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In their recently published paper, Chater and Loewenstein critically elaborate on the differences between interventions that focus on individual behavior ('i-frame'), as opposed to the systems in which health behavior occurs ('s-frame'). They point out that behavioral scientists frequently rely on individual-level interventions, rather than systemic change to improve population health. As individual-level interventions have fallen short of the author's expectations to fix health problems, the authors argue that behavioral scientists should focus more on system-level change. They warn behavioral scientists that by framing disease as an individual problem they hinder real change. We agree with the arguments made by the authors; nevertheless, we propose that bringing underlying causes for the i-frame focus to light would advance their argument. In our commentary, we discuss that neoliberalism might be a reason for the focus on individual interventions in behavioral health sciences. [ABSTRACT FROM AUTHOR]

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity ; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or "neuroscientific literacy" – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed. [ABSTRACT FROM AUTHOR]

Behavioral scientists have become increasingly reliant on online survey platforms such as Amazon's Mechanical Turk (Mturk). These platforms have many advantages, for example it provides ease of access to difficult to sample populations, a large pool of participants, and an easy to use implementation. A major drawback is the existence of bots that are used to complete online surveys for financial gain. These bots contaminate data and need to be identified in order to draw valid conclusions from data obtained with these platforms. In this article, we will provide a Bayesian latent class joint modeling approach that can be routinely applied to identify bots and simultaneously estimate a model of interest. This method can be used to separate the bots' response patterns from real human responses that were provided in line with the item content. The model has the advantage that it is very flexible and is based on plausible assumptions that are met in most empirical settings. We will provide a simulation study that investigates the performance of the model under several relevant scenarios including sample size, proportion of bots, and model complexity. We will show that ignoring bots will lead to severe parameter bias whereas the Bayesian latent class model results in unbiased estimates and thus controls this source of bias. We will illustrate the model and its capabilities with data from an empirical political ideation survey with known bots. We will discuss the implications of the findings with regard to future data collection via online platforms. [ABSTRACT FROM AUTHOR]

In some countries, government policies to combat Covid-19 have been based on the notion that behavioral fatigue prevents people maintaining self-isolation and other restrictions to their life styles for more than a short time. By 16 March 2020, 681 United Kingdom behavioral scientists had signed an open letter to their government asking it to reveal the evidence that shows that behavioral fatigue exists. Nothing was forthcoming. The provenance of concept remains a mystery but modelers have argued that the delay in implementing lockdown policies, for which it was at least partly responsible, led to the loss of at least 20,000 lives. Here, I consider whether behavioral fatigue is a real phenomenon by assessing (a) direct evidence consistent and inconsistent with its existence and (b) indirect evidence drawn from other domains. I conclude that evidence for it is not sufficient to constrain policy. It is reasonable to conclude that behavioral fatigue is either a naïve construct or a myth that arose during the development of policy designed to tackle the Covid-19 crisis. [ABSTRACT FROM AUTHOR]

In this article1, I investigate a special type of argument regarding the role of development in theorizing about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind - getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories. Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasizing the importance of the early cognitive processes and arguments emphasizing the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive) development, and I will present some topics that also pertain to a full-fledged 'philosophy of development.' [ABSTRACT FROM AUTHOR]

The article discusses the interpretation of the replication crisis in psychology as a social dilemma for early-career researchers. Topics covered include two fundamental characteristics of social dilemmas, structural and motivational solutions to social dilemmas, and the reason why behavioral scientists are not interested in conducting replication studies. Also provided are proposals for structural solutions, including the establishment of specific forums in which to publish replications.