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Background: Multimedia creation and curation for assignments have the potential to engage students in deeper learning. Objective: This study explored whether the same homework assignments delivered in paper versus multimedia format resulted in different student experiences. Method: Introductory psychology students submitted either traditional papers or multimedia projects to address the same assignment prompt, a process that was repeated seven times throughout four courses and was either instructor-determined or student-selected. Students were surveyed about the assignment formats, and assignment grades were analyzed. Results: Overall, students found the multimedia assignments more engaging, more enjoyable, more interesting, and more difficult than paper assignments. When assignments were instructor-determined, students reported higher perceived learning for the multimedia assignments. Assignment grades were not significantly different between assignment formats. Conclusion and teaching implications: These results suggest that moving traditional paper assignments into a multimedia format is a no-cost way to improve the student experience. [ABSTRACT FROM AUTHOR]

Over the last few decades, medical and surgical advances have led to a growing population of individuals living with congenital heart disease. The challenges of this condition can reach beyond physical limitations to include anxiety, depression and post-traumatic stress disorder. To date, these psychological outcomes have been neglected; yet, they need not be inevitable. The factors contributing to these difficulties are considered here, drawing on current evidence and neuropsychological theories including the novel application of polyvagal theory. Suggestions for developing psychologically informed medical and social care to improve mental health, wellbeing and recovery and influence policy and training are proposed (See supplemental material for video abstract). [ABSTRACT FROM AUTHOR]

The purpose of this paper is to rethink the topic of freedom for contemporary psychology. Freedom, within psychological research today, is a neglected, even slightly old-fashioned term. In this paper, we explore the practical, normative, and political dimensions of freedom as a psychological concept. We begin by tracing out key understandings of freedom from political theory, before discussing how thinkers such as Skinner, Maslow, Fromm, and May understood the different dimensions of freedom. We then discuss a governmental perspective on freedom, drawn from the work of Nikolas Rose, before finally turning to the sociocultural psychology of L. S. Vygotsky. We contend that freedom is not merely the absence of constraints but a complex interplay between agency, responsibility, and social connections. Our paper argues that the modern emphasis on negative freedom, characterized by reduced interference and obligations, has resulted in a paradoxical situation where individuals feel overwhelmed and seek escape from freedom. By revisiting the insights of Erich Fromm and other scholars, we emphasize the need for positive freedom, which involves voluntary connections with others and active participation in shaping society. We argue that psychology's mandate should be to facilitate the exploration of alternative avenues that lead to flourishing and self-actualization. [ABSTRACT FROM AUTHOR]

New Orleans is no stranger to trauma. The Crescent City has a vast history of environmental calamities and oppression. Yet, New Orleans is renowned for its "joie de vivre"—or "love of life." Specifically, this community is known for its unique practice of second-line parades. Researchers have noted the healing power of second-line processions, but none have analyzed the practice and psychology of this ritual through a trauma-informed lens. The aim of this conceptual paper is to begin the conversation, rather than deliver hard fast conclusions, on the potential therapeutic function of second-line parades in response to grief. Relevant literature is presented to illustrate second-line parades, trauma theory, and to provide evidence that the therapeutic effects of second-lining may, in part, be explained by trauma theory. This paper concludes with remarks on conceptualizing the second-line funeral as a sophisticated trauma-informed approach to grief and a note for future research. [ABSTRACT FROM AUTHOR]

Around the world, school staff are increasingly expressing concern about nonsuicidal self-injury (NSSI) and how best to address this behavior in the school setting. However, there is a notable lack of informed guidance for schools, and clear inconsistencies in the practices school staff adopt. In this position paper we draw on our collective research and clinical expertise to provide best-practice guidelines for addressing NSSI in school settings. We outline the importance of a school protocol, and the key features all school protocols should contain. We also focus on how schools can minimize contagion of NSSI within their school environment. We believe these guidelines will be an important starting point for schools interested in developing an evidence-based approach to addressing NSSI. [ABSTRACT FROM AUTHOR]

Serendipity captures the interaction between a skilled human agent and a fortuitous event in the environment. Although it features in many stories of invention and discovery, its antecedents remain elusive. This paper combines research from different domains of psychology to present a model of the cognitive processes required for a serendipitous episode to occur. The model describes a prepared mind that consists of an informational state and an attentional state. Both states are considered as dynamic rather than fixed. An accident is then the trigger event that updates both of these and feeds information back into the prepared mind. If the accident is noticed, a cycle of judgement and amplification occurs, eventually leading to an output. The model generates novel predictions that point to an increased understanding of how best to scaffold serendipitous moments. [ABSTRACT FROM AUTHOR]

This paper describes a variety of challenges faced by the author in studying and promoting indigenous psychologies of the Indian intellectual and cultural traditions. It narrates specific instances which tried to present a variety of obstacles that discouraged the author from his pursuit. For example, when a colleague stated that indigenous psychology is nonsense insofar as science is universal, and like physics, it does not admit regional variations; teachers or colleagues expressed extreme dejection about research on Yoga; he was advised against studying Indian psychology as it would ruin career prospects; his articles or book manuscripts were routinely rejected, and so on. In a specific situation, when a young colleague was hounded out of the department for his association with a school of theology, an example was set indicating that the religious association of Yoga would be dangerous. An autobiographical account is chosen over a survey or abstract analysis since academic pursuit must be sustained despite specific sorts of personal experiences that tend to undermine study and pursuit of indigenous psychologies. On the other hand, support offered by opposite types of experiences and by encouragement by mentors is also described. [ABSTRACT FROM AUTHOR]

The aim of this paper is to advance psychological theory and research on attitudes and behavior towards low status minority groups by discussing group-level indispensability as an important yet largely unexplored factor in intergroup dynamics. Drawing on theory and international research from psychology and the social sciences, the distinction between functional indispensability and identity indispensability is first discussed. Subsequently various positive intergroup implications of perceived indispensability are considered, and for giving a balanced account possible negative outcomes are also discussed. Then, the minority perspective is considered and the question of when positive or negative intergroup implications of perceived indispensability are less or more likely. The paper concludes with future directions for theoretical and empirical development of the notion of group-level indispensability and its intergroup consequences in a range of settings and contexts. [ABSTRACT FROM AUTHOR]

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe. [ABSTRACT FROM AUTHOR]

Drawing on two multilingual qualitative datasets (Korean/English and German/English), this paper examines the dual role and positionalities of two researchers who simultaneously act as translators, as well as the implications of this dual role for multilingual qualitative research. This work is informed by transnational feminist translation studies and transnational feminist approaches to qualitative research, and founded on the two researchers' intimate familiarity with their participants' languages, contexts, and meaning-making processes. Considering the complexity of this familiarity, this work presents unique dilemmas—challenges and opportunities—with respect to translating, representing, and writing about multilingual qualitative data. [ABSTRACT FROM AUTHOR]

This paper reviews an embodied or experientialist view of conceptual understanding. It focuses on George Lakoff and Mark Johnson's theory of embodied cognition and its framing of human conceptualization and reasoning in terms of embodied imagination. These ideas are summarized as ten basic claims: (a) objectivist assumptions are problematic; (b) many human categories have non-classical structure; (c) conceptual systems consist of cognitive models; (d) thinking utilizes frames, metonymies, and prototypes; (e) metaphor is prevalent and primarily conceptual; (f) image schemas structure our experiences; (g) the mind is embodied; (h) abstract thought is largely metaphorical; (i) truth is relative to embodied understanding; and (j) philosophy should be empirically responsible. Lakoff and Johnson's theory of embodied cognition offers a view of conceptual understanding that is cognitively realistic (or empirically responsible), biologically plausible, and self-critical, while providing adequate theories of meaning and truth grounded in embodied experience. [ABSTRACT FROM AUTHOR]

In an attempt to facilitate greater voting participation in the Republic of Ireland, photographs of candidates have been placed on the ballot paper for local, national and European elections. Limited research undertaken in advance of the implementation of the photograph policy advised that the measure would assist people with literacy problems. However, social psychology research has long demonstrated that people are willing to make considerable judgements about a person when shown a photograph. The advent of ballot paper photographs allows candidates to be evaluated on the basis of their appearance. This article will explore how photographs could have become a factor in voter decision-making. Providing additional knowledge to encourage greater participation and engagement has introduced a possible new level of superficiality into the voter decision-making process. [ABSTRACT FROM AUTHOR]

A preliminary, two-part study explored the extent to which authors reuse portions of their own text from previously published papers. All 9 articles from a recent issue of a psychology journal were selected as target papers. Up to 3 of the most recent references cited in each of the target articles and written by the same authors were also obtained. All target articles and their corresponding references were stored digitally. Then, using specialized software, each reference was compared to its target article to assess the number of strings of text identical to both papers. Only one of the nine target articles reused significant amounts of text from one of its references. To explore further the possibility of additional text reuse, the references in each of the 9 sets of papers were compared against each other. The new comparison identified 5 pairs of papers with a substantial number of identical strings of text of 6 consecutive words in length or longer, but most of the reused text was confined to the Method section. The results suggest that some of these authors reuse their own text with some frequency, but this was largely confined to complex methodological descriptions of a research design and procedure. [ABSTRACT FROM AUTHOR]

Examines the comparison between paper versions and computer administered objects in performing object-recognition tasks. Presence of random fragments and indices; Types of object-recognition tasks; Application of perceptual theories in test developments.

During the past decade, a rich literature emerged focusing on "psychological capital," a multidimensional concept encompassing self-efficacy, hope, optimism, and resilience. So far psychological capital has been predominantly studied in the areas of work and organizational psychology, management, and organizational behavior. This paper argues that (1) the relevance of psychological capital is much broader than assumed so far and (2) that not only the outcomes but also the (social) origins and sources of psychological capital need to be studied. More specifically, the key questions that we address in this paper concern (1) how the notion of psychological capital can be integrated into a broader capital framework that allows studying (the reproduction of) social inequalities, (2) what such integration adds to disciplines such as psychology and sociology, (3) and which avenues for further research can be derived from such framework? Informed by the work of Pierre Bourdieu, we argue that psychological capital is the missing link to develop a comprehensive framework for studying (the reproduction of) social inequalities. Based on our theory building, we develop an interdisciplinary research agenda. [ABSTRACT FROM AUTHOR]

Most nonwestern researchers regard the field of indigenous psychology as an intellectual movement across the globe to resist the hegemony of Western psychology in representation of the human mind, and in investigations of local mentality. Other than avoiding the hegemony of Western psychology, scholars may still wonder why they need to construct indigenous theories or conduct indigenous research. The answer usually is that existing theories and constructs (especially Western mainstream ones) cannot explain or clarify the local phenomena that they observe or want to talk about. They have to find a new way to describe the local phenomenon they want to describe. An indigenous (new) theory or construct is the solution; the local phenomenon is the basis of reality and needs to be explored and clarified, rather than applying existing theories and constructs. There are several ways to construct indigenous theories or conduct indigenous research. One of the most common ways is the emic approach. However, this paper wants to go a step further to distinguish two different approaches: reflective emic and reflexive etic approach. This paper elaborates on application of these two approaches and advocates a multiple paradigm perspective for constructing an indigenous psychological theory from a global perspective. [ABSTRACT FROM AUTHOR]

The article examines African American newspapers and general circulation newspapers to see how gender and race affect their coverage of cancer as a news story. It is found that in both types of newspapers, a reporter's gender was not likely to influence their coverage of cancer by a focus on gender-specific cancers, i.e., breast and prostate cancer. Breast cancer received more coverage than prostate cancer in both types of newspapers. African American newspapers covered both types of gender-specific cancers more frequently than did the general-audience newspapers.

Same-sex intimate partner violence (SSIPV) is still under-investigated despite its spreading. Unique risk factors, such as internalized homonegativity, have been found to be related to physical SSIPV perpetration. However, the mechanisms that regulate this association are still unclear. Drawing from the psychological mediation framework (PMF), this paper aimed to explore the relationship between internalized homonegativity and physical SSIPV perpetration, assessing the mediating role of emotion dysregulation. In all, 139 gay and lesbian participants involved in same-sex relationships participated in the study by completing a self-administered online questionnaire. Mediation analyses were used to assess both the direct and indirect effects. Internalized homonegativity was not directly associated with physical SSIPV perpetration. However, internalized homonegativity was positively associated with emotion dysregulation, which, in turn, was positively associated with physical SSIPV perpetration. The indirect effect of internalized homonegativity on physical SSIPV perpetration through emotion dysregulation was also confirmed. The results that emerged extend the application of the PMF to SSIPV. The data found can inform both preventive interventions and treatments targeting SSIPV perpetrators to reduce the phenomenon and limit recidivism. [ABSTRACT FROM AUTHOR]

Psychology of Working Theory (PWT) has been increasingly adopted by counseling and vocational psychologists since its inception in 2016, and approximately 100 quantitative studies to date have tested various propositions of the Theory. As a relatively new theory, there has been lack of consistency in how the main constructs are conceptualized and measured by scholars, thus limiting further application of PWT. The following paper is aimed at addressing this inconsistency by providing a guide for researchers interested in using PWT as a theoretical framework in their studies. First, we provide an overview of PWT and the definitions of its core constructs: economic constraints, marginalization, work volition, career adaptability, decent work, and need satisfaction. Then, we review quantitative studies conducted to date to show how each of the constructs have been conceptualized and measured. Finally, we provide specific recommendations that researchers can follow in their future studies based on this review. It is hoped that the recommendations can provide a more streamlined way of measuring the constructs as well as ideas for researchers to expand the psychology of working literature. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the steps governments took to combat it tormented societies across the globe. Accordingly, existential positive psychologists have emphasized the importance of self-transcendence in mitigating the distress and agony caused by prolonged and rigorous health measures. In this cross-cultural study, the correlation between self-transcendence, people's confidence in government, and democracy was examined. Based on the findings of an online survey (n = 36,304) conducted in 16 societies in Europe, Latin America, Asia, and the Commonwealth of Independent States (CIS), the multi-level analysis established that self-transcendence had a negative relationship with people's confidence in their own government, especially in less democratic societies. Besides expanding the Schwartz theory of basic values and inspiring theoretical developments for new research, this paper recommends that related institutions obtain community consent before pushing out strict health measures. [ABSTRACT FROM AUTHOR]

The present study compares the ability of three widely used personality inventories to predict averaged acquaintance ratings. Scores from 135 individuals on the California Psychological Inventory (CPI; Gough, 1987), Hogan Personality Inventory (HPI; Hogan and Hogan, 1992) and NEO Personality Inventory (NEO-PI-R; Costa and McCrae, 1992) were correlated with four sets of acquaintance ratings representing four variants of the Five-Factor Model. Validity coefficients for the NEO-PI-R primary domain scales equalled or surpassed the CPI and HPI validity coefficients. Across all inventory scales and subscales, the magnitude of validity coefficients was moderated by the congruence between a predictor's and criterion's secondary factor loading. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Analyzes the psychological factors affecting paper recycling in businesses. Regulations regarding waste management in the United States; Corporations with recycling programs; Financial motives versus concern for the environment.

Background: Empirical studies suggest that gratitude positively influence the quality of life of palliative patients and relatives. However, the literature is marked by a lack of conceptual clarity about what gratitude is and whether it can bring about individual and social benefits. Aim: This paper explores how palliative care patients and relatives understand gratitude, how discursive representations of gratitude may affect their positions, perceptions and relations, and how to conceptualise gratitude in the palliative context. Design: We examine 33 gratitude letters written by patients and relatives and 25 semi-structured interviews conducted as part of a pilot gratitude intervention study. We use a qualitative approach, thematic analysis, within a conceptual framework of discourse analysis. Settings/participants: Data were collected from 23 patients and 13 relatives recruited through three hospital palliative care services in French-speaking Switzerland. Results: Participants articulate gratitude in five ways: (1) appreciating others; (2) love; (3) need to reciprocate; (4) appreciating the little things; (5) solace amid serious illness. While some of these representations are sources of positive emotions and outlook, wellbeing and hope, others may confirm self-perceptions of powerlessness and burden. These results support a tridimensional conceptualisation of gratitude in palliative care as source of individual benefits, valuing closest relationships and moral obligation. Conclusion: Our study suggests that gratitude is a key to a good (end of) life, whilst highlighting potential negative effects. It could help healthcare professionals to better understand what gratitude means to patients and relatives, which may facilitate awareness and fostering of gratitude in palliative care. [ABSTRACT FROM AUTHOR]

The acquisition of virtue can be conceptualized as a self-regulatory process in which deliberate practice results in increasingly higher levels of skillfulness in leading a virtuous life. This conceptualization resonates with philosophical virtue theories as much as it converges with psychological models about skill development, expertise, goal motivation, and self-regulation. Yet, the conceptualization of virtue as skill acquisition poses the crucial question of motivation: What motivates individuals to self-improve over time so that they can learn from past experience, correct mistakes, and expand their ethical knowledge to new and unfamiliar circumstances? In this paper, it is argued that the motivation to increase one's level of skillfulness in leading a virtuous life is supported by a specific identity goal, namely the goal to be a moral person. However, this moral identity goal needs to carry specific goal characteristics in order to effectively provide this motivation. It needs to be sufficiently abstract, internally motivated and promotion- rather than prevention-oriented. Research in developmental psychology suggests that the moral identity of children is rather concrete, externally motivated, and prevention-oriented. With development, higher levels of abstraction, internal motivation, and promotion-orientation gain importance providing an important motivational basis for a self-regulated process of virtue acquisition. [ABSTRACT FROM AUTHOR]

Listening, as a general psychological capacity, is a key aspect of perception, communication and experience. However, listening researchers frequently characterize it as a neglected, misunderstood and ill-defined phenomenon. This is a significant problem because questions of listening pervade social inequalities and injustices, as this paper demonstrates in the context of UK child protection practices. Exploring concepts of listening within and beyond psychology, the paper illustrates how a lack of overall theorization can contribute to inequality and injustice within applied listening practices. To address this, the paper theorizes listening in the spirit of Whiteheadian process ontology, drawing on the work of Nancy and Bonnet. Based on this, it develops the concept of 'Cultures of Listening' (CoL), which provides a tool for the critical analysis of troubled listening practices, indicating how they can be challenged and transformed. Within CoL, listening is not a mere aspect of auditory perception or communication, but each instant of listening is considered as shaped by and expressing political, social and experiential circumstances, that is, cultures. The paper demonstrates the theoretical, critical and applied value of CoL by offering a detailed analysis of the role of listening within troubled UK child protection practices. [ABSTRACT FROM AUTHOR]

Pearson correlations for scores on scales of the 1975 version of the Eysenck Personality Questionnaire with measures of schizotypy, hypomania, and creative traits are reported for 625 undergraduates. The Psychoticism scores are correlated .30 with Hypomanic traits, .25 with Perceptual Aberration, and .20 with the How Do You Think, a test of attitudes and activities related to creativity. Extraversion is also related to creativity-relevant scores. Results support a broad and nonspecific role for the Psychoticism scale in relation to both creativity and subclinical symptomatology. [ABSTRACT FROM AUTHOR]

In their highly influential paper, Yarkoni, Tal, and Jacob Westfall. 2017. "Choosing Prediction over Explanation in Psychology: Lessons from Machine Learning." Perspectives on Psychological Science 12 (6):1100–1122. the authors highlight difficulties in traditional explanatory research in the field of psychology and argue in favour of novel data-driven science. By applying machine-learning methods to large data sets, predictive power has been shown to increase significantly. Geological engineers are responsible for a wide range of applications, including the design of tunnels, dams, foundations, and mines. While the field of geological engineering stands on solid mechanistic grounds, we argue that its predictive aspect aligns more closely with psychology than other mechanistic sciences. We therefore propose a paradigm shift in geological engineering research towards a prediction-centric approach. Potentially, this could enhance cost-effectiveness in structural design and lead to substantial societal savings. [ABSTRACT FROM AUTHOR]

In this Special Issue we invited an international audience to address the aim to unsettle notions of vulnerability and question the research practices associated with its use in the psychology discipline. The seven articles 1 expose the paradoxes of vulnerability by starting from experience in different countries, such as: India, Chile, South Africa, Finland, and the USA. They do so by critically interrogating the notion of vulnerability, often cutting across intersectionalities such as: institutional constructions of vulnerability, populations identified as "vulnerable", researcher's own vulnerabilities, and the lived experience of "vulnerability". The papers are presented in this editorial through a cohesive narrative, which highlights topic and contextual specificities of each as well as commonalities and intersections across them. By encouraging new practices for how feminist and queer researchers view, read, and interpret experience in psychological research and activism, this special issue aims to inspire different understandings of vulnerability, that reflect discourses and experiences that promote agency, resistance, solidarity, and transformative social change through transnational collaboration and connection. [ABSTRACT FROM AUTHOR]

In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We reach this conclusion because rather than accepting the existing focus on outcomes, we perceive creativity as a process based on different types of logic. Drawing upon the earlier work of De Bono and Kolb, we explore the creative process through the lenses of humour and systems engineering to reveal and develop a range of demonstrable skills and key techniques that can be learned, taught and assessed. By using the identified system inputs of creative logic, dialectic conflicts (dualities), alternate narratives, and abstraction, we ultimately present a possible framework for evaluating creativity without relying on subjective assessment. This methodology and framework can be applied in all educational contexts, from cross-curricular mainstream learning to a focus on excluded and hard-to-reach learners. [ABSTRACT FROM AUTHOR]

This article shares an author's perspective with regards to the contributions of Trigant Burrow in the field of group psychoanalysis. Furthermore, this article deals with how Burrow's influence is kept alive by his loyal followers. In addition, the author also talks about the similarity between his own thinking with that of Burrow's specifically in the aspect of species-connectedness and the organismic foundations of an individual's existence on the nature of dreaming consciousness.

The materialist conception of art understands art in relation to the material conditions within and by which art is produced and consumed. For cultural psychology, the materialist conception of art has been useful for developing insights into how individual perceptions are shaped, and are shaped by, culture as a collectively produced and historically embedded site of meaning-making. However, in much of cultural psychology, the relationship between progressive politics and the materialist conception of art remains under-appreciated. In this article, I consider how cultural psychologists might strengthen this relation through artistic shock, that is, a subjective, perceptual, and/or historiographical rupture brought about through the experience of art. In particular, I outline how Bertolt Brecht and Walter Benjamin theorised and practiced artistic shock, and examine what the work of these thinkers could mean for cultural psychologists working with political collectives to grapple with psychopolitical questions related to subjectivity, contradiction, and memory. I conclude by reflecting on how future work that seeks to politicise cultural psychology might engage with the materialist conception of art. [ABSTRACT FROM AUTHOR]

Recent research has advocated for the value of conceptualizing post-traumatic growth as positive personality change. However, most research continues to use both methodologically suspect assessment tools and unsupported theoretical assumptions. How can personality psychologists contribute to the pursuit of high-quality research on this topic? The current special issue, which grew out of the European Association for Personality Psychology (EAPP) expert meeting on "Integrating Post-Traumatic Growth and Personality Change", held at the University of Nottingham, on September 16–17, 2019, includes 15 papers that (1) examine short-term change in multiple personality constructs after adversity, (2) highlight the limitations of only assessing post-traumatic growth with retrospective questionnaires, and (3) provide theoretical and methodological recommendations for the continued advancement of the study of post-traumatic growth through the lens of personality psychology. While these papers all address specific ways to advance the personality science of post-traumatic growth, collectively they highlight the many unanswered questions that future research should tackle. [ABSTRACT FROM AUTHOR]

The Dual Process Theory of Autism proposes that autistic individuals demonstrate greater deliberative (slower) processing alongside reduced (faster) intuitive processing. This study manipulated the reasoning time available to investigate the extent to which deliberative and intuitive processing are sensitive to time context in autism. A total of 74 young autistic people and 132 control participants completed the Cognitive Reflection Test to measure intuition and deliberation, with responses being either speeded (fast condition) or delayed (slow condition). The autistic group produced more deliberative and less intuitive responses than controls overall. Both groups showed more intuitive responses in the fast condition and more deliberative responses in the slow condition, demonstrating the reasoning style in autism is sensitive to context. What is already known about the topic Daniel Kahneman wrote a highly influential book titled 'thinking, fast and slow'. He proposes that people usually think in a rapid, automatic, intuitive style. When people realise their intuitive thinking may be wrong, a slower, effortful, deliberative style of thinking takes over. It has recently been proposed that thinking in autistic individuals can be characterised as usually thinking in the deliberative style (rather than the intuitive style that non-autistic people usually think in). What this paper adds As intuitive thinking is fast and deliberative thinking is slow, this research manipulated the time available to complete a series of reasoning questions. These questions have been developed to have intuitive answers (which are incorrect) and deliberative answers (which are correct). For the first time, a fast time manipulation (you must answer quickly) and slow (you must think about your answer before responding) was undertaken with autistic individuals. Autistic participants did produce more deliberative answers than the non-autistic participants. However, both groups produced comparably more intuitive answers and less deliberative answers in the fast condition. This shows that while autistic people tend not to use their intuition, autistic people can be encouraged to use their intuition. Implications for practice, research or policy Using rapid intuition can be useful in fast-changing contexts, such as some social situations. Future research can explore how to support autistic individuals to use their intuition when the need arises. In addition, the propensity for deliberation resulting in unbiased, correct responses reflects a strengths-based account of autism. This requires more mental effort and is less susceptible to bias and errors. This is called 'Dual Process Theory'. [ABSTRACT FROM AUTHOR]

According to the Adjatado systems of knowledge, the Ifá is a mediator between the world of the living and of the dead and this mediation depends on the funerary rites. Ifá is a word used to refer to the science of divination, the son of God, among other names. It is present from a person's birth to death. The paper discusses the Ifá's relation with the cultural processes of the construction of the Adjatado person, assuming its significant role in the lives of the Adjatado people in sustaining personal experience. After discussing selected cultural perspectives, about the meaning of Ifá for the Adjatado people, we propose a dialogue on the construction of the person in relation to death in the framework of Semiotic-Cultural Constructivism in psychology, in which death can be discussed from a philosophical perspective, articulated to the phenomenology of temporality, tradition, and alterity (cf. Simão, 2005; 2010; Simão, Guimarães & Valsiner, 2015), nevertheless, the subject of death has not yet been much explored. We argue that the dialogue here proposed enables an understanding of how the meanings that the Adjatado confer to the experience of death is related to processes that involve the cultivation of the person in the culture, addressing further developments concerning dialogues between diverse cultural understandings on psychological processes. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including methodological debate among feminist scholars; scrutiny and new ways of understanding feminism and psychology; and theoretical and conceptual landscape of feminisms.

Background: Psychology courses provide a good opportunity for instructors to teach students effective learning strategies integrated with content. Objective: This replication and extension study explored changes in students' self-reported use of learning strategies before and after a term paper assignment and examined the relationships between learning strategy use and academic performance. Method: Three hundred eighty-five introductory psychology students completed surveys on their use of 11 learning strategies at the beginning and end of the semester, read an empirical article and wrote a term paper about the learning strategy of practice testing, and completed four exams among other assessments. Results: Replicating prior work, students generally reported improvements in their use of learning strategies over the course of the semester, though improvements were largely attributable to grade point average (GPA). Two learning strategies—self-explanation and practice testing—were positively correlated with course performance in the second half of the semester, over and above the effects associated with GPA. Conclusion: Teaching students about beneficial learning strategies may increase their adoption of those strategies as well as their course performance, replicating prior research. Teaching Implications: In order to improve course performance, instructors may consider adapting assignments in ways that increase students' knowledge and use of effective learning strategies. [ABSTRACT FROM AUTHOR]

Introduction: Since the 1990's, psychology has demonstrated a strong commitment to the full spectrum of human diversity (Vera & Speight, 2003). Statement of the Problem: However, psychologists from underrepresented backgrounds and diversity science (DS) remain marginalized in psychology (Syed & Kathawalla, 2020), which affects the ease with which instructors can integrate diversity into psychology curricula and student learning. Literature Review: Accordingly, this paper provides instructors with a potential solution for increasing the representation of marginalized psychologists (MP) and DS in psychology courses through the Interview with a Psychologist project. This project was informed by the interdisciplinary psychological literature highlighting the importance of representing marginalized communities and their experiences in the classroom. Teaching Implications: The Interview with a Psychologist project is adaptable across academic settings. When implementing the project, instructors should be mindful of the minority tax on psychologists, avoid tokenism, and self-educate on diversity-related issues. Conclusions: As psychology departments pursue institutional efforts to diversify the field of psychology, the Interview with a Psychologist project ensures MP and DS are well-represented in psychology courses. [ABSTRACT FROM AUTHOR]

Background: This paper describes findings from research conducted on students who participated in a service-learning course in South Africa. Objective: The study aimed to understand how participants constructed their experiences of service-learning and to interrogate their emotional investments in these constructions. Method: Data were collected and analyzed using a psychosocial methodology, consisting of discursive and psychoanalytic readings of interview transcripts, reflective journal entries, and researcher field notes. Results: The discursive findings focus on how participants employed liberal traditional learning discourses to construct service-learning as linear resulting in subject positions that reinforced prejudices and the power structures supporting these. A psychoanalytic reading of the data suggests that participants invested in these constructions to defend against their own anxiety related to uncertainty and guilt about privilege in an unfamiliar context. Conclusion: Students invest in liberal traditional discourses of service-learning for defensive reasons, which can be understood as arising from the intersubjective and social context in which the service-learning takes place. Teaching Implications: Recognizing prejudice as emanating from anxiety generated by the affective work required for service-learning means thinking creatively about how to both contain and allow this affective work to take place in service-learning activities. [ABSTRACT FROM AUTHOR]

Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses. [ABSTRACT FROM AUTHOR]

This article approaches the theme of the psychology of de/globalisation by taking up the example of Brexit as an historical conjuncture that hinges upon troublesome questions of sovereignty. Operating at the interface between history and psychology, and informed by liminality scholarship, the paper offers a broad genealogical sketch of three mutations in the semantics of sovereignty as a mode of power that implicates subjectivity. Theological (premodern), nationalist (modern), and neoliberal/economic (postmodern) variants share the mythical motif of absolute autonomy. An account of globalisation as the spatial spread of the events of an initially partial process across the whole of a global field offers a view of the psychological as a subjective field of intelligibility shaped by societal and political settings. Drawing upon data from a focus group study conducted just before the 2016 referendum, attention is given to the resurgence of the theme of sovereignty amongst ordinary people. [ABSTRACT FROM AUTHOR]

Our world is in a state of critical transition demanding new, creative, ecosystemically fit and sustainable responses to complex challenges. We need both new types of knowledge and new modes of knowledge production. Interdisciplinarity and Transdisciplinarity have the potential to support more congruently complex forms of knowledge (differentiated, integrated, recursive, emergent, ecosystemically fit). Their success is dependent on a deeper understanding of their own organizational complexity. In this paper, I highlight key knowledge gaps and research questions for the development of a richer knowledge base to guide the intentional management and facilitation of Interdisciplinarity and Transdisciplinary Relations toward creative and abductive outcomes. I defend the investigation of creativity and abduction, as hallmarks of the complexity of Interdisciplinarity and Transdisciplinarity, from a process, relational and complexity-informed perspective, mobilizing contributions from Psychology. I discuss Psychology's modes of engagement with Interdisciplinarity and Transdisciplinarity in addressing complex challenges. In this context, I introduce the notion of "dissolution" as an Interdisciplinary and Transdisciplinary relational process supporting the theoretical, methodological and pragmatic enrichment or transformation and increased complexity of different disciplines, bodies of knowledge or modes of knowing. Finally, I propose a new domain for research and practice: a ("Dissolved") Psychology of Interdisciplinary and Transdisciplinary Relations. [ABSTRACT FROM AUTHOR]

Cyber dating abuse victimization (CDAV) among female adolescents is common and harmful; however, little is known regarding how CDAV relates to victims' experiential avoidance in the Chinese context. Drawing from general strain theory, this cross-sectional study investigated possible differences in the relationships among CDAV, experiential avoidance, and self-compassion according to female adolescents' levels of interpersonal flexibility (low vs. high). A sample of 420 female adolescents aged 13 to 17 years (mean age = 15.78 years) who had been in intimate relationships during the past year participated in a voluntary and anonymous paper-and-pencil survey. Participants completed four self-reported measures on CDAV experience, self-compassion, experiential avoidance, and interpersonal flexibility. The findings indicated that nearly 49% of participants had experienced CDAV in the last year; CDAV exposure was directly linked with experiential avoidance and indirectly related to experiential avoidance through self-compassion. Moderation analyses showed that the negative associations between CDAV and experiential avoidance and self-compassion were only significant among participants with low interpersonal flexibility. These findings deepen the understanding of CDAV as a risk factor for reduced self-compassion and increased experiential avoidance in female adolescents. However, high interpersonal flexibility is a potential protector. This study has implications for the prevention of experiential avoidance among female adolescents exposed to CDAV and supports incorporating self-compassion and interpersonal flexibility skills to combat the negative outcomes of CDAV. [ABSTRACT FROM AUTHOR]

This article describes the reporting characteristics of systematic reviews (SRs) in Psychology. The inclusion criteria were self-declared SRs in all branches of Psychology, published between 2019 and 2020. The search was performed in the PsycINFO and MEDLINE databases, from which 2487 records were identified, and 305 papers selected. There were many discrepancies in the reporting of Psychology SRs. Some PRISMA items, such as self-identification as an SR, description of the aim and the inclusion criteria, specification of the databases, and the description of the search and selection process using a flow diagram were reported in more than 90% of the SRs. Other items had lower coverage, such as the specification of the PICO framework, presentation of the complete search strategies, mention of the reporting guidelines, description of the exclusion criteria, performance of a risk of bias assessment, and analysis of the quality of the evidence, among others. The study highlights the need to improve the planning, performance and reporting of SR in Psychology. [ABSTRACT FROM AUTHOR]

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities. [ABSTRACT FROM AUTHOR]

This systematic review investigated the effectiveness of Acceptance and Commitment Therapy (ACT) for managing grief experienced by bereaved spouses or partners of adults who had received palliative care. Systematic searches were undertaken on seven bibliographic databases and grey literature was also searched. The review was informed by the use of the PICO framework and PRISMA-P guidelines. Initially 30 relevant papers were identified, but only two international studies met the criteria for inclusion. One was a qualitative, doctoral study using Interpretative Phenomenological Analysis; the other, a randomized controlled trial comparing ACT with usual psychosocial support. These studies showed some evidence of benefit for bereaved individuals, particularly by promoting the acceptance of troubling emotions. However, this type of therapy may be more effective in reducing psychological distress rather than grief. Further research is needed into the value of ACT in addressing grief following bereavement. [ABSTRACT FROM AUTHOR]

There are many contradictions in previous studies of the status of depressive symptoms among Chinese migrant children, the number of which in the compulsory education stage is about 13.9 million. This systematic review and meta-analysis were designed to compare depressive symptoms among migrant children and their urban children. Around 2,710 papers were retrieved from PubMed, OVID, the Web of Knowledge, CNKI, Wan Fang, Chongqing VIP, and Chinese Social Sciences Citation Index on January 27, 2020. Thirty-Two studies met study criteria with 14,906 migrant children and 10,792 urban children. Migrant children scored significantly higher for depressive symptoms score (SMD = 0.307, 95% CI [0.222, 0.393]). Region significantly influenced the difference of depressive symptoms between migrant children and urban children. Large effect sizes came from studies using scales that focus on depressive mood while studies using scales that focus on depressive behavioural symptoms had small effect sizes. Future research should focus on treatments to decrease depressive mood of migrant children. Future studies can add information about the length of their current stay in the urban location to improve the quality of study. PROSPERO registry: Systematic review registration no. CRD42018090676. [ABSTRACT FROM AUTHOR]

In this paper, I comment on a growing literature documenting that many patients perceive their symptoms have been dismissed, ignored, not taken seriously, not believed, etc. (i.e. invalidated) by healthcare providers. I provide a narrative review of research reporting on this patient-provider phenomenon, invalidation of patient symptoms, in various illness contexts in order to highlight the variability concerning how scholars have been referring to the seemingly same phenomenon. Next, I discuss the challenges this variability poses for scholarship, including how it precludes the ability to build on our understanding of how it contributes to the patient experience and related health outcomes. I conclude with recommendations for future research. [ABSTRACT FROM AUTHOR]