observational studies are limited. This study investigated maternal and paternal scaffolding behaviours in three types of parent–child math activities (i.e., worksheet, game and application activities) and their associations with children's formal and informal math abilities. Ninety‐six 5–6‐year‐olds participated in this study with their mothers and fathers. All children completed three activities with their mothers and three comparable activities with their fathers. Parental scaffolding was coded for each parent–child dyadic activity. Children's formal and informal math abilities were tested individually using the Test of Early Mathematics Ability. Results showed that both mothers' and fathers' scaffolding in application activities significantly predicted their children's formal math ability even after controlling for background variables and their scaffoldings in the other two types of math activities. The findings highlight the importance of parent–child application activities in children's math learning. [ABSTRACT FROM AUTHOR]

The article focuses on Sinéad Ní Mhaonaigh's series titled "Dwelling," exploring the concept of home and architecture's impact on individuals and communities. Topics include the emotive language of home, the role of architecture in shaping the experiences and identities, and the intersection of materiality and sensory perceptions in defining the essence of dwelling.

Background: Mismatch negativity (MMN) amplitude is reduced in psychotic disorders and associated with symptoms and functioning. Due to these robust associations, it is often considered a biomarker for psychotic illness. The relationship between MMN and clinical outcomes has been examined well in early onset psychotic illness; however, its stability and predictive utility in chronic samples are not clear. Method: We examined the five-year stability of MMN amplitude over two timepoints in individuals with established psychotic disorders (cases; N = 132) and never-psychotic participants (NP; N = 170), as well as longitudinal associations with clinical symptoms and functioning. Results: MMN amplitude exhibited good temporal stability (cases, r = 0.53; never-psychotic, r = 0.52). In cases, structural equation models revealed MMN amplitude to be a significant predictor of worsening auditory hallucinations (β = 0.19), everyday functioning (β = −0.13), and illness severity (β = −0.12) at follow-up. Meanwhile, initial IQ (β = −0.24), negative symptoms (β = 0.23), and illness severity (β = −0.16) were significant predictors of worsening MMN amplitude five years later. Conclusions: These results imply that MMN measures a neural deficit that is reasonably stable up to five years. Results support disordered cognition and negative symptoms as preceding reduced MMN, which then may operate as a mechanism driving reductions in everyday functioning and the worsening of auditory hallucinations in chronic psychotic disorders. This pattern may inform models of illness course, clarifying the relationships amongst biological mechanisms of predictive processing and clinical deficits in chronic psychosis and allowing us to better understand the mechanisms driving such impairments over time. [ABSTRACT FROM AUTHOR]

Objectives Age-related cognitive changes can be influenced by both brain maintenance (BM), which refers to the relative absence over time of changes in neural resources or neuropathologic changes, and cognitive reserve (CR), which encompasses brain processes that allow for better-than-expected behavioral performance given the degree of life-course-related brain changes. This study evaluated the effects of age, BM, and CR on longitudinal changes over 2 visits, 5 years apart, in 3 cognitive abilities that capture most of age-related variability. Methods Participants included 254 healthy adults aged 20–80 years at recruitment. Potential BM was estimated using whole-brain cortical thickness and white matter mean diffusivity at both visits. Education and intelligence quotient (IQ; estimated with American National Adult Reading Test) were tested as moderating factors for cognitive changes in the 3 cognitive abilities. Results Consistent with BM—after accounting for age, sex, and baseline performance—individual differences in the preservation of mean diffusivity and cortical thickness were independently associated with relative preservation in the 3 abilities. Consistent with CR—after accounting for age, sex, baseline performance, and structural brain changes—higher IQ, but not education, was associated with reduced 5-year decline in reasoning (β = 0.387, p =.002), and education was associated with reduced decline in speed (β = 0.237, p =.039). Discussion These results demonstrate that both CR and BM can moderate cognitive changes in healthy aging and that the 2 mechanisms can make differential contributions to preserved cognition. [ABSTRACT FROM AUTHOR]

The risk of cognitive decline in older adults makes it necessary to design training programs for the improvement of cognition. To determine the efficacy of applying a combined program of computerized cognitive training (CCT) and mindfulness for improving cognition and mood and quality of life in people aged 60 years and older, compared with using both interventions separately. Adults, older than 95 years were assigned to groups that subsequently received one of the three interventions (CCT, mindfulness, and combined). Cognitive, emotional, and quality of life assessment instruments were administered pre- and post-intervention. The standardized individual change was determined, and one-factor ANOVAs and ANCOVAs were conducted to test between-group differences. After controlling for confounding factors, greater significant improvements were obtained in the combined group compared with the CCT and mindfulness groups in selective attention (median effect size) and abstract reasoning (large effect size). No significant differences were found in the rest of cognitive variables, mood or quality of life. The findings indicate that, with the same investment of time, combining CCT and mindfulness effectively improves selective attention and abstract reasoning, in older adults. This combination of strategies might have implications for the improvement of cognitive impairment in older adults. [ABSTRACT FROM AUTHOR]

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non‐native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non‐native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word‐by‐word captions, closed captions, and no‐captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed. Lay Description: What Is Already Known About This TopicEmpirical studies on captioning have focused on immediate learning right after the treatment, so have studies on repetition.Empirical studies on multimedia lessons for non‐native students have focused on English language learning. What This Paper AddsThree types of captioning were compared to examine their efficacies in both immediate and delayed content retention of Chinese students.Two types of repetition were compared to examine their efficacies in both immediate and delayed content retention of Chinese students. Implications for Practice and/or Policy:Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention.The availability of textual keywords adjacent to their corresponding graphics might have compromised the efficacy of captioning. [ABSTRACT FROM AUTHOR]

The pretesting or prequestion effect refers to the counterintuitive finding that taking tests on information that one has yet to learn, during which many erroneous responses typically occur, can benefit learning relative to nontesting methods (e.g., reading) if the correct answers are studied afterwards. Using a knowledge updating approach that entailed two or three cycles of pretesting versus reading followed by a criterial test, we investigated (a) the extent to which learners develop metacognitive awareness of the pretesting effect through experience (as evidenced by predictions of criterial test performance) and (b) three forms of external support—namely, performance feedback (displaying criterial test performance for pretested versus read items), prediction reminders (displaying learners' predictions alongside performance feedback), and recall prompts (asking learners to remember criterial test performance during the first cycle prior to making predictions for the second cycle)—that might improve, or provide insights into, such awareness. Across five experiments, we found that learners generally lack awareness of the memorial benefits of pretesting, are predisposed to believing that reading is more effective even after repeatedly experiencing both techniques, and need support before they recognize that pretesting is more beneficial. Overall, these results underscore the challenge of, and highlight several means of dislodging, learners' inaccurate beliefs about the efficacy of pretesting. [ABSTRACT FROM AUTHOR]

As adults, we intuitively understand how others' goals influence their information-seeking preferences. For example, you might recommend a dense book full of mechanistic details to someone trying to learn about a topic in-depth, but a more lighthearted book filled with surprising stories to someone seeking entertainment. Moreover, you might do this with confidence despite knowing few details about either book. Even though we offer or receive such recommendations frequently as adults, we know little about how the ability to evaluate and recommend information sources to others develops. Two studies examined how children (6–9 years, Eastern U.S. residents, n = 311) and adults (U.S. residents, n = 180) select mechanistic and entertaining information sources for others depending on their goals. Participants recommended books containing mechanistic information to agents who wanted to learn and entertaining information to agents who wanted to have fun. In contrast to adults who strongly favored entertaining books, children recommended both kinds of books equally to a generally curious agent. These results suggest children can infer others' information-seeking preferences based on their goals and recommend appropriate information sources to satisfy those goals despite possessing little topical knowledge themselves. Public Significance Statement: The current findings demonstrate young children can reason about and recommend information sources to others despite often possessing little relevant knowledge themselves. These findings also highlight a potential decline in interest in causal mechanisms into adulthood, which is of potential importance to educators wishing to increase interest and curiosity toward science, technology, engineering, and mathematics topics. [ABSTRACT FROM AUTHOR]

It is easy to imagine being someone else from the first-person point of view. Such imaginings give rise to a puzzle. In this paper I explain what the puzzle is and then consider several existing attempts of solving the puzzle. I argue that these attempts are unsuccessful. I propose a Lewisian account of first-person imagination and make the case that this account solves the puzzle [ABSTRACT FROM AUTHOR]

Compare the effectiveness of active and sham transcranial direct current stimulation (tDCS) during the training of a dual task in children with spastic cerebral palsy (CP). Thirty children with CP were submitted to ten sessions of either active (n = 15) or sham (n = 15) tDCS over the motor cortex for 20 minutes during the training of a dual task. Pre-intervention, post-intervention and follow-up evaluations involved measures of functional performance, intellectual performance, functional mobility and cortical excitability. The combination of active tDCS and dual task training led to improvements in functional mobility as well as functional and intellectual performances one month after the end of the intervention. The combination of active tDCS and dual task training demonstrated promising effects for children with spastic CP. [ABSTRACT FROM AUTHOR]

The notion of moral expertise poses a variety of challenges concerning both the question of existence of such experts and their identification by laypeople. I argue for a view of ethics expertise, based on moral understanding instead of on moral knowledge, that is less robust than genuine moral expertise and that does not rely on deference to testimony. I propose identification criteria that focus mainly on the awareness and communication of implicit biases and situated ignorance. According to the account of ethics expertise presented in this paper, the expert's testimony is not an epistemic reason for the layperson's belief, but merely an epistemic influence. The epistemic reasons for the layperson's belief are largely independent from the expert. But there is still some epistemic risk involved in the proposed method of knowledge transfer, and therefore criteria for the identification of a trustworthy expert are necessary. The risk involved in knowledge transfer can be both due to willful manipulation and due to the expert's implicit biases and situated ignorance. While willful manipulation cannot really be avoided, the influence from biases and ignorance can be minimized. I argue that the best way to do this is if the expert is aware of their own biases and ignorance and communicates them. Combined with evidence of the expert's education in moral philosophy and experience with the topic in question, this gives the layperson the best chance to identify someone who can really help them consider all relevant aspects of a situation and come to a better justified decision. [ABSTRACT FROM AUTHOR]

Objectives: Animal studies indicate a key role for vitamin D in brain development and function, but observational studies in humans only suggests a borderline positive association between prenatal vitamin D exposure and cognitive development in the offspring. Knowledge gaps include insights in exposure time window and differences by sex for the association. We aimed to investigate the association between blood concentrations of serum 25-hydroxyvitamin D measured at four different time points and intelligence quotient score at the age of 7 years, including analyses spilt by child sex. Methods: In Odense child cohort, we included 1404 mother–child pairs with serum 25-hydroxyvitamin D data from early pregnancy to age 7 years. Full-scale intelligence quotient was assessed with Wechsler Intelligence Scale for Children – fifth edition. Associations were adjusted for maternal education, pre-pregnancy body mass index, gestational age, sex and head circumference. Subanalyses stratified by sex were performed. Results: The median (interquartile range) serum 25-hydroxyvitamin D in cord was 45.88 (31.15–61.08) nmol/L; early pregnancy, 66.45 (51.29–78.74); late pregnancy, 79.13 (59.69–97.31); 7 years, 66.29 (53.45–80.23) nmol/L. The mean (standard deviation) full-scale intelligence quotient was 99.44 (11.98). In adjusted analyses, cord serum 25-hydroxyvitamin D < 50 nmol/L was associated with 2.2 points lower full-scale intelligence quotient compared to the reference (50–75 nmol/L) in boys, β = –2.2; 95% confidence interval = [−4.3, –0.1], p = 0.039. The same association with full-scale intelligence quotient was found for early pregnancy serum 25-hydroxyvitamin D, β = –2.5 [−4.6, –0.3], p = 0.025, primarily driven by an association in boys, β = –4.0 [−7.2, –0.8], p = 0.015; and for serum 25-hydroxyvitamin D at 7 years in girls, β = –3.0 [−6.0, –0.1], p = 0.042. Conclusion: In this cohort, serum 25-hydroxyvitamin D < 50 nmol/L in both early gestation and cord blood in boys and current serum 25-hydroxyvitamin D < 50 nmol/L in girls were independent risk factors for two to four points lower full-scale intelligence quotient at the age of 7 years. Vulnerability to hypovitaminosis D, especially in pregnancy, may relate to child sex. [ABSTRACT FROM AUTHOR]

The recent introduction of inclusive schooling settings in France has allowed children with autism spectrum disorder (ASD) as young as 3 years to benefit from teaching adapted to their special needs, while sharing the same educational environment as their typical peers. The present study examined 1) whether chidren with ASD attenting an inclusive unit exhibit significant gains in cognitive and communicative skills, and 2) whether chronological age, autistic symptoms, sensory processing, language abilities, and nonverbal intellectual functioning are associated with these gains. Outcome measures, repeated every 8 months during two years included standardized assessments of cognitive and communicative development. Results indicated that children make significant progresses both in cognitive and communicative domain, although the pace of development varied from one child to another. Nonverbal intellectual functioning, chronological age and language abilities are significantly correlated with gains made by children in two years. The implications of these encouraging initial results and their limitations are discussed from the perspective of ensuring the best educational opportunities and wellbeing of children with ASD in inclusive early school settings. [ABSTRACT FROM AUTHOR]

To succeed in a social world, we must be able to accurately estimate what others know. For example, teachers must anticipate student knowledge to plan lessons and communicate effectively. Yet one's own knowledge consistently contaminates estimates about others' knowledge. We examine how one's knowledge influences the calibration and resolution of participants' estimates of novices' knowledge. Across four experiments, participants studied trivia questions and estimated the percentage of novice participants who would know the answer across multiple study/estimation rounds. When participants were required to answer the question before estimating what novices would know, studying the facts impaired both the calibration and resolution of the estimates. Studying the facts reduced the validity of one's experiences for predicting novices' knowledge, and estimators utilized their own experiences less when predicting novices' knowledge as they studied. Experimentally reducing reliance on one's own knowledge did not improve the accuracy of estimates. The results suggest that learning impairs the accuracy of judgments of others' knowledge, not because estimators rely too heavily on their own experiences, but because estimators lack diagnostic cues about others' knowledge. [ABSTRACT FROM AUTHOR]

We investigated direct and indirect cross-sectional associations of physical activity, fundamental motor skills, executive functions, and early numeracy in preschoolers. The participants were 214 preschoolers aged three to five years. Time spent in moderate and vigorous physical activity was measured by hip-worn accelerometers and fundamental motor skills using the tasks assessing locomotor, object control, and stability skills. Inhibition/switching and working memory/updating, as components of executive functions, were assessed by computerised tests and a standardised test was used to assess early numeracy. Path analyses were used to examine direct and indirect associations between the constructs. Our results showed that stability skills were indirectly positively associated with early numeracy through inhibition/switching (β = 0.07, p < 0.05, 95% CI [0.02, 0.14]) and locomotor skills through working memory/updating (β = 0.13, p = 0.001, 95% CI [0.06, 0.20]). Vigorous physical activity was positively associated with early numeracy through locomotor skills and working memory/updating (β = 0.04, p = 0.01, 95% CI [0.01, 0.07]) and negatively associated with early numeracy through inhibition/switching (β = −0.06, p < 0.05, 95% CI [−0.11, −0.02]). Highlights Locomotor skills are positively associated with early numeracy through working memory/updating. Stability skills are positively associated with early numeracy through inhibition/switching. Vigorous physical activity is indirectly associated with early numeracy: Positively through locomotor skills and working memory/updating and negatively through inhibition/switching. [ABSTRACT FROM AUTHOR]