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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]

The present research investigated the nature of the inferences and decisions young children make about informants with a prior history of inaccuracies. Across three experiments, 3- and 4-year-olds (total N = 182) reacted to previously inaccurate informants who offered testimony in an object-labeling task. Of central interest was children's willingness to accept information provided by an inaccurate informant in different contexts of being alone, paired with an accurate informant, or paired with a novel (neutral) informant. Experiments 1 and 2 showed that when a previously inaccurate informant was alone and provided testimony that was not in conflict with the testimony of another informant, children systematically accepted the testimony of that informant. Experiment 3 showed that children accepted testimony from a neutral informant over an inaccurate informant when both provided information, but accepted testimony from an inaccurate informant rather than seeking information from an available neutral informant who did not automatically offer information. These results suggest that even though young children use prior history of accuracy to determine the relative reliability of informants, they are quite willing to trust the testimony of a single informant alone, regardless of whether that informant had previously been reliable. [ABSTRACT FROM AUTHOR]

This study investigated how great apes and human infants use imperative pointing to request objects. In a series of three experiments (infants, N = 44; apes, N = 12), subjects were given the opportunity to either point to a desired object from a distance or else to approach closer and request it proximally. The apes always approached close to the object, signaling their request through instrumental actions. In contrast, the infants quite often stayed at a distance, directing the experimenters' attention to the desired object through index-finger pointing, even when the object was in the open and they could obtain it by themselves. Findings distinguish 12-month-olds' imperative pointing from ontogenetic and phylogenetic earlier forms of ritualized reaching. [ABSTRACT FROM AUTHOR]

The present study examined how soon people would make a decision to break existing rules in an anonymous situation, with particular attention paid to the degree of anonymity. A total of 100 participants were randomly assigned to either a self-reward condition or an other-reward condition, in both of which they were asked to flip a coin twice in each of the four coin-flip trials to win the assigned reward. As predicted, the results showed that only participants in the self-reward condition broke the assignment rules for obtaining the reward, and they only did so in the very last coin-flip trial. In sum, the present findings suggest that people do not break existing rules for material gain as soon as they become anonymized, but some may do so at the very last moment. [ABSTRACT FROM AUTHOR]

Interest inventories and career assessments continue to be used to support practitioners as they work to uncover client interests, abilities, skills, motivations, values, and other personal factors that help individuals self-define and construct their career. The skilled use of career inventories and assessments remains a minimum competency of career service providers' ability to successfully partner with their clients. A history of the evolution of assessment from 1914 through 1974 and considerations for the future of assessment are highlighted to provide historical perspective to inform practitioners as they serve the diverse needs of complex client populations. [ABSTRACT FROM AUTHOR]

The article discusses whether being interested and being bored are in particular uncriticizable states of mind. It attempts to say something about the interesting, the boring and the beautiful that fights a kind of casual and unreflective relativism of value. It suggests to live an interesting life surrounded by interesting people and things.

This study examines the differential effects of outcome feedback for achievement goal orientations' relationship with effort and achievement. In support of our predictions, learning goal orientation had a positive relationship with task achievement in the absence of outcome feedback and a negative relationship in its presence, while performance goal orientation maintained a positive relationship with achievement regardless of whether outcome feedback was provided. We attribute this to a decrease in task interest when initial task purpose, as determined by personal goal orientation, is incongruent with the subsequent task cues provided by outcome feedback. Predictions regarding task effort and combined goal orientation effects were not supported. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

Relations between parental reports of children's interests related to science and opportunities for science learning were examined longitudinally in 192 children between ages 4 and 7 years. Science interests were tracked during 1-year periods (ages 4-5, 5-6, and 6-7) and were more prevalent among boys, particularly prior to age 6 years. Gender differences did emerge in terms of frequencies of opportunities for science learning during all 3 years. Longitudinal path analyses tested relations between children's science interests and their opportunities for science learning. Our data suggest that early science interests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found. Young girls' expressed science interests led parents to subsequently increase opportunities for science learning during the following year. Although boys followed this pattern early in the study, over time boys received similar levels of science opportunities regardless of their interest. Bases for gender differences in early science interests and implications for later science learning in school are considered. [ABSTRACT FROM AUTHOR]

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten 'red-shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after-school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long-term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real-world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their community's problems, these activities have the potential to offer students meaningful, motivating work in a supportive environment. This article explores how providing students with interest-based service-learning opportunities may help them develop and demonstrate gifted behaviors. In addition, methods for integrating student interests and service-learning projects are presented. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Purpose: To determine the community-based participatory research (CBPR) training interests and needs of researchers interested in CBPR to inform efforts to build infrastructure for conducting community-engaged research. Method: A 20-item survey was completed by 127 academic health researchers at Harvard Medical School, Harvard School of Public Health, and Harvard affiliated hospitals. Results: Slightly more than half of the participants reported current or prior experience with CBPR (58 %). Across all levels of academic involvement, approximately half of the participants with CBPR experience reported lacking skills in research methods and dissemination, with even fewer reporting skills in training of community partners. Regardless of prior CBPR experience, about half of the respondents reported having training needs in funding, partnership development, evaluation, and dissemination of CBPR projects. Among those with CBPR experience, more than one-third of the participants wanted a mentor in CBPR; however only 19 % were willing to act as a mentor. Conclusions: Despite having experience with CBPR, many respondents did not have the comprehensive package of CBPR skills, reporting a need for training in a variety of CBPR skill sets. Further, the apparent mismatch between the need for mentors and availability in this sample suggests an important area for development. Clin Trans Sci 2012; Volume #: 1-5 [ABSTRACT FROM AUTHOR]

The article presents the view of the author on moral responsibility. The author states that most of the concern with moral responsibility grows out from connection between taking people to be responsible for something and making them responsible. The author cites that reactive attitudes disappear when their object was not responsible for event or action that triggered them. The author also mentions that the concept of moral responsibility has been formed by conscious and unconscious interests.

History is replete with well-intentioned actions and policies that have resulted in dramatic unintended consequences. We review evidence that several psychological biases result in an overly narrow focus on the intended consequences of acts and, consequently, tendencies to ignore or give too little weight to potential unintended consequences. First, a motivated desire for the intended consequences of acts can blind people to the likelihood of alternative possibilities. We review evidence that people process information and evidence in biased ways, leaving them overconfident that the desired consequences will come to pass. Second, even in the absence of motives regarding potential consequences, biases in cognition lead people to focus their attention narrowly on intended consequences in a way that limits their consideration of important alternative, unintended consequences. We review how biases toward focalism and anchoring contribute to a failure to foresee unintended consequences. Finally, we review evidence that subtle manipulations of both motivation and attention can be used to increase the focus and weight given to potential unintended consequences and, consequently, improve anticipation. [ABSTRACT FROM AUTHOR]

We examined effects of knowing where to attend to-be-remembered information in advance versus after the fact. Participants performed a visuospatial short-term memory task with orienting cues that appeared before or after a memory display and reported whether a probe item had appeared on the cued side. Event-related potentials ( ERPs) were recorded for cues, memory displays, and probes. Performance was better in precued versus postcued conditions. ERPs to orienting cues and memory displays were lateralized in relation to the direction of attention in precued but not postcued conditions. ERPs to recognition probes were lateralized, but this was similar between pre- and postcued conditions. Results suggest that we can orient visuospatial attention outwardly to external events and inwardly to remembered events alike, but knowing where to attend information in advance gives a bigger boost to brain and behavior. [ABSTRACT FROM AUTHOR]

Audiences are important to social movements, but the relationships between social movements and their audiences are not well understood. This article uses scholarship from performance studies, especially ideas of audiences as constructed, meaningful, and influenced/influential, to explore two issues. First, how do social movements define their audiences? Second, how are social movement actions toward their audiences shaped by these definitions? Analysis of longitudinal data on two social movement groups in Pittsburgh from 2003 to 2007 shows that social movements variously interpret the nature and role of their audiences and that these interpretations affect their strategies and goals, sometimes quite radically. The conclusion explores how attention to audiences can augment scholarship on the relational, iterative, interpretive, and reflexive aspects of social movements. [ABSTRACT FROM AUTHOR]

Worries about the possibility of consent recall a more familiar problem about promising raised by Hume. To see the parallel here we must distinguish the power of consent from the normative significance of choice. I'll argue that we have normative interests, interests in being able to control the rights and obligations of ourselves and those around us, interests distinct from our interest in controlling the non-normative situation. Choice gets its normative significance from our non-normative control interests. By contrast, the possibility of consent depends on a species of normative interest that I'll call a permissive interest, an interest in its being the case that certain acts wrong us unless we declare otherwise. In the final section, I'll show how our permissive interests underwrite the possibility of consent. [ABSTRACT FROM AUTHOR]

Background. Girls are considerably less interested in scientific subjects than boys. One reason may be that scientific subjects are considered to be genuinely masculine. Thus, being interested in science may threaten the self-perception of girls as well as the femininity of their self-image. Aims. If scientific topics that are considered to be stereotypically feminine were chosen, however, this potential threat might be overcome which, in turn, might lead to an increase in girls' interest in science. This hypothesis was empirically tested by means of two studies. Sample. Participants were 294 (Study 1) and 190 (Study 2) Grade 8 to Grade 9 students. Method. Gender differences in students' interest in masculine and feminine topics were investigated for a range of scientific concepts (Study 1) as well as for a given scientific concept (Study 2) for four scientific subjects (i.e., biology, physics, information technology, and statistics), respectively. Results. Both studies indicated that the mean level of girls' scientific interest was higher when scientific concepts were presented in the context of feminine topics and boys' level of scientific interests was higher when scientific concepts were presented in the context of masculine topics. Conclusion. Girls' interest in science could be substantially increased by presenting scientific concepts in the context of feminine topics. Gender differences as well as individual differences in the level of interest in scientific topics may be taken into account by creating learning environments in which students could select the context in which a certain scientific concept is embedded. [ABSTRACT FROM AUTHOR]

Recently, there has been an increasing level of interest in subscores for their potential diagnostic value. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how situational interest of high school students was triggered during a field trip to an aquarium. Although the role of museums in stimulating interest among students has been acknowledged for some time, empirical evidence about how the specific variable of a museum setting might trigger situational interest is almost nonexistent. The present study was conducted as a case study to provide an inductive, explorative investigation of how situational interest emerged during the field trip. A situative approach to the study of interest was applied in the form of a combined analytical tool that captures both social and psychological aspects. Qualitative methods were used to generate data: observation, video recording, and interviews. The findings showed that the aquarium visit triggered a lot of situational interest among the students and led to positive emotions toward the topic. Five situational variables were found to trigger the students' interest: social involvement, hands-on, surprise, novelty, and knowledge acquisition. The situational variables are largely under the control of the teacher and/or museum staff and should be considered when planning museum visits. This study suggests that teachers can find ways to foster students' involvement in specific content areas and increase levels of academic motivation regardless of prior interest. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of factors encountered by ethnic minority and racial students in K-12 education to their preparedness and success in the Science, Technology, Engineering, and Mathematics (STEM) Circuit. It says that the insufficient preparedness of racial and minority students to their counterpart in K-12 education which stand as hindrance for them to become successful was due to eight factors such as school district funding disparities and unqualified teachers. It adds that success of minority students in STEM was attributed to eight factors that include parental involvement and support, interest in STEM subject and self-efficacy. Moreover, success of the students in the STEM can be attributed to the strong emphasis given in preparing minority students in K-12 education.

This paper explores the nature of curiosity from an epistemological point of view. First it motivates this exploration by explaining why epistemologists do and should care about what curiosity is. Then it surveys the relevant literature and develops a particular approach. [ABSTRACT FROM AUTHOR]

Ancín I, Santos JL, Teijeira C, Sánchez-Morla EM, Bescós MJ, Argudo I, Torrijos S, Vázquez-Álvarez B, De La Vega I, López-Ibor JJ, Barabash A, Cabranes-Díaz JA. Sustained attention as a potential endophenotype for bipolar disorder. Objective: Nowadays, it is accepted that to identify the biological basis of psychiatric illnesses it would be useful to deconstruct them into the most basic manifestations, such as cognitive deficits. The aim of this study was to set attention deficit as a stable vulnerability marker of bipolar disorder. Method: Sustained attention was evaluated by the Continuous Performance Test (DS-CPT) in 143 euthymic bipolar patients and 105 controls. To estimate the influence of clinical profile in attention, patients completed a semi-structured interview. Results: Bipolar patients showed a deficit in attention during euthymic periods. This disturbance correlated with years of evolution, age of onset and age of first hospitalisation; and was not influenced by other clinical data. Conclusion: Sustained attention may be considered as an endophenotype of the illness. [ABSTRACT FROM AUTHOR]

In a world of increasing information and communications possibilities, the difficulty for users of information systems and services may not lie in finding information but in filtering and integrating it into a cohesive whole. To do this, information seekers must know when and how to effectively use cognitive strategies to regulate their own thinking, motivation, and actions. Sometimes this is difficult when the topic is interesting and one is driven to explore it in great depth. This article reports on a qualitative study that, in the course of exploring the thinking and emotions of 10 adolescents during the information search process, uncovered patterns of behavior that are related to curiosity and interest. The larger purpose of the study was to investigate the metacognitive knowledge of adolescents, ages 16–18, as they searched for, selected, and used information to complete a school-based information task. The study found that the curiosity experienced by adolescents during the search process was accompanied by feelings of both pleasure and pain and that both feelings needed to be managed in order to navigate a pathway through the search process. The self-regulation of curiosity and interest was a clear and distinct metacognitive strategy fueled by metacognitive knowledge related to understanding one's own curiosity and the emotions attached to it. [ABSTRACT FROM AUTHOR]

A protective role for estrogen against neurodegeneration and neurotrauma has received enormous attention in recent years, unraveling multiple facets and thus establishing this steroid as a multiactive neuroprotectant. The present study briefly reports our findings on the neuroprotective efficacy of physiologically relevant low doses of estrogen in experimental spinal cord injury (SCI) in rats. The current finding further corroborates our earlier results on efficacy of pharmacological/supraphysiological levels of estrogen in SCI and adds to the significance of conducting preclinical studies on estrogen efficacy in SCI. [ABSTRACT FROM AUTHOR]