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This paper explores the multifaceted aspects of Post-Traumatic Stress Disorder (PTSD) in children and adolescents within educational contexts. It investigates the complexity of diagnosing PTSD in this demographic, recognizing the role of cognitive function, expression barriers, and parental influence. Considering the diverse and unique presentations of PTSD symptoms in children, the study highlights the challenges in identifying and treating PTSD among school-age children and adolescents, especially among highly vulnerable populations such as refugees. Through an extensive review of existing literature, the paper compares and contrasts the criteria from DSM-5 and ICD-11 for PTSD diagnosis and evaluates the efficacy of treatment options such as EMDR, CBT, and school-based interventions. The impact of PTSD on academic performance and social integration is emphasized, underlining the implications for educators, mental health professionals, and policy makers. Furthermore, the study calls attention to the co-occurrence of PTSD with other mental health conditions and the significant effects beyond educational achievement, including developmental, social, and cognitive domains. Drawing on current research, it advocates for integrated intervention strategies that promote socio-emotional learning, and underscores the importance of a secure, supportive educational environment. [ABSTRACT FROM AUTHOR]

The principles of CBT emphasize the interactions among cognition, emotion, and behavior. CBT's origins lie in Stoicism philosophy and share similarities with the ideas of Confucianism, Taoism, and Traditional Chinese Medicine (TCM) in China. The idea of mind–body regulation in traditional Chinese culture has laid a cultural foundation for the promotion of CBT in China. This paper analyzes the applicability and challenges of CBT in China based on the current development of CBT in mainland China and the learning and practice of CBT therapists. It also explores the potential further development of CBT in China and the integration of CBT with the Chinese culture. [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]

Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own. In this paper, the authors provide medical educators '12 Tips' on how to integrate podcasts into their teaching sessions grounded in fundamental principles of curriculum development, cognitive science, and accessibility. [ABSTRACT FROM AUTHOR]

Trends in moral psychology largely support the role that emotion plays in moral cognition with human lesion studies offering the most compelling evidence to date. Specifically, data from ventromedial prefrontal cortex (vmPFC) patients on moral judgment tasks has suggested the necessity of having intact emotion to behave in morally appropriate ways. However, patients with vmPFC damage also have deficits in a variety of complex judgment and decision-making tasks, regardless of whether emotion is involved. This paper argues that a basic information processing perspective of vmPFC functionality is a better interpretation of vmPFC patient deficits, specifically with the vmPFC being necessary for value assessment rather than being specific to emotion. [ABSTRACT FROM AUTHOR]

Modeling reading comprehension processes is a critical task for Learning Analytics, as accurate models of the reading process can be used to match students to texts, identify appropriate interventions, and predict learning outcomes. This paper introduces an improved version of the Automated Model of Comprehension, namely version 4.0. AMoC has its roots in two theoretical models of the comprehension process (i.e., the Construction-Integration model and the Landscape model), and the new version leverages state-of-the-art Large Language models, more specifically ChatGPT, to have a better contextualization of the text and a simplified construction of the underlying graph model. Besides showcasing the usage of the model, the study introduces three in-depth psychological validations that argue for the model's adequacy in modeling reading comprehension. In these studies, we demonstrated that AMoC is in line with the theoretical background proposed by the Construction-Integration and Landscape models, and it is better at replicating results from previous human psychological experiments than its predecessor. Thus, AMoC v4.0 can be further used as an educational tool to, for example, help teachers design better learning materials personalized for student profiles. Additionally, we release the code from AMoC v4.0 as open source in a Google Collab Notebook and a GitHub repository. • Introduce the Automated Model of Comprehension version 4.0 that integrates state-of-the-art Large Language models - ChatGPT. • Perform 3 in-depth psychological validation studies to support the model's adequacy in modeling reading comprehension. • AMoC v4.0 aligns with theoretical frameworks, namely Construction-Integration and Landscape models. • The model outperforms its predecessor and replicates results from human psychological experiments. • AMoC v4.0 can serve as an educational tool for designing personalized learning materials. [ABSTRACT FROM AUTHOR]