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Bidirectional relations have long been of interest in psychology and other social behavioral sciences. In recent years, the widespread use of intensive longitudinal data has provided new opportunities to examine dynamic bidirectional relations between variables. However, most previous studies have focused on the effect of one variable on the other (i.e., cross-lagged effects) rather than the overall effect representing the dynamic interplay between two variables (i.e., feedback effects), which we believe may be due to a lack of relevant methodological guidance. To quantify bidirectional relations as a whole, this study attempted to provide guidance for the estimation and interpretation of feedback effects based on dynamic structural equation models. First, we illustrated the estimation procedure for the average and person-specific feedback effects. Then, to facilitate the interpretation of feedback effects, we established an empirical benchmark by quantitatively synthesizing the results of relevant empirical studies. Finally, we used a set of empirical data to demonstrate how feedback effects can help (a) test theories based on bidirectional relations and (b) reveal correlates of individual differences in bidirectional relations. We also discussed the broad application prospects of feedback effects from a dynamic systems perspective. This study provides guidance for applied researchers interested in further examining feedback effects in bidirectional relations, and the shift from focusing on cross-lagged effects only to a comprehensive consideration of feedback effects may provide new insights into the study of bidirectional relations. [ABSTRACT FROM AUTHOR]

Kazuo Ishiguro's penchant for affectless, stilted or robotic narrators, along with his tendency to return across his oeuvre to the same concerns and motifs, has led to a growing critical tendency to identify his writing as (interestingly) uninteresting. His most recent novel Klara and the Sun (2021) (swiftly condemned as boring by many online opiners) seems to address this question head on, by thematising interestingness itself. This article reads Klara and the Sun in light of recent work (by Sianne Ngai and others) which theorises interestingness as one of our contemporary aesthetic categories. Exploring Ishiguro's iterated fictional concerns, in particular via a comparison with Never Let Me Go, it tests out a number of ways in which the uninterestingness of Ishiguro's narratives has been turned to critical account, but argues that Klara and the Sun withstands these critical manoeuvres. Instead, it demonstrates – via engaging with John Frow's formalist work on literary interest – that Klara offers a phenomenological investigation of how fictional interest is made. This account serves as a quiet manifesto for the interest of fiction tout court, and for the interest of Ishiguro's ongoing fictional project. [ABSTRACT FROM AUTHOR]

Interest in the psychology of misinformation has exploded in recent years. Despite ample research, to date there is no validated framework to measure misinformation susceptibility. Therefore, we introduce Verificationdone, a nuanced interpretation schema and assessment tool that simultaneously considers Veracity discernment, and its distinct, measurable abilities (real/fake news detection), and biases (distrust/naïvité—negative/positive judgment bias). We then conduct three studies with seven independent samples (Ntotal = 8504) to show how to develop, validate, and apply the Misinformation Susceptibility Test (MIST). In Study 1 (N = 409) we use a neural network language model to generate items, and use three psychometric methods—factor analysis, item response theory, and exploratory graph analysis—to create the MIST-20 (20 items; completion time < 2 minutes), the MIST-16 (16 items; < 2 minutes), and the MIST-8 (8 items; < 1 minute). In Study 2 (N = 7674) we confirm the internal and predictive validity of the MIST in five national quota samples (US, UK), across 2 years, from three different sampling platforms—Respondi, CloudResearch, and Prolific. We also explore the MIST's nomological net and generate age-, region-, and country-specific norm tables. In Study 3 (N = 421) we demonstrate how the MIST—in conjunction with Verificationdone—can provide novel insights on existing psychological interventions, thereby advancing theory development. Finally, we outline the versatile implementations of the MIST as a screening tool, covariate, and intervention evaluation framework. As all methods are transparently reported and detailed, this work will allow other researchers to create similar scales or adapt them for any population of interest. [ABSTRACT FROM AUTHOR]

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]

Interest is the basic driver of a person is doing something to achieve his goals, and in action-reaction theory, the measure that is widely used is attitude. Through behavioral intention to adopt, we examined its effect on online learning interest using perceived usefulness (PU), perceived ease of use (PEOU) and self-efficacy (SE). In addition, the moderation of family social background and perceived parental involvement influence the initial construction of adoption intentions towards interest. We tested the proposed test on high school students, and the results showed that perceived usefulness was found to be the most prominent factor in shaping adoption intentions followed by ease of use, but not self-efficacy. Adoption of technology makes students study hard because they feel that learning applications are important for their education, besides that, social background has a medium effect, and parental involvement has a small/medium effect. The implications and framework of future research are also discussed in this study. [ABSTRACT FROM AUTHOR]

This short article presents an overview of coaching psychology in education with a focus on the educational value of coaching psychology practice. The article calls for actions to institutionalise coaching psychology education, to acknowledge the value of coaching psychology knowledge for learning and development, and to celebrate the positive influence of coaching psychology intervention for enhancing performance, as well as promoting health and well-being. The discussion is framed by three key questions to generate further interests in coaching psychology in an educational context. [ABSTRACT FROM AUTHOR]

In this paper, the findings and conclusions from a previous study concerning Danish psychology students' Master thesis projects are discussed. By conducting eight qualitative semi-structured interviews with nine psychology students, shortly after they had handed in their Master's theses, we attempted to uncover and challenge some of our previous findings. We set out to deepen our previous conclusions concerning (1) why there is a seeming discrepancy between the use of certain methods and theories amongst the students and psychology as a discipline writ large, (2) whether their use of qualitative methods indicated a routine-like relationship to methods, and (3) whether a unification of methods and theories can be identified. Based on the interviews conducted for this commentary, we conclude that the students do indeed take an active stance when it comes to choosing their methods and topics, and that they are fully aware of the discrepancy between their interests and psychology as a discipline. [ABSTRACT FROM AUTHOR]

The problems of studying the relationship between manifestations of perfectionism and emotional burnout are of considerable interest to modern psychology. Prospective participants in such a study are representatives of various professional communities and students as future specialists. The purpose of this work is to consider the manifestations and relationships of emotional burnout, self-esteem, mental states and perfectionism among Russian and Chinese students. A total of 80 people took part in the study (40 Russian and 40 Chinese students). Research Methods applied: 1) multidimensional scale of perfectionism by P. Hewitt and G. Flett, adapted by I.I. Grachev; 2) the burnout questionnaire by K. Maslach adapted by N.E. Vodopyanov; 3) a technique for diagnosing self-assessment of mental states by G. Eysenck. As a result of the use of comparative and correlation types of analysis, intercultural differences and interrelations between the characteristics of perfectionism, self-assessment of the emotional state and characteristics of emotional burnout were found. Respondents from China showed lower results on the "aggressiveness" scale compared to Russian respondents. Russian students showed higher scores on the "anxiety" scale than Chinese students. Meanwhile, Chinese students, compared to Russian respondents, showed higher results in self-confidence and their future. In the course of the study, both groups showed average indicators of rigidity, but the level of rigidity in Russian students was higher than in Chinese students. In conclusion of this scientific study, the main recommendations for the correction of emotional burnout and self-regulation of perfectionism and mental states among students are proposed. [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]

Recent studies point to an embodied representation of numbers. We reconcile these ideas with traditional influential accounts of numerical cognition. We identify symbolic number representations of visual, verbal, and sensorimotor form. Number symbols evoke three distinct semantic concepts: magnitude, ordinality, and cardinality. We propose a sensorimotor perspective of numerical cognition in which number meaning emerges from differently grounding these concepts in sensorimotor experiences. Numbers are present in every part of modern society and the human capacity to use numbers is unparalleled in other species. Understanding the mental and neural representations supporting this capacity is of central interest to cognitive psychology, neuroscience, and education. Embodied numerical cognition theory suggests that beyond the seemingly abstract symbols used to refer to numbers, their underlying meaning is deeply grounded in sensorimotor experiences, and that our specific understanding of numerical information is shaped by actions related to our fingers, egocentric space, and experiences with magnitudes in everyday life. We propose a sensorimotor perspective on numerical cognition in which number comprehension and numerical proficiency emerge from grounding three distinct numerical core concepts: magnitude, ordinality, and cardinality. [ABSTRACT FROM AUTHOR]

In a 2019 paper, Hausmann raised a new and interesting problem for Kripke's account of negative existentials. He argued that Kripke's account leads to the absurd consequence that anybody who has good reasons to believe that there are no propositions also has good reasons to believe that he or she does not exist. In this paper I propose a modified Kripkean theory, which is invulnerable to a Hausmann-like argument. As will be seen, the modified theory can be squarely justified in light of the key observations behind Kripke's original proposal. [ABSTRACT FROM AUTHOR]

Very often, when a person's doxastic activity is morally wrong "think of racist beliefs, unfounded suspicions, and unfair dismissals of testimony" it also wrongs someone in particular. This suggests that we have something at stake in how others reason about us. But what, exactly? According to a natural and fairly common view, whenever you have a doxastic duty towards someone in particular, this is partly because she has a personal interest in your having (or not having) a certain belief. I will argue that this cannot be right. This result is important for several reasons, not least of which is that it helps us get a better grip on what our directed doxastic duties are and what it takes to fulfill them. [ABSTRACT FROM AUTHOR]

Coaching has expanded as a method of facilitating individual change, performance, and learning. It is generally described in terms of its functions, referring to cognitive and organisational psychology as well as theories of change, theoretical stances, and methodologies from psychotherapy. Theoretical concern for the body as part of the meaning-making process has been piecemeal in coaching, despite growing interest in embodiment in psychology and learning. There are widespread calls in relevant disciplines for stronger theorisation of embodiment. The Merleau-Pontian concept of "intervolvement" is adopted as a frame, which is tentatively operationalised and illustrated using an example study observing the interactions of a coaching dyad. The case study demonstrates how the coaching practice can be understood from an embodied perspective. A model is proposed, which conceptualises specific ways in which the interaction can be described. [ABSTRACT FROM AUTHOR]

Humans perceive the external world by integrating information from different modalities, obtained through the sensory organs. However, the aforementioned mechanism is still unclear and has been a subject of widespread interest in the fields of psychology and brain science. A model using two reservoir computing systems, i.e., a type of recurrent neural network trained to mimic each other's output, can detect stimulus patterns that repeatedly appear in a time series signal. We applied this model for identifying specific patterns that co-occur between information from different modalities. The model was self-organized by specific fluctuation patterns that co-occurred between different modalities, and could detect each fluctuation pattern. Additionally, similarly to the case where perception is influenced by synchronous/asynchronous presentation of multimodal stimuli, the model failed to work correctly for signals that did not co-occur with corresponding fluctuation patterns. Recent experimental studies have suggested that direct interaction between different sensory systems is important for multisensory integration, in addition to top-down control from higher brain regions such as the association cortex. Because several patterns of interaction between sensory modules can be incorporated into the employed model, we were able to compare the performance between them; the original version of the employed model incorporated such an interaction as the teaching signals for learning. The performance of the original and alternative models was evaluated, and the original model was found to perform the best. Thus, we demonstrated that feedback of the outputs of appropriately learned sensory modules performed the best when compared to the other examined patterns of interaction. The proposed model incorporated information encoded by the dynamic state of the neural population and the interactions between different sensory modules, both of which were based on recent experimental observations; this allowed us to study the influence of the temporal relationship and frequency of occurrence of multisensory signals on sensory integration, as well as the nature of interaction between different sensory signals. [ABSTRACT FROM AUTHOR]

Background We have investigated and analyzed the latest research on love addiction in the fields of clinical psychology, diagnosis, psychotherapy and treatment. Methods From 30 November 2021 to July 2022 a review was conducted aimed at identifying the current diagnostic paradigms associated with this new behavioral dependence, investigating in depth what has not yet emerged, searching for strong and weak correlations with related theoretical constructs, comorbidities, investigate which evaluation scales are currently used and outline a guiding design that allows you to move between current scientific discoveries, searching for relevant studies in the databases PubMed, National Center for Biotechnology Information (NCBI), PsycINFO, MDPI, APA, ScienceDirect, and ReserchGate. Results We identified a total of 102 unique articles. Among these, 22 full-text articles were assessed for eligibility and 5 of these met the eligibility criteria and were, therefore, included in the final systematic review. Conclusions Group psychotherapy has proved to be a valid alternative, in fact the scientific landscape suggests that most group therapies are successful because these dynamics involve the reward and attachment systems in the brain in most subjects. Although there is currently no official classification for this type of addiction, the continuing interests of clinical psychology open up new scenarios for achieving greater psychophysical well-being. [ABSTRACT FROM AUTHOR]

Historically, the effects of color have generated extensive scholarly interest in the field of psychology and allied disciplines (Elliot et al., 2015). Yet, the majority of this body of research has appeared in journals outside of the sub-specialty of psychological assessment. As 5 of the 10 Rorschach cards have chromatic characteristics, the significance of individuals' reactions to color on these inkblots seems critical to the assessment process. In the initial phase of Rorschach administration, the sole color on cards II and III is red. The aim of the current study is to highlight the critical importance and impact of the color Red on human perception and cognitive processes, with direct implications for the Rorschach method. A review of the empirical research on this issue confirms that the color Red has the potential to influence visual selection, perceptual processes, avoidance motivation, and psychological inhibitions. Moreover, the color Red has been found to elicit strong emotional reactivity and disruptive effects on cognitive processes. Overall, the preponderance of experimental findings supports the position that of all the different hues, the color Red seems to have a) high arousal properties and b) a detrimental influence on cognitive-perceptual performance. Moreover, research suggests that cognitive processing style in response to the color Red can occur unconsciously. Of interest to the assessment process, several studies on the impact of the color Red specific to Rorschach chromatic plates corroborate this general conclusion. Further research on the significance of the color Red in Rorschach assessment is sorely needed. An extensive bibliography that serves as a basis for this review is provided. [ABSTRACT FROM AUTHOR]

Objective Intersectionality is the interface between a person's identities in relation to social systems and institutional discrimination. The concept has generated much interest in psychology for understanding societal inequities and providing culturally informed services to minoritized patients but has yet to be incorporated in clinical neuropsychology. This omission is unfortunate as it is argued that appreciating the impact of institutional discrimination on minoritized groups can enhance our understanding of brain organization and functioning and bolster access to competent neuropsychological services to minoritized patients. The purpose of this article is to illustrate how intersectionality is germane to the discipline of clinical neuropsychology and to make recommendations for infusing it into the practice. Method Theories and findings in cultural neuroscience are summarized to provide a theoretical background for understanding how the environment can impact brain development and organization. The literature on disparities in education, economics, and health disparities between Whites and minoritized groups was reviewed for institutional biases that place minoritized groups at a disadvantage. These topics were selected due to their known impact on brain organization and cognition. This was followed by a similar review for access to competent neuropsychological assessments for minoritized patients. Results There is a confluence of institutional discriminatory processes that contribute to disparities in education attainment, economic status, health disparities, and accessibility to culturally informed neuropsychological services. Perceived discrimination has significant health and cognitive ramifications. Conclusions Intersectionality is germane to appreciating brain functioning and providing competent services to minoritized patients. Recommendations were made to incorporate intersectionality in clinical neuropsychology. [ABSTRACT FROM AUTHOR]

This study explored the situational interest and emotional valence of 13-year-old students (N = 94) participating in a five-session science course. The relationship between students' situational interest and emotional valence and their individual interest was also studied. During each session, students participated in a collaborative learning task. Before and after each task, students' situational interest and emotional valence were measured through a single-item self-report questionnaire. Individual interest was measured by the Task Interest Inventory scale at the beginning of the course. Students showed increasing levels of emotional valence after each collaborative learning task; however, they only reported significantly higher situational interest after the first task. Furthermore, the relationship between students' emotional valence and their individual interest frequently decreased after collaborative learning tasks. The findings suggest that collaborative learning could be a potential factor in changing situational interest. Areas for further research are provided. [ABSTRACT FROM AUTHOR]

The analysis of Danish psychology students' Master's thesis projects, focusing on their methodological approaches showed a discrepancy of their interest and the predominance of mainstream quantitative approach published in psychology journals. The interest of Danish psychology students in qualitative methodologies indicate that there is a social normativity guiding the choice of research methods (Szulevicz et al., 2021) This paper focus on the academic rites and myths that usually homogenize the reflections and actions of the weird people who attends the university. It is argued that from the rites and myths that shapes the academic environment, the researcher develops an affective availability to select aspects of the experience to reflect on. The preparation of the project depends on the methodological choices and adjustments, making the reflected experience intelligible to the academic audience, invited to criticize the ongoing work and when it is finished. Categories addressing the qualities of psychological experience are proposed opening paths for possible future researches on the topic. [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]

Cuteness in the young has long been theorized to elicit care and protection. Most research on this topic has focused on human infants, despite theories suggesting that cuteness may elicit broader social interest that could support learning and development beyond infancy. In four experiments (N = 531 adults, 98 children), we tested whether 'kindchenschema'—facial features associated with cuteness—and perceived cuteness elicit interest in playing with and caring for children, and whether masks disrupt these processes. Participants viewed images of children's faces, masked or unmasked. Kindchenschema correlated with perceived cuteness and age, and these variables predicted adults' interest in playing with and caring for children. Masks did not reduce cuteness ratings or interest in children, although they weakened relations between perceived cuteness and interest, and between perceived age and interest. Cuteness and related signals may guide adults' interactions with children, fostering learning and development. [ABSTRACT FROM AUTHOR]

Background: Career options available to psychology graduates are often underestimated despite psychology being a marketable and versatile degree with hundreds of career options. Objective: This article identifies which career options students perceive as available to psychology graduates and assesses student interest in psychology-related careers. Method: In Study 1, 12 focus groups consisting of 59 psychology majors were asked to list the career options available to psychology graduates. In Study 2, 430 psychology students rated their interest in 273 psychology-related careers. Results: Study 1 revealed careers perceived as available to psychology graduates were most often in counseling (92%) and applied-settings (50%) with child-related (42%), business (25%), and research (25%) careers listed less often. Study 2 revealed psychology majors were most interested in counseling and child-related careers, with 18 of their top 20 careers of interest involving mental health or working with children. Conclusion: Students are often unaware of career options in psychology beyond counseling. Consequently, they tend to be most interested in careers related to counseling and children, particularly careers involving the mental healthcare of children. Teaching Implications: Findings may encourage psychology departments to communicate the broad range of psychology career options for the recruitment and advising of psychology majors. [ABSTRACT FROM AUTHOR]

Over the past forty years, scholars have been studying students' choice of higher education programmes to unravel the complexity of the choice process. Recent studies have shown that students may commit to a programme, i.e. they make a choice to enrol in that programme, when they find a programme that attunes well with their interests. Students may nonetheless decide to switch from one programme to another before final enrolment and research has not yet sufficiently explained why they do that. The present study therefore focused on the mechanisms underlying students changing their minds after they had previously committed to a higher education programme. Eighteen semi-structured interviews with Dutch pre-university students in their final year at school were held just before final enrolment: students retraced their higher education programme choice process over time with the help of a timeline and a storyline. Interviews were thematically analysed. We identified two mechanisms whereby students, sometimes quite suddenly, switched in their commitment from one programme to another and two mechanisms that could hold them back from committing to another programme despite having doubts. This paper provides detailed theoretical insight into how students make higher education programme choices over time and concludes with practical recommendations on how to support students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the relationships between students' individual interest, achievement goals, perceived competence and situational interest, by using a cluster analysis in swimming. Three hundred and eighty-two secondary school students (Mage = 14.8, SD = 0.9, 52.4% girls, aged 13–17) enrolled in swimming lessons during physical education classes participated in the study. They responded to validated questionnaires assessing their individual and situational interest, achievement goals and perceived competence in swimming. A cluster analysis was performed to examine students' profiles in relation to their individual interest in swimming. Then, for each profile identified, correlations and multiple regression analyses were used to examine the relationships between students' individual interest, achievement goals, perceived competence and situational interest. Four different students' profiles were identified, which represented a continuum from a 'Very low individual interest and triggering situational interest' towards a 'Well-developed individual interest and actualised situational interest'. Each profile was characterised by specific relationships between individual interest, achievement goals, perceived competence and situational interest. Referring to the model of interest development (Hidi and Renninger, 2006), the four profiles identified were aligned with the four phases that represent the transition from students' situational interest towards students' individual interest. [ABSTRACT FROM AUTHOR]

The objective of this article is to problematize ethnic-racial inequalities in Joinville, Santa Catarina, through an analysis of the constitution and trajectory of four recreational social clubs in the city. Several were the methodological procedures adopted: analysis of documents from the Municipal Historical Archive; participation in events promoted by clubs and conversations with some attendees; production and analysis of two images: one showing the geographic location of the clubs and the other their facades. The information made it possible to carry out what we understand as topographic reading, a tool for research in social psychology interested in the critical analysis of the constitutive relations of urban space. As a result of the research, the way in which the constitution and trajectory of these social clubs highlights the ethnic-racial inequalities present in the city's history is evident, as well as the process of (in)visibility of memories, knowledge and sayings. We conclude that the location of clubs in the city's territory and the structure of its buildings enable different forms of visibility, directly implying the ways in which the narratives, memories and trajectories of the ethnic-racial groups represented by each of them are known. [ABSTRACT FROM AUTHOR]

This article develops and tests a new theoretical framework, gendered political socialization, which offers important insights into how children perceive gender in politics and the consequences of these perceptions on sex differences in political interest and ambition. Based on data from 1,604 children who live in four different regions across the United States, we find that children not only perceive politics to be a male-dominated space, but with age, girls increasingly see political leadership as a "man's world." Simultaneously, as children grow older, they internalize gendered expectations, which direct their interests toward professions that embody the gendered traits that fit with their own sex. One result of this mismatch between women and politics is that girls express lower levels of interest and ambition in politics than do boys. [ABSTRACT FROM AUTHOR]

The idea of 'literature we can live by' crystallizes the paradox of art: defined by its distance from life, it requires, at the same time, proximity to life. We turn to art because it offers a protected space of dis interested play – yet we are also profoundly interested in its ethical implications. In the words of Rilke's 'Archaic Torso of Apollo', the work of art – and through its Apollonian patron, literature in particular – tells us that we must change our lives. Ranging widely from antiquity to modernity while highlighting key moments in early modernity and the Enlightenment, this essay identifies a recurring tension between two visions of literature: to be able to comment insightfully on life, it must be apart from it; to be able to respond adequately to life, it must be a part of it. It is not just the metaphors we live by, in other words, but also the metonyms. [ABSTRACT FROM AUTHOR]

Although paraphilic interests represent significant risk factors for recidivism among sexual offenders, little is known about the magnitude of concordance between paraphilic interests and behaviors in the general population. The goal of this follow-up study was to conduct secondary analyses based on a sample of 1040 adults (475 men; 565 women) recruited in the general population. Levels of associations and active concordance (having both interest and experience), passive concordance (having neither interest nor experience), active discordance (having experience without interest) and passive discordance (having interest without experience) between paraphilic interest and corresponding behavior were assessed. Concordance and discordance indexes were also computed, as well as regressions and moderation analyses. As expected, paraphilic interests predicted corresponding behaviors, although the mean active concordance rate was only approximately 50%. Concordance rates varied with gender and the criminal nature (legal vs. illegal) of paraphilia. Paraphilic interests in adults from the general population may not have the same predictive value as that observed in medico-legal contexts. The possible role of other moderators in the concordance between paraphilic interest and behavior in non-clinical populations should be assessed. These findings have implications for sexual abuse prevention programs aiming at individuals in the community. [ABSTRACT FROM AUTHOR]

In the first part of the article, the central role of theory in emotion psychology is underscored and reasons are given why more theoretical psychology of emotion is needed. In the second part, nine tasks for the theoretical psychology of emotion are defined, by refining and extending three of the general tasks of theoretical psychology proposed 70 years ago by Sigmund Koch [Theoretical psychology, 1950: An overview. Psychological Review, 58(4), 295. ]. The nine tasks are: (1) Analysis, rational reconstruction and critique of existing emotion theories. (2) Comparison of different theories. (3) Systematization and integration of theories. (4) Reconstruction of the development of theories over time. (5) Analysis, reconstruction and critique of theory-data and data-theory inferences. (6) Analysis, reconstruction and critique of the complete set of arguments for and against specific emotion-theoretic assumption and whole theories. (7) Analysis, reconstruction and critique of measurement theories for emotions. (8) Development of new emotion theories and theories of emotion measurement. (9) Information about theoretical and methodological developments of interest to emotion psychology in other subdisciplines of psychology and in neighbouring sciences, and export of theories and methods to other disciplines. [ABSTRACT FROM AUTHOR]

To solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelling problems, and fostering reading comprehension might lead to better modelling competence. Further, ease of comprehension and involvement have been found to increase interest in the learning material, and thus, improving reading comprehension might also increase interest in modelling. The aims of this study were to (a) determine whether providing students with reading comprehension prompts would improve the modelling sub-competencies needed to construct a model of the real-world situation and their interest in modelling and (b) analyze the hypothesized effects in two different educational environments (Germany and Taiwan). We conducted an experimental study of 495 ninth graders (201 German and 294 Taiwanese students). The results unexpectedly revealed that providing reading comprehension prompts did not affect the construction of a real-world model. Further, providing reading comprehension prompts improved students' situational interest. The effects of providing reading comprehension prompts on the construction of a real-world model were similar in Germany and Taiwan. Students' interest in modelling improved more in Germany. An in-depth quantitative analysis of students' responses to reading prompts, their solutions, and their interest in the experimental group confirmed the positive relation between reading comprehension and modelling and indicated that the reading comprehension prompts were not sufficient for improving reading comprehension. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

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]

Sustained attention has been devoted to studying the factors that support (or thwart) individuals' enjoyment of, interest in, and value judgments regarding their exercise activities. We employed a resistance-inducing (i.e., inoculation theory) messaging technique with the aim of protecting these desirable perceptions in the face of environmental conditions designed to undermine one's positive exercise experiences. Autonomously motivated exercisers (N = 146, Mage = 20.57, SD = 4.02) performed a 25-min, group-based, instructor-led exercise circuit, in which the activities were deliberately monotonous, and during which the confederate instructor acted in a disinterested, unsupportive, and critical manner. Shortly before the session, participants received either a control message containing general information about the exercise class or an inoculation message containing a forewarning about potential challenges to participants' enjoyment/interest/value perceptions during the class, as well as information about how participants might maintain positive perceptions in the face of these challenges. Despite there being no between-conditions differences in presession mood or general exercise motives, inoculated (relative to control) participants reported greater interest/enjoyment in the exercise session and higher perceptions of need support from the instructor. Perceptions of need support mediated the relationship between message condition and interest/enjoyment. [ABSTRACT FROM AUTHOR]

The following article addresses the topic of phenomenography as an educational research method. The main objective is to develop a methodological proposal to perform phenomenographic research in the field of education, mainly. This work offers a general view of the theoretical aspects of phenomenography. Its interest, however, is focused on offering the methodological guidelines to address educational research from a phenomenographic approach. [ABSTRACT FROM AUTHOR]

The issue of language learning anxiety has received considerable attention in the last decades due to interest in learner psychology. Foreign language anxiety has been investigated as situation-specific anxiety related to the language classroom. Lately, researchers focused on language anxiety from a skills perspective, mainly the productive ones, speaking and writing, exploring the debilitating effects of anxiety on language learners. This paper reports on a study on speaking anxiety that included a sample of sixteen EFL undergraduates who took part in focus group interviews. They were conducted to collect qualitative data that would shed light on speaking anxiety from students’ perspectives. Based on existing language anxiety research, a theoretical overview of some of the personal and procedural factors that are thought to contribute to foreign language speaking anxiety is provided. The findings revealed a significant impact of the teachers’ role (s) in alleviating much of the anxiety experienced by the subjects in EFL speaking. An essential aim of this paper was to suggest some possible pedagogical measures that would help learners, as well as teachers, overcome major difficulties caused by foreign language speaking anxiety in an EFL university setting with reference to the teaching and learning of the speaking skill in the EFL Algerian university context. Ways to deal with and minimise foreign language speaking anxiety could be more effective if they intersect with students’ concerns. [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]

Michel Foucault is one of the most emblematic figures of postmodernism, who included a wide range of social-historical, philosophical-epistemological, culturalanthropological issues through his numerous works. There is a rich assortment of matters in the works of Foucault: from his early interests in psychology and madness, through the birth of modern medicine and humanities, to the analysis of disciplining forms of the history of sexuality. By opposing modern views, he valorizes the peculiar effectiveness of the individual, discontinuous, and local critique compared to the driving effect of global and totalitarian theories, both on the theoretical and political level, although he acknowledges that theories such as Marxism and psychoanalysis created easier tools for local research, however he believed that they are reductionist and imposing in practice, and should be replaced by a plurality of forms of knowledge and microanalysis. Genealogy is one of the key notions in his philosophy, through which he aimed at problematizing the truth of our everydayness: our bodies (sexuality), our social institutions (prisons, schools, hospitals, families) and scientific norms (normality, madness, health and diseases) which are in fact objects produced in historically changeable relations of power. The genealogical analysis suggested by Foucault aims to destroy the unity of the well-known and natural objects of our experience, at the same time being aware that such a political will is not created in theory but it needs action and people who would operate in such a way. The purpose of this paper is to examine genealogy through the prism of Foucault's thought and its relation to power. [ABSTRACT FROM AUTHOR]

This research investigates the extent to which the personality trait of Openness-to-Experience can protect individuals from living in personal echo chambers that create and reinforce a narrow view on the world. Analyses of 2 large-scale data sets with over 80,000 participants and more than 40,000,000 behavioral observations demonstrate that individuals scoring high on Openness show higher variability in the psychological profiles associated with their personal interests—a novel concept termed psychological interest diversity. Study 1 examines the Facebook profiles of 57,185 users to demonstrate that a person's Openness level predicts the degree to which the pages they like are diverse in the political ideologies, personal values, and personality traits of their followers. Study 2 replicates the findings of Study 1 using over 28,000,000 GPS-tracked event attendances collected via people's smartphones. Specifically, the results show that individuals (N = 22,953) with higher levels of Openness also show higher levels of psychological interest diversity in the events they attend, and that this effect is incremental to county-level variation in psychological interest diversity. The findings empirically support the theoretical conceptualization of Openness as a preference for variety and exploration and corroborate the role of personal dispositions in the creation of personal echo chambers. The discussion highlights the need to further explore psychological interest diversity as the initial basis of algorithmic filter bubbles—for example, recommendation systems or targeted advertising—which further amplify and reinforce existing interests and preferences. [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]

Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective: We evaluated whether integrating core RMS concepts into undergraduate clinical psychology courses using a blended learning intervention improved students' quantitative knowledge and attitudes. Exploratory analyses assessed whether the intervention had differential efficacy for students from underrepresented groups. Method: Students completed pre- and post-course assessments of content knowledge, perceived RMS competence, implicit theories of quantitative skills, and statistics anxiety. We compared changes in student outcomes before (n = 101) and after (n = 91) implementing the blended learning intervention. Results: Overall, the intervention did not result in greater improvements in content knowledge, perceived RMS competence, or statistics anxiety. However, exploratory analyses suggested that the intervention was more effective for first-generation and racial/ethnic minority students. Change in endorsement of a growth-oriented mindset for quantitative skills was marginally stronger among students in courses implementing the blended learning intervention. Conclusion: These findings suggest that integrating RMS content in clinical psychology courses may confer modest benefits for students' knowledge and attitudes toward quantitative skills, especially among students from underrepresented groups. [ABSTRACT FROM AUTHOR]

There are fewer direct references to the Holy Spirit in Mark's Gospel than in the other gospels. For this reason, there has been much less discussion of the significance of the Spirit to Mark's theology in comparison with other gospels, particularly Luke and John. Yet in the case of Mark it is not helpful or appropriate to assess the importance of this subject based merely on the frequency of use of certain key terms. Of greater importance is the placement of references to the Spirit within the narrative structure of the Gospel and the manner in which the Spirit is brought into relation to other themes and topics that are central to the interests of the Gospel. [ABSTRACT FROM AUTHOR]

There are few empirical studies examining sexological features of sexual interest in children among females. A non-representative sample of 20 females and 208 males who self-identified as having a sexual interest in children completed an anonymous survey. The primary purpose of the present study was to examine sexological features of sexual interest in children among females. Most females reported interest in prepubescent and pubescent children and rated their interest in different age categories similarly. Most females reported an interest in boys. Females first experienced sexual attractions during childhood, but awareness of sexual interest in children occurred later in their adolescence. [ABSTRACT FROM AUTHOR]