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Matthew effect ("the rich get richer") has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.

Transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) has been shown to enhance divergent and convergent creative thinking. Yet, how stimulation impacts creative performance over time, and what cognitive mechanisms underlie any such enhancement, remain largely unanswered questions. In the present research, we aimed to (1) verify the impact of DLPFC tDCS on both convergent and divergent thinking, and further investigated (2) the temporal dynamics of divergent thinking, focusing on the serial order effect (i.e., the tendency for ideas to become more original and less frequent over time), and (3) any role that cognitive inhibition may play in mediating any effect of stimulation on creative thinking (considering the DLPFC's involvement in driving inhibitory processes that are also relevant for creative thinking). In a within-subjects design, twenty-six participants received three types of cross-hemispheric tDCS stimulation over the DLPFC (left cathodal and right anodal, L-R+; left anodal and right cathodal, L+R-; and sham). Before stimulation, they completed a pre-flanker task measuring cognitive inhibition; during stimulation, they completed the Alternate Uses Task (AUT), Remote Associates Test (RAT), and post-flanker task. Results showed that, compared with the sham stimulation, originality of responses in the AUT was significantly enhanced in the L+R- condition, while no tDCS effect was observed for the RAT. Additionally, compared with the other stimulation conditions, we found a diminished serial order effect in the L+R- condition characterized by an accelerated production of more original ideas. Critically, the L+R- condition was accompanied by better performance on the flanker task. Our findings thus verify that L+R- tDCS over the DLPFC accelerates idea originality also providing tentative clues that inhibition may act as a cognitive mechanism underlying enhancements in divergent thinking resulting from frontal lobe neuromodulation.

This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.

Pleural effusions are a common complication of orthotopic liver transplantation (OLT), and chronic post-OLT pleural effusions have been associated with worse outcomes. Furthermore, "trapped lung" (TL), defined as a restrictive fibrous visceral pleural peel preventing lung re-expansion, may have prognostic significance. We performed a retrospective analysis of adult OLT recipients over a 9-year period at UCLA Medical Center. Post-OLT patients with persistent pleural effusions, defined by the presence of pleural fluid requiring drainage one to 12 months after OLT, were included for analysis. Outcomes for patients with and without TL were compared using univariate and multivariate analysis. Of the 1722 patients who underwent OLT, 117 (7%) patients met our criteria for persistent postoperative pleural effusion, and the incidence of TL was 21.4% (25/117). Compared to patients without TL, those with TL required more surgical pleural procedures (OR 59.8, 95%CI 19.7-181.4, p < 0.001), spent more days in the hospital (IRR 1.56, 95%CI 1.09-2.23, p = 0.015), and had a higher risk of mortality (HR 2.47, 95%CI 1.59-3.82, p < 0.001) following transplant. In sum, we found that post-OLT TL was associated with higher morbidity, mortality, and healthcare utilization. Future prospective investigation is warranted to further clarify the risk factors for developing postoperative pleural effusions and TL.

Previous studies have illustrated a robust relationship between academic self-efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self-efficacy and academic performance and whether social support moderated the mediation process. A total of 860 (M = 16.39, SD = 0.73) high school students in China completed questionnaires on academic self-efficacy, academic buoyancy, and social support. Academic performance was measured by standardized tests. The results indicated that academic buoyancy partially mediated the association between academic self-efficacy and academic performance. Social support moderated the first half of the path of the mediation model. The findings of the present study provide educational guidelines and suggestions for improving academic performance among high school students.

Two studies investigated the effects of cognitive and school environmental factors on adolescents' creative performance. The first study tested the effects of expected evaluation and cognitive style on creativity among 89 high school students. The second study tested the effects of evaluation type and cognitive style on creativity among 92 high school students. Study 1 found main effects of expected evaluation and cognitive style on creativity. The interaction between expected evaluation and cognitive style was statistically significant. Under an experimental condition of expected evaluation, field-dependent adolescents performed more creatively (i.e., higher originality) than those without expected evaluation. Study 2 uncovered main effects of expected evaluation type and cognitive style on creativity but no interactions between expected evaluation type and cognitive style. Adolescents performed better on the dimension of flexibility in a controlling evaluation condition, compared with adolescents in informational evaluation condition, and field-independent adolescents showed more fluency and originality than field-dependent adolescents. Together, this research provides a better understanding of the effects of expected evaluation and cognitive style on adolescents' creative performance. Implications for further research are discussed.

Transfer, particularly far transfer through analogic mapping and reasoning, is considered one of the mechanisms for creative problem solving. However, the cognitive paradigm of training for analogical problem solving has not met with much success. It is argued by these authors that a pedagogical model that exclusively focuses on training for analogical mapping is not effective. In this study, an alternative pedagogical approach, QEOSA, standing for Question, Explore, Optimize, Show, and Act, was tested on analogical transfer of problem solving with preschool children. This pedagogical model was informed by the creativity research with respect to creative problem solving as soft constraint satisfaction, involving both divergent and convergent processes. A randomly assigned experiment with 221 preschool children was conducted using QEOSA for 4 months (one semester). The results provide evidence of effectiveness of QEOSA in promoting far transfer. Theoretical and practical implications of the study for building an effective pedagogy of creative problem solving are discussed.

Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker's interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument. [ABSTRACT FROM AUTHOR]

The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental health among Chinese adolescence, and simultaneously tested the mediating effect of psychological resilience and the moderating role of gender in the mediation process of this relation. A total of 1204 middle school students (624 male students and 580 female students) in China completed measures on growth mindset, psychological resilience, and negative mental health. The results revealed that growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience. Moreover, the mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. These findings indicated that intervention focus on growth mindset could improve psychological resilience and prevent negative mental health among middle school students. Practitioner Points: This study explored the relationship between growth mindset and negative mental health, and underlying psychological mechanism through psychological resilience and gender.Growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience.The mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. [ABSTRACT FROM AUTHOR]

The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem "gifted." Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few.