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People often engage in unhealthy eating despite having an explicit goal to follow a healthy diet, especially under certain conditions such as a lack of time. A promising explanation from the value accumulation account is that food choices are based on the sequential consideration of the values of multiple outcomes, such as health and taste outcomes. Unhealthy choices may result if taste is considered before health. We examined whether making a health outcome more salient could alter this order, thereby leading to more healthy choices even under time pressure. Two studies examined the time-dependent effect of outcome values and salience on food choices. Participants first completed priming trials on which they rated food items on healthiness (health condition), tastiness (taste condition), or both healthiness and tastiness (control condition). They then completed blocks of binary choice trials between healthy and tasty items. The available response time was manipulated continuously in Study 1 (N = 161) and categorically in Study 2 (N = 318). As predicted, results showed that the values of health and taste outcomes influenced choices and that priming led to more choices in line with the primed outcomes even when time was scarce. We did not obtain support for the prediction that the priming effect is time-dependent in the sense that primed outcomes are considered before non-primed outcomes. Together, these findings suggest that increasing the value and salience of a health outcome may be effective ways to increase healthy choices, even under poor conditions such as time pressure.

Previous studies have shown that the price of a given product impacts the perceived quality of such product. This finding was also observed in medical contexts, showing that expensive drugs increase the placebo effect compared to inexpensive ones. However, addressing a drug's efficacy requires making causal inferences between the drug and the healing. These inferences rely on the contingency between these two events, a factor that is difficult to control in the placebo research. The present study aimed to test whether the price of a given drug modulates its perceived efficacy using a proper (though fictitious) non-effective drug, so that not only the objective contingency, but also the probability of the cause and the probability of the effect could be adequately controlled for. We expected higher efficacy judgements for the expensive non-effective drug than for the inexpensive one. To test this hypothesis, 60 volunteers participated in a contingency learning task that was programmed so that 72% of the patients healed regardless of whether they took the drug. Approximately one-half of the participants were told that the drug was expensive, whereas the other half were told that it was inexpensive. As expected, the efficacy judgements of participants who saw the expensive drug were significantly higher than those who saw the inexpensive one. Overall, our results showed that the price of a non-effective drug modulates its perceived efficacy, an effect that seems to be mediated by the estimated number of doses administered. This result parallels findings in the placebo literature but using a laboratory methodology that allows stronger control of the variables, suggesting that the illusory overestimation produced by the more expensive treatments might be on the basis of the greater efficacy of the more expensive placebos.

Medical research is important to scientific progress and medical education. Institutions worldwide have sought to increase student involvement in research such as clinician-scientists training programs, while little is known about how medical undergraduates perceive research. A cross-sectional study was conducted in Chongqing Medical University, Chongqing, China, with first--fourth year undergraduates. An online, anonymous, and self-rating 5-point Likert questionnaire was conducted to investigate medical undergraduates' demographic characteristics and assess motivation, self-efficacy, perception, curiosity, and barriers regarding medical research. Content validity was checked with experts and face validity was checked for clarity and understanding of the questionnaire. The Cronbach's alpha coefficient of the questions ranged from 0.813 to 0.879. A total of 3273 medical undergraduates were surveyed, and 86.62% (2835) participants (male 962, female 1873) were identified as effective. Males scored higher than females on self-efficacy (p < 0.001), perception (p = 0.017), and curiosity (p < 0.001), and lower on barriers (p < 0.001). The second year students are at the peak of their perception (p = 0.006) and lowest barrier scores (p = 0.003). Students with scientific research experience scored higher in motivation (p = 0.002), self-efficacy (p < 0.001), perception (p < 0.001), and curiosity (p < 0.001). Lack of proper mentoring opportunity (86.2%) and knowledge (84.5%) were the main barriers in conducting research. Even though they have a positive perspective, only a few undergraduates enrolled in research. Medical universities should encourage faculties to supervise and guide undergraduates' projects, and provide feasible solutions for students to learn scientific knowledge and skills. It is vital to build a research-oriented environment and academic atmosphere.

A commonplace sight is seeing other people walk. Our visual system specializes in processing such actions. Notably, we are not only quick to recognize actions, but also quick to judge how elegantly (or not) people walk. What movements appear appealing, and why do we have such aesthetic experiences? Do aesthetic preferences for body movements arise simply from perceiving others' positive emotions? To answer these questions, we showed observers different point-light walkers who expressed neutral, happy, angry, or sad emotions through their movements and measured the observers' impressions of aesthetic appeal, emotion positivity, and naturalness of these movements. Three experiments were conducted. People showed consensus in aesthetic impressions even after controlling for emotion positivity, finding prototypical walks more aesthetically pleasing than atypical walks. This aesthetic prototype effect could be accounted for by a computational model in which walking actions are treated as a single category (as opposed to multiple emotion categories). The aesthetic impressions were affected both directly by the objective prototypicality of the movements, and indirectly through the mediation of perceived naturalness. These findings extend the boundary of category learning, and hint at possible functions for action aesthetics.

Purpose: The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study. Design/methodology/approach: This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program. Findings: This paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection. Research limitations/implications: First, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions. Practical implications: Mathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers. Originality/value: This paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.

This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.

Students hold a variety of initial (mis)conceptions that are inconsistent with scientific knowledge and hinder their physics learning. The initial (mis)conceptions could coexist with the scientific ones, even after a conceptual change. Inhibitory control may help overcome initial (mis)conceptions. This study investigated if and how inhibitory control can overcome position-velocity indiscrimination (PVI), a common kinematics misconception. We designed a negative priming paradigm with various prime-probe item pairs. College physics majors had to judge if the items describing the instant that two locomotives have the same velocity were correct. When congruent probes (same position-same velocity) were followed by incongruent primes (same position-different velocity), participants performed worse than when neutral primes (i.e., not passing points) were presented beforehand. The result verified a typical negative priming effect, indicating that inhibitory control is involved in overcoming the PVI misconception. Congruent probes preceded by incongruent primes implicitly triggering the PVI misperception had a lower negative priming effect than explicitly activating it. The results indicated that inhibitory control was needed to overcome the PVI misconception, and the explicit activation of the misconception required more inhibitory control.

Mental State Language (MSL) is language that refers to individuals' inner states, including terms relating to "emotion," "desire-&-preference," "perception" and "cognition." This study explores the nature of eight Chinese educators' MSL in their interactions with infants during structured and free play. In total, 3169 language messages (one message includes a subject and a verb) were analyzed and it was revealed that MSL messages make up 7.7% of the educators' language. In conversational interactions, educators' MSL appeared more frequently in structured than in free play. The "desire-&-preference" terms were used most frequently and tended to trigger short conversational interactions (3-4 turns). Combining the analysis of communicative functions ("question," "statement," "command," "offer"), MSL of "cognition" and "perception" presented in "question" facilitated long conversational interactions (5 turns or above). These findings inform educators about how to use MSL effectively. It raises the consideration of balancing structured and free play in nursery routines that could vary in different cultures.

This study was carried out to determine the effects of posttraumatic stress disorder (PTSD) on maternal adaptation and newborn perception in postpartum primiparous mothers. The research was designed as descriptive and cross-sectional. A total of 378 mothers who were in postpartum 6-8 weeks were reached. Of the 378 mothers participating in the study, 97 (25.7%) scored above the posttraumatic stress scale cut-off point ([greater than or equal to] 33). After vaginal childbirth, primiparous mothers with PTSD in the postpartum period were found to have weaker maternal adaptation and newborn perception than mothers without (p < 0.001). It was determined that primiparous mothers with PTSD who have experienced traumatic birth have difficulty in adapting to motherhood and have problems in perceiving, accepting, and bonding with the newborn. Mothers in the postpartum period should be screened for PTS symptoms by home visits by health professionals to ensure that mothers receive the necessary psychological support and care.

Based on the learning organization theory the main purpose of this research is to discuss how demographics variables affect the learning organization disciplines perception in faculty members of higher education institutes (HEIs) of Pakistan. This study explores that how demographic variables affect the learning organization disciplines perception at the HEIs level. We use the demographic variables and learning organization model in higher education institutions of Pakistan. In doing so, we used a survey instrument to collect data from 253 faculty members of HEIs in Pakistan. In addition, 15 in-depth interviews were conducted with the same respondents. Study findings revealed that there is a low application of the learning organization disciplines in HEIs in Pakistan. Further study also explains that demographic variables generated a variance of 2.7% in learning organization culture. Further, this study suggested some substantial implications for universities and regulatory bodies of HEIs.

Recent work has shown that perceptual training can be used to improve the performance of novices in real-world visual classification tasks with medical images, but it is unclear which perceptual training methods are the most effective, especially for difficult medical image discrimination tasks. We investigated several different perceptual training methods with medically naïve participants in a difficult radiology task: identifying the degree of hepatic steatosis (fatty infiltration of the liver) in liver ultrasound images. In Experiment 1a (N = 90), participants completed four sessions of standard perceptual training, and participants in Experiment 1b (N = 71) completed four sessions of comparison training. There was a significant post-training improvement for both types of training, although performance was better when the trained task aligned with the task participants were tested on. In both experiments, performance initially improves rapidly, with learning becoming more gradual after the first training session. In Experiment 2 (N = 200), we explored the hypothesis that performance could be improved by combining perceptual training with explicit annotated feedback presented in a stepwise fashion. Although participants improved in all training conditions, performance was similar regardless of whether participants were given annotations, or underwent training in a stepwise fashion, both, or neither. Overall, we found that perceptual training can rapidly improve performance on a difficult radiology task, albeit not to a comparable level as expert performance, and that similar levels of performance were achieved across the perceptual training paradigms we compared.

With rapid development of mobile technology, the number of researches on its use in language education process has increased. This growing body of interest has led to a need for review studies that are expected to explain the literature and the trend in the field succinctly. Based on this ground, this study aimed to review the studies conducted on mobile-assisted vocabulary learning in two dimensions. Firstly, it tried to reveal a general map of the domain through bibliometric analysis. With this aim, Web of Science database was scanned and 687 publications were included in the analysis. Then, among these publications 19 articles were selected to identify the technological and pedagogical focus of research papers to determine the trend. The results of bibliometric analysis explained the most frequent keywords, the most productive countries, and the most influential authors and articles. Furthermore, it was discovered that achievement and perceptions were the most common topics in terms of language learning focus and it was gamification in the dimension of technological focus in empirical studies. Despite its preliminary character, the findings have provided insights for future studies.

Educators manage student readiness for learning by applying models of instruction. The most common model used, however, is imprecise about cognitive operations. One way educators address this issue is with reflection, but reflection means many different things. An approach for narrowing reflection is to focus on metacognition. Literature has shown that educators structure metacognition with different kinds of prompts. This study examined the effects of open and closed prompts on the learning and perception of seventh grade students in social studies. Characteristics of prompts that affected performance on a content-specific test include 1) referencing criteria for judging performance, 2) using procedures for self-monitoring, 3) directing students towards error detection and correction, 4) encouraging continuous adjustment, 5) elaborating on information and connecting ideas, and 6) repeating use of prompts. Results also showed that open prompts provide an additional benefit in terms of expressing thoughts and ideas.

Facts about climate change are often ineffective in impacting people's climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also attempt to sway individuals' perceptions of climate change through imaginings of a future affected by climate change. The impact of these fictional narratives on individuals' climate change perceptions and related behaviors has not been widely studied. We examined the impact of (i) personal versus social norms and (ii) fiction versus nonfiction climate change readings on undergraduate students' climate change perceptions and behaviors. On average, students' climate change beliefs, risk perceptions, and behavioral intentions increased across all intervention groups. Comparing fiction with nonfiction, personal with social norms, and interaction effects revealed no significant difference between changes in students' behavioral intentions. However, trends in this exploratory research suggest that social norms and fiction writings are worth exploring as particularly effective ways to engage students in climate change discussions. These results reveal the potential for fictional narratives and social norms to encourage impactful discussion around climate change.

A routine critique of programmatic accreditation in the academic discipline of sport management is the tangible return from investment in specialized accreditation. As the sole accrediting body offering programmatic accreditation in the field of sport management education, the Commission on Sport Management Accreditation (COSMA) provides members with a systematic outcome-oriented approach to assist in the development of holistic sport management undergraduate and graduate degree programs. A strategic emphasis on professional competencies' (e.g., Common Professional Components) and student outcomes' assessment positions COSMA to be of unique value to accredited programs, specifically in the area of curriculum development. Utilizing direct student feedback, this study examined student perceptions of a sport management undergraduate curriculum at a COSMA-accredited institution. Results indicated that undergraduate students found COSMA-accredited sport management courses to be enjoyable, relevant, and of practical value. Findings are illustrative of the significance of programmatic accreditation through COSMA to the sampled institution in both systematic curriculum development and student perceptions of quality.

As revenue uncertainties, an increased questioning of the value of higher education, and a decrease in the number of students graduating from high school have created a challenging landscape for higher education leaders, never has it been so important for colleges and universities to think like a business in order to attract and enroll enough students to meet budget needs. Providing positive campus visits to prospective students and their families can increase the likelihood of application and enrollment. The purpose of this practice brief is to provide a road map of how admissions/enrollment management and facilities management can provide that positive campus visit experience. It is based on research outlining the importance of the campus visit and how facilities and the overall physical space can impact student views of an institution. Beyond, it takes an environmental/systems approach to how two areas that are likely not under the same hierarchical reporting lines can work together to achieve an institutional goal.

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty's phenomenological concern with the (in)visibility of 'things' to illuminate the presence of objects within infant transitions. Drawing on notions of "écart" and "reversibility," we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

The idea that implicit and explicit mindreading form a continuum is controversial. This paper presents a systematic review of longitudinal findings on the development of mindreading in children to compare the main theoretical explanations of this capacity (enrichment and conceptual change theories, submentalizing theory and two-system theory). The longitudinal findings on the predictive relationships between implicit and explicit measures of mindreading demonstrate a continuum between children's implicit and explicit capacities to understand others' mental states. Moreover, the findings support the theory of continuous conceptual enrichment and change and provide evidence against submentalist theories. This paper proposes that implicit mindreading is based on the interactive processes of joint attention and shared intentionality that precede explicit mind comprehension. [Translation from English by Mary Black. ]

BACKGROUND: Lockdown drills are mandated within many educational settings in the US; they may contribute to adverse mental health and there is little to suggest their effectiveness. We describe factors associated with post-drill anxiety and perceived effectiveness of drills. METHODS: We surveyed youth-caregiver dyads presenting to the pediatric emergency department. Nonparametric tests compared factors across groups of child anxiety and caregiver perceived effectiveness of drills. Kappa statistics [kappa] measured child-caregiver agreement on post-drill anxiety and depression symptoms. RESULTS: 108 child-caregiver dyads were included. Post-lockdown drill anxiety was reported by 27% of children; those reporting anxiety were more likely to have histories of bullying or skipping school for safety (p = 0.0004). Of caregivers, 47% believed drills effectively prevent firearm injury. There was a significant disparity between child and caregiver report of post-drill mental health symptomatology ([kappa] anxiety = 0.19; [kappa] depression = 0.30). Implications for School Health, Policy, Practice, and Equity: Understanding factors contributing to anxiety surrounding lockdown drills and perception of drill effectiveness may aid policy decisions and resource allocation. CONCLUSIONS: Lockdown drills may increase mental health symptoms in children, while caregivers may not recognize this occurrence. Studies to identify risk factors of acute and chronic post-lockdown drill anxiety will help determine how to better serve youth.

This study investigated cross-cultural similarities and variations in children's developing understanding of mixed emotions. Four- to 9-year-old US (n = 56) and Chinese (n = 98) children listened to stories in which the protagonist encountered a situation combining positive and negative components. Children were asked whether the story protagonist would feel the appropriate positive emotion as well as the appropriate negative emotion. Despite being able to recall the positive and negative components of the stories, both US and Chinese children often agreed to only one emotion. However, when children did not agree to only one emotion, US children were more likely than Chinese children to agree to both emotions, whereas Chinese children were more likely than US children to deny both emotions. Overall, the findings confirm that the recognition of mixed emotions is challenging for children under the age of 10. They also suggest, however, that mixed emotions are conceptualized differently in the two cultures: US children tend to assume that positive and negative emotions can coexist whereas Chinese children tend to assume that they neutralize each other.

Evidence accumulation models have enabled strong advances in our understanding of decision-making, yet their application to examining learning has not been common. Using data from participants completing a dynamic random dot-motion direction discrimination task across four days, we characterized alterations in two components of perceptual decision-making (Drift Diffusion Model drift rate and response boundary). Continuous-time learning models were applied to characterize trajectories of performance change, with different models allowing for varying dynamics. The best-fitting model included drift rate changing as a continuous, exponential function of cumulative trial number. In contrast, response boundary changed within each daily session, but in an independent manner across daily sessions. Our results highlight two different processes underlying the pattern of behavior observed across the entire learning trajectory, one involving a continuous tuning of perceptual sensitivity, and another more variable process describing participants' threshold of when enough evidence is present to act.

This article focuses on the experience of viewing polyhedra in modified kaleidoscopes, highlighting the perceptive acts that take place. It presents aspects of geometry, such as concepts and ideas involved in the visualization of polyhedra in kaleidoscopes, through an analyticalmathematical study of the reflection of images in mirrors and generalized kaleidoscopes. In a phenomenological perspective, we call attention to the acts that are carried out in this experience and its possibilities of unfolding, leading the discussion to Merleau-Ponty ideas regarding the primacy of perception, which sustains the encounter of the being in the world.

The goal of this paper is to express necessary conditions for arithmetic in ways that are compatible with the unity of being and knowing understood within first-person experience. In psychological literature, this experience of unity is discussed as flow, but the epistemological and ontological unity is prior to the observer's position from which psychology unfolds, making this project essentially non-psychological. Instead of an externalized psychological conceptualization of mind, the idea explored is internal to first-person experience that experiences consciousness as movement, with key elements of that movement explicable as inference and algorithm. The notion of first-person experience is often taken to be transparent and irrelevant, so an exercise for orienting readers to the I-feeling and its connection to movement is elaborated. A mathematical notion of history as algorithmic elaboration is introduced in order to explicate how to move from talk about judgments in general to doing arithmetic. In this preliminary and exploratory paper, I forgo many possible linkages with modern mathematics education research literature to focus on articulating what I think are some of the foundational elements of a critical mathematics. The purpose of this preliminary work is to orient readers to an ongoing project in critical mathematics, not to provide instrumental notions of how one might improve teaching or research, though brief discussions of how this mathematical theory could be applied in mathematics education research and practice are included.

David Jardine shares his reflections on pedagogy, conspiracy and bird watching. To him the purpose of bird watching is not about getting a longer and longer list of things that he can now ignore. Its purpose is to make almost unbearable the folding layers of sweet and inevitably fatal conspiracy. He shares his experiences of bird-watching with teacher and children.

Drawing on evolutionary theory, the author questions which cognitive processes underlie the capacities to play and to pretend play and the degree to which they are present in both humans and nonhuman animals. Considering cognitive capacities not all-or-nothing phenomena, she argues they are present in varying degrees in a wide range of species. Recognizing the risks involved in comparative studies, she identifies the unique features of cognition underlying pretend play while describing the broader phylogenetic sources from which they come. In the end, she finds, although play based on particular degrees of memory, perception, and consciousness can be found in many species, pretend play depends on distinctive degrees of memory, imagination, and metacognition--a cognitive process she calls "reflective imagination"--and appears characteristically human.

This study emanates from behaviorism theory and cooperative paradigm, which evaluates the effects of parents' daily household activities regarding littering on children through participatory action research approach. Litter is a socio-cultural environmental issue that degrade environment. Additionally, pre-packed foods and other disposable items contribute to littering as people discard covering items on the ground after consumption. Three children from three families were case studied at home. Semi-structured interviews, pictures, questionnaire and participant observation were used to collect data. Coding process was used to analyse data. The results of the study show that parents' daily household activities has minimal effect on children's awareness of littering. The researcher recommends further studies to explore the impact of parents' daily household activities on children's understanding of environmental issues.

We explored the role of negative performance beliefs and self-focused attention considered central to psychological models of social anxiety but not studied in autism. Firstly, we compared self- and observer ratings of performance on a social task for 71 young autistic people, 41 high and 30 low in social anxiety, finding a significant main effect of social anxiety but not rater. Subsequently, 76 autistic young people, 46 high and 30 low social anxiety completed measures of interoceptive sensibility and focus of attention following a social task. Only heightened interoceptive sensibility fully mediated the relationship between self-ratings of social performance and social anxiety. These findings suggest awareness of bodily sensations are critical to anxiety in social situations with implications for treatment.

Teaching is one of the most stressful occupations, often due to the emotional investment of managing and caring for a classroom of students. In addition to environmental stressors, teacher wellbeing is impacted by relationships with students. While the relation between challenging student behaviors and adverse outcomes for both teachers and students is well-established, less is known about teachers' mental representations and perceptions of challenging behaviors. This study examines preschool teachers' perceptions and interpretations of challenging student behaviors through a reflective writing exercise. Eight Head Start teachers provided reflections on their relationship with a specific student displaying challenging behavior. Through content analysis, we found four distinct themes: balance, malleability, valence, and relational flexibility. Taken together, these themes suggest that, while all teachers' mental representations of their relationship with students are impacted by the challenging behavior, their perceptions of the types of behaviors identified as challenging, the attribution of the challenging behavior, the tone used to describe the relationship, and the beliefs around sources of and solutions for the challenging behavior, vary considerably. By gaining a deeper understanding of teachers' perceptions of their relationships with students displaying challenging behaviors through reflective writing, these findings provide the groundwork for interventions capable of improving overall classroom interaction quality, teacher wellbeing, and student learning and development.

Implicitly-held unconscious associations and attitudes may not align with the beliefs we hold outwardly or explicitly but can affect our professional perceptions, decisions, and actions. In a phenomenological study identifying strategies used to support families in vulnerable circumstances, we conducted nine focus groups to examine how early interventionists (EIs) described families and children, the language they used, and how they used it. Thematic qualitative analysis revealed three themes about families: perceptions of parenting, perceptions of capability, and perceptions of priorities. How EIs characterized families and their interactions with families were both reflective of and counter to family-centeredness and, at times, indicative of implicit bias. This study addresses a critical gap in the field, given the lack of empirical research available about implicit bias in early childhood intervention professionals. Implications for personnel preparation and practice change are discussed to begin the necessary work of moving the field toward more culturally sustaining practices.

This paper reflects upon the value of education in nature, its features and particularities and especially its relationship with learning science and sustainability early in childhood. The relationship with the natural environment is closely linked to learning. Nature is replete with risk, emotions, challenges, etc. Walking through a fierce storm, running down a hill, or wading a river produce fear, courage, the desire to overcome difficulties and the subsequent joy in achieving it. Nature generates questions such as "Why do trees drop their leaves?", "How does a beetle breathe?" or "What is the name of this flower?". To answer these questions, children instinctively investigate. They form hypotheses, make choices and propose solutions. It is their way of training to learn science in the future. Likewise, constant contact with nature encourages ecological awareness, as well sustainable behaviour in harmony with the environment. All of that requires the involvement of the educational community, as well as a paradigm change towards a more complex view of education, issues this paper will focus on.

Who do children trust? We investigated the extent to which children use face-based versus behavior-based cues when deciding whom to trust in a multiturn economic trust game. Children's (N = 42; aged 8 to 10 years; 31 females; predominantly White) trust decisions were informed by an interaction between face-based and behavior-based cues to trustworthiness, similarly to those of adults (N = 41; aged 17 to 48 years; 23 females; predominantly White). Facial trustworthiness guided children's investment decisions initially, such that they invested highly with trustworthy-looking partners and less with untrustworthy-looking partners. However, by the end of the trust game, after children had experienced game partners' fair or unfair return behavior, they overcame this bias and instead used partners' previous behavior to guide their trust decisions. Using partners' return behavior to guide decisions was the most rational strategy, because partners' facial trustworthiness was not an accurate cue to their actual trustworthiness. This dynamic use of different cues to trustworthiness suggests sophisticated levels of social cognition in children, which may reflect the social importance of trust impressions.

Autism is diagnosed based on social and communication difficulties, restricted and repetitive behaviours and sensory anomalies. Existing evidence indicates that anxiety and atypical sensory features are associated with restricted and repetitive behaviours, but cannot clarify the order of emergence of these traits. This study uses data from a prospective longitudinal study of infants with and without a family history of autism (N = 247; Elevated Likelihood N = 170 and Typical Likelihood N = 77). Longitudinal cross-lag models tested bidirectional pathways between parent-rated infant fear/shyness and perceptual sensitivity at 8, 14 and 24 months, and associations between these domains and parent-rated restricted and repetitive behaviours and social communication scores at 36 months. In addition to within-domain continuity, higher levels of fear/shyness at 14 months were associated with higher levels of perceptual sensitivity at 24 months. Higher levels of both fear/shyness and perceptual sensitivity at 24 months were associated with greater restricted and repetitive behaviours and social communication scores at 36 months. Results demonstrate the directionality of developmental pathways between fear/shyness and perceptual sensitivity in infancy and toddlerhood, but question theories that argue that these domains specifically underlie restricted and repetitive behaviours rather than autism. Identifying how early emerging anxiety and sensory behaviours relate to later autism is important for understanding pathways and developing targeted support for autistic children. [This article was co-authored by the BASIS Team.]

This preliminary study examined the relationship between clinicians' perceptions (i.e., speech pathologists) of children's scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish--English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only (n = 14) and Spanish-English with Spanish provided through a tablet computer (n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish--English) and Spanish gains in the Spanish--English group. Clinicians' perceptions of shyness should be considered as a variable of interest that affects response to intervention.

The Multidimensional Scale of Perceived Social Support (MSPSS) is an easy and brief instrument developed to assess individuals' perceptions of social support from three different sources (family, friend, and significant other). The MSPSS have been adapted to culturally diverse backgrounds, different age groups, and both clinical and nonclinical settings. This study aimed to investigate the psychometric properties of the Korean version of the MSPSS on 968 Korean high school students (467 males and 501 females). Confirmatory factor analysis result confirmed the proposed three-factor model. Cronbach's a coefficients indicated very good internal consistency for the scale as a whole and for the three subscales. Social support had a negative correlation with depression as well as anxiety symptoms and a positive correlation with ego-resiliency as well as school adjustment, confirming the discriminant and convergent validity of the scale. Female adolescents reported significantly higher levels of perceived social support than male adolescents. In conclusion, the Korean version of the MSPSS is a reliable and valid measure of perceived social support for Korean adolescents.

Lockdown drills are routinely conducted in schools across the U.S., yet little is known about the impact of such practices on participants--particularly for the faculty, staff, and administrators charged with student safety. The present study considers the effects of lockdown drills and associated emergency response training on perceived safety and preparedness at school for a sample of 3,000 school-based personnel in a large urban school district. After participating in drills and training, significant gains were made in perceived emergency preparedness, particularly among faculty and staff members, while perceived school safety--which already was particularly high--remained unaffected compared to ratings at baseline. Additionally, significant differences were found based upon respondent demographics, highlighting the importance in assessing subgroups' needs during planning and implementation. Implications for school administration and relevant policymakers related to lockdown drills and training are considered within the context of creating a culture of preparedness.

This 1-year longitudinal study examined the moderating effect of perceived parental social support in the associations between homophobic cyberbullying involvement (victimization and bystanding) and suicidal ideation, non-suicidal self-harm, and subjective health complaints among 467 adolescents (M[subscript age] = 13.81 years; 59% female) who identified as LGBTQIA. Results showed that homophobic cyberbullying involvement were both related positively to suicidal ideation, non-suicidal self-harm, and subjective health complaints 1 year later. Parental support did not moderate the relationship between homophobic cyberbullying involvement and subjective health complaints. However, parental support moderated the relationship between homophobic cyberbullying involvement (both victimization and bystanding) and suicidal ideation and non-suicidal self-harm. Hence, the present study highlights the need for more research on homophobic cyberbullying, the crucial role parents can play in mitigating negative outcomes of involvement in homophobic cyberbullying, and the development of inclusive anti-cyberbullying prevention programs that acknowledge the needs of LGBTQIA adolescents.

Although teacher empathy has an important influence on adolescents' positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers' positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents' Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents' Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers' positive academic emotions, and interpersonal emotion regulation played a mediating role.

Teachers' psychological well-being is linked to their classroom teaching and student development outcomes. Kindergarten teachers are generally subject to psychological stress and burnout, but mindfulness training programs may be a promising way to alleviate these issues. This pilot study used a mixed-methods design to evaluate the feasibility and effectiveness of an adapted mindfulness-based program for kindergarten teachers. The participants in the quantitative component were 70 kindergarten teachers (mindfulness training group = 35, comparison group = 35, M[subscript age] = 30.96) from China. They were rated on the Mindfulness in Teaching Scale; the Depression, Anxiety and Stress Scale; the Maslach Burnout Inventory-General Survey; and the Emotional Intelligence Scale, before and after the mindfulness program. In the qualitative part, semi-structured interviews were conducted with participants (n = 24). Compared with the comparison group, the mindfulness training group showed a significant improvement in emotional intelligence and mindfulness in teaching, and a reduction in burnout and depression. The qualitative findings further supported the effectiveness of mindfulness-based programs to help kindergarten teachers improve their present moment awareness; enhance their emotion regulation; and show more compassion and acceptance. This research provides evidence of the feasibility and effectiveness of mindfulness training to help kindergarten teachers reduce the likelihood of psychological distress and burnout.

Although prior research finds that poor neighborhood conditions are negatively associated with employment, little study has focused on emerging adults who formerly had contact with the juvenile justice system and are frequently engaged in informal job markets. Using a hybrid model and three waves from panel data with formerly juvenile justice-involved emerging adults (18-24 at T[subscript 1], 20-25 at T[subscript 2], 20-26 at T[subscript 3]) collected in Philadelphia and Phoenix (N = 947), we find an inter-individual increase in the degree of disorder within the neighborhood decreases weeks worked for community jobs (between-effect), whereas an intra-individual increase in neighborhood condition scores increases weeks worked for under-the-table jobs among emerging adults (within-effect). Some time-variant and invariant sociodemographic factors, including perceived opportunity for work, mental health, substance use, gang membership, race, and education, are significantly related to employment. Our findings reiterate justice-involved young people may have difficulty sustaining formal employment partially due to neighborhood conditions.

Teachers' self-perceptions and their students' perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = 0.35 to 0.50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students' assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people's own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers' and students' perceptions of instructional quality for reflective practice are discussed.