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In this paper we introduce the hypothetical simulation model(HSM) of physical support. The HSM predicts that peoplejudge physical support by mentally simulating what wouldhappen if the object of interest were removed. Two experi-ments test the model by asking participants to evaluate the ex-tent to which one brick in a tower is responsible for the restof the bricks staying on a table. The results of both experi-ments show a very close correspondence between hypotheticalsimulations and responsibility judgments. We compare threeversions of the HSM which differ in how they model people’suncertainty about what would happen. Participants’ selectionsof which bricks would fall are best explained by assumingthat hypothetical interventions only lead to local changes whileleaving the rest of the scene unchanged.

Theories of the mental processes people use to perform physi-cal reasoning often differ on whether they are based on simu-lation or on logical reasoning. Here we test how these differentprocesses might combine in a motion-prediction task that canbe solved either by simulation or by reasoning about the topol-ogy of the scene. Participants were asked to predict which oftwo goals a computerized ball would reach first, but in someof these scenes the ball was ‘contained’ in the same space asone goal but was topologically separated from the other. Evenin these contained scenes, participants responded faster whenthey received motion information that would speed up simu-lation but not affect topological parsing. This suggests thatsimulation contributes to predicting short-range motion, evenwhen alternate strategies are available.

Humans are remarkably flexible tool users. We not only recognize a wide range of existing tools, but also producenew tools by seeing objects in new ways, or by making or repurposing objects to solve a problem confronting us. Here westudy the cognitive processes supporting flexible tool use, including deciding what makes a good tool, and how it should beused. Participants played a video game which requires selecting an object from a set of options and placing it in a virtualphysical scene in order to accomplish goals such as tipping another object over or launching it into a container. People appearto use a combination of simulation-based planning and experience-based heuristics: fast heuristics drive the initial selectionand placement of a candidate tool, and that solution can then be refined by several rounds of mental simulation interspersedwith trial-and-error experimentation to rapidly converge on goal-satisfying solutions.

The coach–athlete dyad is complex where both parties can often have contrasting perceptions of each other. The purpose of this research was to examine coaching behaviors and perceptions of the coach–athlete relationship across different age grades of rugby football union. Coaches (n = 5) and athletes (n = 78) from three separate rugby union teams (Child, Adolescent, and Adult) had their training sessions (n = 3) analyzed using the Coach Analysis and Intervention System. Athlete perceptions of their coaches' behaviors were measured via the Coaching Behavior Scale for Sport, while coach perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire. Prescriptive coaching styles were observed in all coaches as Coach Analysis and Intervention System results showed high levels of explicit behaviors: "instruction," "direct management," and "feedback." All coaches utilized similar time proportions within sessions for Coach Analysis and Intervention System "Practice," "Playing," and "Management" states, respectively. Questionnaire results revealed positive perceptions between coaches and athletes for all teams. Despite positive bidirectional relationships, the prescriptive coaching style displayed by all coaches may not align to best coaching practice. Development of a coach's behaviors, training content, and perceptions through coach education has the potential to enhance their athletes' sporting experience, athletic development, and sport-specific competencies. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder (ASD) have sleep disorders. Face-to-face (F2F) sessions have empowered parents to help their child sleep. Our goal was whether online technologies could provide similar improvements in children's sleep while also improving parents' quality of life. Identical programs were taught in two sessions to F2F and online parents. Measurements were compared from baseline to 4 and 8 weeks post teaching sessions. Twenty-three participants completed the program. Parent quality of life improved for both groups. Parent fatigue scores were improved and sustained for the online group. The total sleep score improved for both groups, while the online group had sustained decreases in night wakings. Online methods can conveniently help improve sleep for children with ASD.

The purpose of this study was to examine the effects of mixed reality simulations on preservice teachers' sense of self-efficacy. A quasi-experimental, one group with three levels, pretest-posttest 3 × 2 mixed design was used. Results showed a significant main effect for the between-subjects factor of total exposure (30, 60, or 90 minutes), as well as a significant interaction for the between-subjects and within-subjects factor of time (before, after). Implications for theory were that this study provided needed empirical data on the use of mixed reality simulations in teacher education with regard to self-efficacy and validated previous research. Implications on a programmatic level included that continued exposure within mixed reality simulations may develop teaching self-efficacy but that an initial drop in teaching self-efficacy occurring after 30 minutes of exposure to the simulations may warrant focused support.

Two professors of education discuss their experiences using a virtual reality program to help preservice teachers gain classroom management skills. They say the platform provides an authentic-and convenient--environment in which education students can develop their practice and gain confidence without making mistakes with real students.