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Static depiction of motion, particularly lines trailing behind a mover, has long been of interest in the psychology literature. Empirical research has demonstrated that these "motion lines" benefited motion comprehension in static images by disambiguating the direction of movement. Yet, there is no consensus on how those lines derive their meaning. In this article, we review three accounts suggesting different interpretations of what motion lines represent. While a perceptual account considers motion lines originating from motion streaks in the primary visual cortex, metaphorical and lexical accounts propose them as graphical conventions that should be learned—either through resemblance to sensory experiences (e.g., natural path marks) or directly being mapped to a conceptual category of paths. To contrast these three accounts, we integrate empirical research on motion lines and their understanding. Overall, developmental, proficiency, and cross‐cultural variances indicate that the understanding of motion lines is neither innate nor universal, thus providing less support for lines having a purely perceptual origin. Rather, we argue the empirical findings suggest that motion lines are not iconic depictions of visual percepts but are graphical conventions indexing conceptual path information, which need to be learned and encoded in a visual lexicon. [ABSTRACT FROM AUTHOR]

The increased interest in school psychology has been accompanied with an expansion of in‐house psychological and rehabilitation services worldwide and in Lebanon. This study aims to explore current practices of school‐based psychologists in Lebanese schools in an attempt to understand their role and inform the design of national strategies. A mixed methods design was used including a review of existing academic curricula, laws and regulations and published local research studies; interviews with stakeholders, and a survey filled by school‐based psychologists. In addition, 7 university curricula, 7 theses, and 3 dissertations were reviewed, 14 stakeholders were interviewed and 49 school‐based psychologists filled the survey. Conclusions suggest that there is no consensus about the title of this profession and its scope of practice, and the required knowledge and training to practice. This study highlighted the need to further make strategic decisions and establish this professional profile, in addition to making the needed amendments to the university curricula and the legal framework of the rules and regulations. Practitioner points: School‐based psychologists in Lebanon are not performing their roles based on international standards.School‐based psychologists lack qualifications and resources.There is a lack of proper training particularly in screening and assessing students with difficulties. [ABSTRACT FROM AUTHOR]

Students considering career options are often advised to identify their interests. Yet how much do people weigh the importance of interest when making hiring decisions, particularly as compared to performance? In two preregistered studies we examined how samples of US adults in the workforce weighed interest and performance when making hiring decisions about a hypothetical job candidate. Participants (total N = 740) were told that the candidate was applying for a position where they had previously interned, and were presented an ostensible Intern Evaluation Form in which he interest and performance ratings were independently varied to be below or above average. Participants then indicated their job offer and starting salary recommendations. Across two domains (Marketing and Sales, Study 1; Software Development, Study 2), participants weighed interest and performance equally in job offer recommendations, but weighed performance more in salary recommendations. Thus, job candidates who demonstrated higher interest but below average performance had an equal chance of receiving a job offer as candidates who demonstrated above average performance but lower interest. However, the former group would be offered a lower starting salary. Exploratory analyses examined participants' inferences about the candidate's future motivation and performance as potential explanations. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Understanding how people think is a key interest in psychology, and recent advances in automated text analysis have used a verbal analytic thinking index to approximate Kahneman's System 2 (e.g., deliberate, rational thinking). That is, prior work used a style word index to assess university student admissions essays and observed that those who used more articles and prepositions relative to storytelling words (e.g., pronouns) had higher grades at the end of college. This work presumed that verbal analytic thinking represented one's cognitive ability or intellectual potential, but this presumption has remained untested. The current research evaluated if verbal analytic thinking is indeed a reflection of cognitive ability or one's interest and motivation to engage in thinking, called need for cognition. Across 500 participants and two writing samples, the most reliable link to verbal analytic thinking was need for cognition, addressing an unexamined empirical question in psychology of language research. [ABSTRACT FROM AUTHOR]

Elisabetta Basso, author of I Young Foucault i , has long been the most important guide to Foucault's relation to Binswanger. Michel Foucault published very little before the I History of Madness i in 1961. With the publication of Foucault's manuscripts from the 1950s, and their planned English translation with Columbia University Press in the series Harcourt edits, a new phase of Foucault scholarship is beginning. It is a significant contribution to our understanding of Foucault's intellectual development, focusing on the box 46 manuscripts, all written while Foucault was teaching in Lille between 1952 and 1955. [Extracted from the article]

Stress psychology is an interesting and important interdisciplinary research field. In this perspective article, we briefly discuss 10 challenges related to the conceptual definition, research methodology, and translation in the field of stress that do not receive sufficient attention or are ignored entirely. Future research should attempt to integrate a comprehensive stress conceptual framework into a multidimensional comprehensive stress model, incorporating subjective and objective indicators as comprehensive measures. The popularity of machine learning, cognitive neuroscience, and gene epigenetics is a promising approach that brings innovation to the field of stress psychology. The development of wearable devices that precisely record physiological signals to assess stress responses in naturalistic situations, standardize real‐life stressors, and measure baselines presents challenges to address in the future. Conducting large individualized and digital intervention studies could be crucial steps in enhancing the translation of research. [ABSTRACT FROM AUTHOR]

Vocational interests are relatively stable individual differences that can change across the lifespan. However, little is known about the importance of interest changes, relative to stable interest levels, for predicting career outcomes. This study assessed the long‐term predictive power of adolescent interest levels and interest growth for five career outcomes: degree attainment, occupational prestige, income, and career‐ and job‐satisfaction. The study used two 12‐year longitudinal samples (N1 = 485; N2 = 1290) with vocational interests measured across multiple waves from late adolescence to young adulthood. Results from both samples converged on three key findings. First, adolescents who showed better interest fit with their eventual vocation were more satisfied with their jobs over a decade later. Second, adolescent interests predicted objective career outcomes (i.e. degree attainment, occupational prestige, and income), revealing that early interests shaped educational and career choices. Third, interest changes were typically not associated with career outcomes, indicating that adolescent interest levels played a larger role. Together, these findings highlight the critical importance of childhood and adolescent interest development for guiding career trajectories and outcomes. We discuss implications for interest development theories, educational policies, and applied interventions. [ABSTRACT FROM AUTHOR]

May had become a public intellectual (p. 217), and throughout the turmoil of the 1960s, May's sense of having a "heroic calling remained intact" (p. 240). Rollo May (1909-1994) fused together midwestern liberal Protestantism, psychoanalysis, existential philosophy, and Paul Tillich's theology, in a synthetic and accessible writing style. In the mid-1930s, May read Otto Rank, "whom he found more compelling than either Freud or Adler, as Rank emphasized, "a therapy that sought to liberate personal spiritual and creative potentialities" (p. 81). [Extracted from the article]

Maintaining learning engagement throughout adolescence is critical for long‐term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self‐control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self‐control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self‐control, though with slightly different interaction patterns. [ABSTRACT FROM AUTHOR]

In this paper, I explore how conversation analysis (CA) can be used as a method for analysing online interaction. As the number and quantity of online communication platforms have proliferated, there has been a growing interest in social psychology about the impact and effectiveness of online, text‐based communication. A number of theories have been used and developed to explain how online communication might impact upon relationships and effective communication. However, this paper argues that in order to explore the differences between online and offline interaction an analysis of online behaviour is needed. CA allows for an in‐depth, sequential and discursive analysis of real‐life online interactions. It can explore the ways in which the affordances of the interactional platforms are oriented to or made relevant in the interaction. The utility of CA is demonstrated through a number of examples, highlighting how this method can be used to broaden our understanding of how online communication works in practise. [ABSTRACT FROM AUTHOR]

Highlights: This issue provides insights to advance Indigenous peoples' interests with Community Psychology.These articles promote responsibility and action to increase Indigenous self‐determined interests.Indigenous interests are represented in collaborations, knowledge, and interventions. [ABSTRACT FROM AUTHOR]

Donor‐conceived (DC) people represent a unique population with atypical family structures. This study examined whether individual differences in attachment predict adults' self‐reported curiosity about their donor conception identity, as well as attempts to find the donor and establish contact. Data were collected from 488 DC people from the Donor Sibling Registry (DSR). People who were high in attachment‐related anxiety were more curious than others about their donor conception. Despite this curiosity, however, highly anxious people were more disengaged from donor conception and were not more likely than others to search for or have made contact with their donor. These findings suggest that insecure attachment—particularly attachment anxiety—may contribute to people's willingness to incorporate donor conception into their identities. [ABSTRACT FROM AUTHOR]

Engagement with and study of nature is increasingly important for science literacy and civic engagement. Spurred on by challenges of the Anthropocene, many informal learning institutions are exploring how their collections, programs, and scientific expertise can be mobilized to create new naturalist learning pathways for children and youth. In this paper, we explore retrospective life histories of 18 adult naturalists to examine experiences that they recall supporting their interest development in the natural world. Drawing on interest and informal learning literature, our analysis reveals how elements across the learning ecology, including school, family, and out‐of‐school learning, work together to support the development of naturalist practices and identities. We found that interest development in nature occurred across the learning ecology and that expression of situational or individual interest depended on the participants' age and the type of learning experience. A closer examination of three individual cases—a serious amateur naturalist, an environmental educator, and an ecologist—reveals some of the nuanced ways that interest in nature arises, is maintained, and can eventually develop into a deep, lifelong naturalist identity. We consider implications for how one might conceptualize and support informal learning pathways that involve deep engagement with and connections to nature. [ABSTRACT FROM AUTHOR]

This study charted the development of gendered personality qualities, activity interests, and attitudes across adolescence (approximately ages 9-18) among 319 African-American youth from 166 families. The relations between daily time spent with father, mother, and male and female peers-the gendered contexts of youth's daily activities-and (changes in) these gender role orientations were also assessed. Boys and girls differed in their gender role orientations in stereotypical ways: interest in masculine and feminine activities, and attitude traditionality generally declined, but instrumentality increased across adolescence and expressivity first increased and later decreased. Some gender differences and variations in change were conditioned by time spent with same- and other-sex gender parents and peers. The most consistent pattern was time with male peers predicting boys' stereotypical characteristics. [ABSTRACT FROM AUTHOR]

The multiple and dense professional networks described in I Deliberately Divided i , along with Segal's clearly and forthrightly expressed points of view, provide a strong foundation for extending the chronology of twin research and its associated agendas into our current era. The scientific study of twins separated and reared apart burst into both popular and academic consciousness in 1979 when Thomas Bouchard and his colleagues at the University of Minnesota revealed the story of the "Jim Twins", serendipitously reunited after 39 years, and their uncanny similarities. [Extracted from the article]

Using data from 1,571 ninth-grade students (Mage  = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. [ABSTRACT FROM AUTHOR]

I advance theoretically and empirically grounded arguments for broadening how we frame and understand situational interests. A situational interest refers to the short-term spike in a person's attention and participation in an activity and it is triggered in the interactions between the person and environment features (e.g., novelty and surprise). As represented in the literature, extant conceptions of the phenomenon frame it fundamentally as a discontinuity in a person's experiences. Put differently, a situational interest denotes a moment in which a new object or activity is first brought into a person's stream of experiences and its triggering marks the boundary between two qualitatively distinct moments-a before-and-after-in one's ongoing activity participation. In contrast, I conjecture that situational interests are best understood as phenomena that combine both discontinuous and continuous dimensions of experience. To argue this point, I use three in-depth videotaped case studies of the triggering and (when available) retriggering of situational interests in STEM-based practices and show that the continuity + discontinuity lens provides a fine-grained and more accountable description of the phenomenon, its triggering process, and its eventual uptake and development (or not). [ABSTRACT FROM AUTHOR]

Notwithstanding the improvement in gender equality in political power and resources in European democracies, this study shows that, on average, declared interest in politics is 16 per cent lower for women than for men in Europe. This gap remains even after controlling for differences in men's and women's educational attainment, material and cognitive resources. Drawing on the newly developed European Institute for Gender Equality's (EIGE) Gender Equality Index (GEI) and on the European Social Survey (ESS) fifth wave, we show that promoting gender equality contributes towards narrowing the magnitude of the differences in political interest between men and women. However, this effect appears to be conditioned by the age of citizens. More specifically, findings show that in Europe gender-friendly policies contribute to bridging the gender gap in political engagement only during adulthood, suggesting that childhood socialisation is more strongly affected by traditional family values than by policies promoting gender equality. In contrast, feminising social citizenship does make a difference by reducing the situational disadvantages traditionally faced by women within the family and in society for middle-aged people and older. [ABSTRACT FROM AUTHOR]

The article discusses what the author refers to as black actors and interest convergence in superhero motion pictures in relation to African American actor Morgan Freeman's portrayal of the film character Lucius Fox in several of the "Batman" films which were directed by Christopher Nolan between 2005 and 2012. The views of film director Spike Lee are addressed, along with the stereotype of the "Magical Negro" character in motion pictures and symbolic racism in America.

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross-lagged panel analysis ( N = 186) and two quasi-experimental studies ( N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by-product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective-by-product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed. [ABSTRACT FROM AUTHOR]

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. [ABSTRACT FROM AUTHOR]

Studies of choice holding food-amount ratio constant while varying food-rate ratio within sessions showed that local changes in preference depend on relative amount of food. The present study investigated whether sensitivity of choice to food-rate ratio and sensitivity to food-amount ratio are independent of one another when food-rate ratios are varied across sessions and food-amount ratios are varied within sessions. Food deliveries for rats' presses on the left and right levers were scheduled according to three different food-rate ratios of 1:1, 9:1, and 1:9; each food-rate ratio lasted for 106 sessions and was arranged independently of seven food-amount ratios (7:1, 6:2, 5:3, 4:4, 3:5, 2:6, and 1:7 food pellets) occurring within sessions in random sequence. Each amount ratio lasted for 10 food deliveries and was separated from another by a 60-s blackout. Sensitivity to rate ratio was high (1.0) across food deliveries. Sensitivity to amount ratio was low when food rates were equal across alternatives, but was high when rate ratio and amount ratio opposed one another. When rate ratio and amount ratio went in the same direction, choice ratio reached an elevenfold limit which reduced sensitivity to approximately zero. We conclude that three factors affect sensitivity to amount: (1) the limit to preference, (2) the equal effect on preference of amounts greater than four pellets, and (3) the absence of differential effects of switches in amount in the equal-rates (1:1) condition. Taken together, these findings indicate that rate and amount only sometimes combine independently as additive variables to determine preference when amount ratios vary frequently within sessions. [ABSTRACT FROM AUTHOR]

This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence in mathematics directly impact their identity as a "math person," findings indicate that students' self-perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students' interest and external recognition in mathematics. Thus, the model indicates that students' competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition. [ABSTRACT FROM AUTHOR]

This study examines the pedagogic value of incorporating sophisticated interactivity features into lessons on hand-held devices. Engineering students (Experiment 1) and non-engineering college students (Experiment 2) spent 5 min studying an animation showing a six-step maintenance procedure for a mechanical device called a Power Take-Off presented on an iPad. In both experiments, students who received high interactivity (i.e., rotation through dragging movements and zoom through pinching movements) reported higher interest but did not show better learning as compared to the low interactivity group (i.e., pause and continue buttons on the touch screen) or no interactivity group. Across two experiments, the interactivity hypothesis was supported in terms of increased interest but not supported in terms of improved learning. Thus, there was not support for the idea that increasing situational interest through high levels of interactivity primes deeper learning processes that produce better learning outcomes. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

"Community psychology and the public interest" was the title of the late J.R. In that APA address, Newbrough ([3]) argued for a clear definition of community psychology as a professional discipline based on nonclinical skills and responsibilities that psychologists have to advance and uphold in the public interest. I am especially pleased that the Newbrough Award Committee, SCRA Policy Committee, and the I Journal of Community Psychology i all recognize and value the public interest policy relevance of Dr. Mihaylov's research. [Extracted from the article]

The article presents an interview with John A. Raven a Royal Society member, botanist and professor at University of Dundee is presented. Topic includes his interest in biology, career in science field, his motivation in research of photosynthesis in organisms. An overview on John's favorite science journal is presented.

The article presents an interview with female botanist Janet I. Sprent. Topics of the interview include how her interests in plant science began, wherein she mentions that her interests started when she was a child, her motivations in her work, and highlights the influence of plant expert Winifred Curtis who she considers as a role model.