Search

Online research methods have the potential to facilitate equitable accessibility to otherwise-expensive research resources, as well as to more diverse populations and language combinations than currently populate our studies. In psycholinguistics specifically, webcam-based eye tracking is emerging as a powerful online tool capable of capturing sentence processing effects in real time. The present paper asks whether webcam-based eye tracking provides the necessary granularity to replicate effects—crucially both large and small—that tracker-based eye tracking has shown. Using the Gorilla Experiment Builder platform, this study set out to replicate two psycholinguistic effects: a robust one, the verb semantic constraint effect, first reported in Altmann and Kamide, Cognition 73(3), 247–264 (1999), and a smaller one, the lexical interference effect, first examined by Kukona et al. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 326 (2014). Webcam-based eye tracking was able to replicate both effects, thus showing that its functionality is not limited to large effects. Moreover, the paper also reports two approaches to computing statistical power and discusses the differences in their outputs. Beyond discussing several important methodological, theoretical, and practical implications, we offer some further technical details and advice on how to implement webcam-based eye-tracking studies. We believe that the advent of webcam-based eye tracking, at least in respect of the visual world paradigm, will kickstart a new wave of more diverse studies with more diverse populations. [ABSTRACT FROM AUTHOR]

We write this paper as DClinPsy staff who have implemented Association of Family Therapy and Systemic Practice (AFT) Foundation and Intermediate level accreditation embedded within DClinPsy training. We describe the context and landscape in which this has happened, the positives we believe it brings and the challenges we have faced along the way. We offer suggestions for courses on this journey of approaches, methods and techniques that we have found helpful, and reflect on our next steps. Within the paper we include the voice of a trainee who is completing this training currently and consider what clinical psychologists in the NHS can do to support trainees and courses in achieving systemic secondary accreditation. [ABSTRACT FROM AUTHOR]

Background: Transfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions. Objective: We describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success. Method: A mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them. Results: During its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors. Conclusion: The widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students. Teaching Implications: Technology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments. [ABSTRACT FROM AUTHOR]

Background: College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. Objective: This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate clinical psychology course in order to (1) increase student self-efficacy and depth of learning, and (2) increase evidence-based mental health app usage on a college campus. Method: The project was implemented during an online, synchronous 3-week course and 15 students participated in the study. Student self-report of self-efficacy was measured pre- and post-course and quantitative and qualitative reflections on the project were gathered post-course. Results: Student self-efficacy increased from pre- to post-course. Additionally, students reported that the project met pedagogical objectives by engaging students, aligning with course content, and addressing APA learning goals. Conclusion: The project holds promise as a means to improve student self-efficacy and enhance clinical psychology learning, while simultaneously disseminating evidence-based digital mental tools on college campuses. Teaching Implications: App evaluation as indirect service-learning could be implemented in many applied psychology courses across multiple of course formats and lengths. [ABSTRACT FROM AUTHOR]

The purpose of this study is to deeply understand the psychological state of boxers before the competition, and explore an efficient boxing action classification and recognition model supported by artificial intelligence (AI) technology through these psychological characteristics. Firstly, this study systematically measures the key psychological dimensions of boxers, such as anxiety level, self-confidence, team identity, and opponent attitude, through psychological scale survey to obtain detailed psychological data. Then, based on these data, this study innovatively constructs a boxing action classification and recognition model based on BERT fusion 3D-ResNet, which not only comprehensively considers psychological information, but also carefully considers action characteristics to improve the classification accuracy of boxing actions. The performance evaluation shows that the model proposed in this study is significantly superior to the traditional model in terms of loss value, accuracy and F1 value, and the accuracy reaches 96.86%. Therefore, through the comprehensive application of psychology and deep learning, this study successfully constructs a boxing action classification and recognition model that can fully understand the psychological state of boxers, which provides strong support for the psychological training and action classification of boxers. [ABSTRACT FROM AUTHOR]

Background: Various purposes for morning report (MR), in addition to education, have been cited in the literature. Learners can find traditional MR challenging secondary to a perceived lack of psychological safety, the sense that they are being evaluated. Despite the recognition of unsafe learning environments, there is a paucity of literature on how to promote psychological safety in the MR setting. Approach: Our aim was to create an MR format utilizing scientifically proven teaching strategies to enhance its educational value. The creation of a safe learning environment was at the forefront of this initiative. Using Kern's six steps of curriculum development, we describe one institution's experience in reframing the morning report experience. Results: We conducted a pilot trial of the new MR with 35 paediatric residents beginning in July 2020 and followed the resident experience over 2 years. The primary outcome was attitudinal data as measured via a Likert scale. We found that by the second‐year post‐curricular implementation, greater than 50% of residents were less hesitant to participate in conference, increased their practice of retrieval and perceived feeling more prepared for examinations as the curriculum progressed. Implications: We believe the use of proven teaching strategies based in the cognitive psychology of learning can enhance the quality of education. Furthermore, we believe that central to the success of learning is the perception that the classroom is a safe space to be wrong. This model can serve as a steppingstone for institutions that look to improve their MR series. [ABSTRACT FROM AUTHOR]

The current study evaluated the effects of two different styles of discussion board assignments on weekly and cumulative final exam scores in an online asynchronous undergraduate psychology of learning class. In particular, this study used an alternating treatments design to compare three different discussion conditions: (1) interteaching-style discussion, in which students discussed all prep guide questions; (2) essay-style discussion, in which students posted a short essay and discussed essays written by other students; and (3) no discussion. No significant differences were found on weekly or cumulative final exam scores between these three discussion conditions. However, students reported that they preferred and learned more from interteaching-style discussions. It is unclear if the lack of effect on exam scores resulted from the alternating treatments design, which only exposed students to each discussion condition twice during the term. Future researchers could utilize alternate research designs to explore the effects of exposing students to a greater number of asynchronous interteaching discussions throughout the semester. An alternative explanation is that it may be that when prep guides are assigned and graded with detailed feedback, this mitigates the effect of the discussion component. Follow-up studies could investigate the impact of alternative methods for structuring the asynchronous interteaching discussion, and also the effects of adding quality points contingent on the discussion. [ABSTRACT FROM AUTHOR]

This research examined the confluence of generative AI and educational technology (EdTech) within the realm of positive psychology for language learning tasks. Focused on the five key positive psychology factors—grit, academic engagement, enjoyment, resilience, and well-being—students engaged in a task of rewriting the lyrics of Anne Marie’s song “2002” to express their future goals and career aspirations. This task leveraged a range of EdTech tools to offer personalized support in the lyric adaptation process, simultaneously enriching the overall learning experience with positive psychological aspects. The study identified significant positive correlations between task completion and accuracy with three of the positive psychology factors: grit (r = .35, p < .01 for task completion; r = .36, p < .01 for task accuracy), enjoyment (r = .27, p < .01; r = .28, p < .01), and academic engagement (r = .45, p < .01; r = .46, p < .01), indicating that higher levels of these factors are associated with improved task performance and accuracy. In contrast, well-being and resilience did not exhibit significant correlations with either task completion or accuracy. The findings further highlighted that academic engagement significantly predicts both task completion and accuracy, with a beta value of 1.55 for task completion (p < .001) and 1.798 for task accuracy (p < .001). grit, with a beta value of 0.59 for task completion (p = .06) and 0.938 for task accuracy (p = .06), marginally influences task outcomes, implying that students with higher grit are 1.8 times more likely to perform tasks accurately. Notably, the outcomes also revealed varied reasons for student reluctance to use AI, underscoring the complexities of integrating AI into language learning settings. This reluctance among students was attributed to factors such as perceived complexity, preference for personal effort, and uncertainties in how to effectively utilize AI for language tasks. These insights shed light on the importance of aligning technological tools with learner needs and preferences, paving the path toward more effective and personalized language learning environments. [ABSTRACT FROM AUTHOR]

In recent years, a deterioration of the community feeling has been noticed due to factors such as the economic and health crisis. Thus, the main objective of this work is to verify whether the sense of community that an associative group presents overcomes these and other adversities through the feeling of belonging shown by its members. In a small municipality of "Empty Spain", Otones de Benjumea (Segovia), currently with barely 50 inhabitants, the Cultural Association "El Corralón" was informally created in 1976 with the aim of promoting culture for the personal and collective development of its associates and sympathizers. Through a case study, data are collected from the Association's own documentary archives, from participant observation and from 16 key informants to learn about the impact this entity among the population related to the municipality. The results analyzed indicate that the involvement of its associates is the social capital that has been the driving force behind its good functioning and that culture has become the most characteristic attribute of its proposals. Therefore, the Association has succeeded in being an instrument of community affirmation based on the recovery of heritage and memory, with distinctive attributes that give it identity traits with respect to other associative proposals. [ABSTRACT FROM AUTHOR]

From a learning psychology perspective, web-based simulation games and computer-aided simulations harbour great potential for subject-specific and interdisciplinary learning. For example, lower secondary school learners who experienced the web-based simulation game "Discovering Economy" in a co-constructive setting showed a significant improvement in their understanding of economic relationships. [ABSTRACT FROM AUTHOR]

Social learning is a fundamental mechanism for efficiently transferring and coordinating norms, skills, and sophisticated cultural information to individuals. However, the psychological mechanisms underlying social learning remain unclear. To investigate this, we recruited adult participants (N= 103), who observed a model's performance in a two-choice reward-searching task. Two cues were used to determine the reward, with both cues possessing an alternative signal that had a specific rule for finding the reward. Although the model succeeded with one cue but failed with another, both possessed equal information, which enabled the participants to find the reward. Participants were more likely to use the cue linked to the model's success than the model's failure when asked to solve the task by themselves. This "copy success" bias reflects the psychological process underlying social learning suggested by previous evolutionary theories and provides practical suggestions for efficient learning processes. [ABSTRACT FROM AUTHOR]

The article emphasizes the crucial psychological factors involved in the integration of blended learning within contemporary education. Blended learning amalgamates conventional and online teaching approaches, emerging as a progressively pertinent trend in the current educational landscape. The article underscores the significance of grasping the motivational factors impacting students in blended learning. It underscores that effective motivation can enhance learning outcomes and promote greater student engagement in the learning process. Adopting a systems approach enables us to view learning as an interrelated system, fostering a more profound comprehension of how its components interact. The authors demonstrate that studying the psychological aspects of blended learning is an important component of modern educational reform. Understanding the motivation and psychological characteristics of students allows for more effective implementation and support of blended learning, ensuring the quality and effectiveness of education. Their research provides an opportunity to develop effective approaches to teaching and improving student performance in blended education, which, in turn, contributes to improving the quality of education and the development of modern society. [ABSTRACT FROM AUTHOR]

A student's memories of Dr. Thomas Greening, a giant in a nascent field of Existential Humanistic Psychology; lessons learned through leadership and demonstrated through example. [ABSTRACT FROM AUTHOR]

Teaching is an important mechanism of social learning. In industrialized societies, 3‐year‐olds tend to teach through demonstrations and short commands, while 5‐year‐olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7–11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning‐by‐doing, demonstrations, and short commands (57.1% of children aged 4–6 and 57.9% of children aged 7–8). Contrary to Western findings, abstract verbal communication only became common in children aged 9–11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio‐cultural environment. [ABSTRACT FROM AUTHOR]

The article explores the advantages of cooperative learning in the field of oceanography. It explains that cooperative learning, which involves structured group work, can lead to better learning outcomes and positive experiences for students. The article highlights the importance of positive interdependence and individual accountability in successful group work. It also discusses various strategies and cooperative learning structures that can be used to promote these principles, including the well-known Jigsaw technique. The article specifically focuses on the application of the Jigsaw technique in oceanography education, providing examples and practical considerations for implementation. Overall, the author emphasizes the benefits of cooperative learning in enhancing student engagement and comprehension. [Extracted from the article]

The notions of psychological similarity and probabilistic learning are key posits in cognitive, computational, and developmental psychology and in machine learning. However, their explanatory relationship is rarely made explicit within and across these research fields. This opinionated review critically evaluates how these notions can mutually inform each other within computational cognitive science. Using probabilistic models of concept learning as a case study, I argue that two notions of psychological similarity offer important normative constraints to guide modelers' interpretations of representational primitives. In particular, the two notions furnish probabilistic models of cognition with meaningful interpretations of what the associated subjective probabilities in the model represent and how they attach to experiences from which the agent learns. Similarity representations thereby provide probabilistic models with cognitive, as opposed to purely mathematical, content. [ABSTRACT FROM AUTHOR]

Adopting online learning as a mandated means of instruction amid the pandemic guaranteed students the opportunity to integrate digital technologies for English language learning. This experience was pivotal in investigating the continuous use of these platforms to facilitate online language learning post-pandemic. However, few studies have focused on this context, especially considering the psychological aspects of language learning through these gained learning experiences. Therefore, this study explores this narrative based on the technology acceptance model and external factors such as confidence in English (CONF), online learning anxiety (ANX), and familiarity with education technology (EdTech). Using the partial least square approach, data from the 530 Malaysian undergraduates analysed revealed that perceived ease of use (PEOU) precedes perceived usefulness (PU) as the most crucial factor influencing attitude and intention to use online learning. Likewise, CONF and ANX had stronger associations with PEOU than PU, but EdTech was found to be inconsequential towards attitude and PU. The results of this study underline the importance of PEOU that heralds PU in determining the continuous use of online tools for English language learning in higher educational institutions. [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]

When educational interventions are carried out, it is important that they are undertaken in a way that is aligned with the intervention plan: in other words, that they demonstrate fidelity to the intervention. A significant research issue is how fidelity can be monitored in a time-efficient and cost-effective way in classrooms and whether technology could help to provide innovative solutions in this regard. Through collaboration with teachers, this exploratory study sought to ascertain the usability of a web-based fidelity application (WFA). The WFA was being developed as a checklist tool to help teachers monitor the implementation fidelity of a social and emotional learning intervention for 14- to 15-year-old students in Norway. For this qualitative study, data were collected at two time points: (i) through a focus group interview with six teachers who had piloted the WFA prior to the initiation of the intervention; and (ii) via individual interviews with five teachers in the intervention group who had used the WFA during the implementation process. The data were analysed thematically. According to the analysis, the teachers considered that the WFA's features (e.g. layout and registration process) could help support the ease and efficiency of fidelity reporting. They felt that it provided a highly recognisable link with the intervention material. In addition, the teachers provided ideas for further development and potential improvements. In all, the WFA was perceived as having high usability, suggesting its potential value as a useful tool for the collection of fidelity data. This paper highlights the crucial role of teacher participation and the importance of fidelity data in the conduct of educational interventions. It draws attention to the need for user-friendly tools to support teachers to monitor fidelity in ways that do not involve high time and cost burdens. Similar WFAs could be of potential use in many different kinds of educational interventions in classroom settings internationally. [ABSTRACT FROM AUTHOR]

This study analyzed the psychological factors that influence mathematical achievement in order to classify students' mathematical achievement. Here, we employed linear regression to investigate the variables that contribute to mathematical achievement, and we found that self-efficacy, math-efficacy, learning approach motivation, and reliance on academies affect mathematical achievement. These variables are derived from the Test of Learning Psychology (TLP), a psychological test developed by Able Edutech Inc. specifically to measure students' learning psychology in the mathematics field. We then conducted machine learning classification with the identified variables. As a result, the random forest model demonstrated the best performance, achieving accuracy values of 73% (Test 1) and 81% (Test 2), with F1-scores of 79% (Test 1) and 82% (Test 2). Finally, students' skills were classified according to the TLP items. The results demonstrated that students' academic abilities could be identified using a psychological test in the field of mathematics. Thus, the TLP results can serve as a valuable resource to develop personalized learning programs and enhance students' mathematical skills. [ABSTRACT FROM AUTHOR]

Mental activity and state, as the external expression of viscera and essence in the process of human life, are the main research subjects of Chinese medicine constitution (CMC) and psychology. As a branch of traditional Chinese medicine, CMC focuses on the essential and overall physical and mental health of humans, while psychology refers to in-depth research on the formation and development of psychological phenomena. There are certain similarities in research purposes, discipline development, theoretical composition, research method, and other aspects between these two disciplines; therefore, they have some intersection in research fields. According to the three key scientific issues of CMC, this essay compares the classification method, formation factors, external manifestations, measurement research method, and clinical applications of the two disciplines from four aspects: constitution classification of constitution classifiable theory and psychological classification, constitution identification of constitution classifiable theory and psychological measurement, constitution-disease correlation theory and physical-mental diseases, and theory of constitution adjustment and psycho-therapy. It is believed that the two disciplines of CMC and psychology can learn from each other and develop new common research fields. [ABSTRACT FROM AUTHOR]

A hallmark of human intelligence is the ability to understand and influence other minds. Humans engage in inferential social learning (ISL) by using commonsense psychology to learn from others and help others learn. Recent advances in artificial intelligence (AI) are raising new questions about the feasibility of human–machine interactions that support such powerful modes of social learning. Here, we envision what it means to develop socially intelligent machines that can learn, teach, and communicate in ways that are characteristic of ISL. Rather than machines that simply predict human behaviours or recapitulate superficial aspects of human sociality (e.g. smiling, imitating), we should aim to build machines that can learn from human inputs and generate outputs for humans by proactively considering human values, intentions and beliefs. While such machines can inspire next-generation AI systems that learn more effectively from humans (as learners) and even help humans acquire new knowledge (as teachers), achieving these goals will also require scientific studies of its counterpart: how humans reason about machine minds and behaviours. We close by discussing the need for closer collaborations between the AI/ML and cognitive science communities to advance a science of both natural and artificial intelligence. This article is part of a discussion meeting issue 'Cognitive artificial intelligence'. [ABSTRACT FROM AUTHOR]

The article is about the results of theoretical and empirical research of designing and realization of modern Web-services in the educational process of high school as well as implementation and application of Google Classroom service in the educational process of universities. Scientific and methodological bases of the research are substantiated. Features of Web-services are revealed. Economical, technical, functional and educational, personal and educational advantages of using Google Classroom in institutions of higher education are determined. Methodical steps of using Google Classroom in the process of teaching and studying the discipline “Psychology of interpersonal communication” by students of the specialty 053 Psychology are characterized. Results of Google Classroom service implementation in the process of studying by students the discipline are proved, empirically and statistically validated. The results are increase of levels of students’ effective interpersonal communication qualities that demonstrate the benefits of using this service for students of specialty “Psychology” especially during pandemic times. The issues of designing and implementation of Google Classroom service in the process of studying other psychological disciplines by students of humanities at all educational levels, empirical study of the advantages and disadvantages of using this service we consider promising for further research. [ABSTRACT FROM AUTHOR]

Developing competence in multiculturalism and social justice advocacy is a lifelong pursuit. Nevertheless, scholars have rarely considered the role of undergraduate education in preparing future school psychologists to address individual and institutional injustices in schools. This study explored the perspectives of undergraduates enrolled in a semester-long service learning program focused on social justice and school psychology. Participants were 11 undergraduates who completed individual interviews regarding their understanding of social justice and the impact of their service learning experiences on their personal and professional development. Thematic analysis of interview transcripts revealed 11 primary themes. Results captured participants' emerging views of social justice and experimentation with basic advocacy skills at their service learning sites. Findings suggest the value of service learning experiences for preparing undergraduates for more advanced studies of social justice as future school psychology trainees. IMPACT STATEMENT School psychologists are especially well-situated to engage in social justice advocacy within school settings. This article highlights the ways in which undergraduate service learning experiences can prepare future school psychologists to address social justice issues in schools and to disrupt institutional practices that oppress youth and families who have been historically marginalized. [ABSTRACT FROM AUTHOR]

Full-fledged grammatical article systems as attested in Germanic and Romance languages are rather uncommon from a typological perspective. The frequency with which articles occur in these languages, together with the difficulty encountered in detecting them and the lack of a water-tight account of article use, make article errors one of the most frequent errors in language produced by L2 learners whose L1 does not feature an article system of similar complexity, all the while appearing unproblematic for L1 users. We present a conceptually and methodologically interdisciplinary approach to the grammatical category of articles in English and combine a usage-based, cognitive linguistic account of the function and use of articles that respects its discourse-based nature with a computational exploration of the challenges the system poses from the perspective of learning. Running a statistical classifier on a large sample of spoken and written discourse chunks extracted from the BNC and annotated for the five main determinants of article use reveals that Hearer Knowledge is the driver of a hierarchical system. Once Hearer Knowledge is acknowledged as the motivating principle of the category, article use becomes eminently predictable and restrictions are in line with the forms from which the articles have developed historically, with the and a acting as category defaults and zero acting as default override. Simulations with a computational model anchored in the psychology of learning shed light on whether and how human cognition would handle the proposed relations detected in the data. We find that different articles have different learnability profiles that, again, are in line with their historical development: while the can be learned from one strong indicator, the relationships for the zero article are less exclusive. On the basis of these findings, we argue that the article category appears as a referent tracking system that grammaticalizes the principles of "audience design": it forces a speaker to track and mark reference from the vantage point of the memory of the hearer, thereby reducing the processing effort required from the hearer. This particular mindset inverses the typologically dominant situation in which this information is not explicitly marked by the speaker but implicitly retrieved from context by the hearer. [ABSTRACT FROM AUTHOR]

Significance judgements lie at the heart of EIA and provide the basis and justification for overall decision-making. Although the subjective nature of significance judgements is widely recognized, there has been limited research aimed at gaining a deeper understanding of its implications. This paper builds on the growing tradition of exploring learning from psychology in dealing with challenges in EIA practice, in this case, significance judgements. The aim of this research is therefore, to gain a deeper understanding of the psychology underpinning significance judgements. This is achieved by applying 10 concepts from psychology to the four steps in the 'significance spectrum model', namely: decide thresholds, make predictions, judge acceptability and consider mitigation. The results suggest that significance judgements should (with underpinning concepts from psychology provided in parentheses) aim for a limited number of key thresholds (paradox of choice); design thresholds with future gains in mind (loss aversion), reconsider probability scoring (possibility and certainty effect); avoid judgements based on limited information (What You See Is All There Is, WHYSIATI); utilise statistical prediction over expert opinion (expert fallacy); communicate carefully (priming, framing and cognitive ease); and consider personal attitudes and biases (affect heuristic). [ABSTRACT FROM AUTHOR]

In mathematical psychology, themodel of decision practice represents the development ofmoral judgment that deals with the time to decide themeaning of the various choices and selecting one of themfor use. Most animal behavior research classifies such situations as two distinct phenomena. On the other hand, reward plays a big part in this kind of study since, based on the selected side and food location, such circumstances may be classified into four categories. This paper intends to investigate such types of behavior and establish a general functional equation for it. The proposed functional equation can be used to describe several psychological and learning theory models in the existing literature. By using the fixed point theory tools, we obtain the results related to the existence, uniqueness, and stability of a solution to the proposed functional equation. Finally, we give two examples to support our main results. [ABSTRACT FROM AUTHOR]

The article concerns the results of theoretical and empirical research of designing and realization of modern Web-services in the educational process of high school as well as implementation and application of Google Classroom service in the educational process of a university. The scientific and methodological bases of the research are substantiated. The features of Web-services were revealed and the economic, technical, functional, functional-educational, personal, and educational advantages of using Google Classroom in institutions of higher education were determined. The methodical steps of using Google Classroom in the process of teaching and studying the discipline “Psychology of Interpersonal Communication” by students of the specialty 053 Psychology were characterized. The results of Google Classroom service implementation in the process of studying by students the discipline are proven, empirically and statistically validated. The effect is an increase in the level of students’ effective interpersonal communication qualities that demonstrate the benefits of using this service for psychology students, especially during pandemic times. The issues of designing and implementing the Google Classroom service in the process of studying other psychological disciplines by students of humanities at all educational levels, as well as examining the advantages and disadvantages of using this service, are treated by the authors as promising for further research. [ABSTRACT FROM AUTHOR]

Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP's history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology. [ABSTRACT FROM AUTHOR]

Background: Force feedback is a critical element for performing and learning surgical suturing skill. Force feedback is impoverished or not present at all in non-open surgery (i.e., in simulation, laparoscopic, and robotic-assisted surgery), but it can be augmented using different modalities. This rapid, systematic review examines how the modality of delivering force feedback influences the performance and learning of surgical suturing skills. Methods: An electronic search was performed on PubMed/MEDLINE, Web of Science, and Embase databases to identify relevant articles. The results were synthesized using vote counting based on direction of effect. Results: A total of nine studies of medium-to-low quality were included. The synthesis of results suggests that the visual modality could be more beneficial than the tactile and auditory modalities in improving force control and that auditory and tactile modalities could be more beneficial than the visual modality in improving suturing performance. Results are mixed and unclear with regards to how modality affects the reduction of force magnitude and unclear when unimodal was compared to multimodal feedback. The studies have a general low level of evidence. Conclusion: The low number of studies with low methodological quality and low level of evidence (most were proof of concept) prevents us from drawing any meaningful conclusion and as such it is currently unknown whether and how force feedback modality influences surgical suturing skill. Speculatively, the visual modality may be more beneficial for improving the control of exerted force, while auditory and tactile modalities may be more effective in improving the overall suturing performance. We consider the issue of feedback modality to be highly relevant in this field, and we encourage future research to conduct further investigation integrating principles from learning psychology and neuroscience: identify feedback goal, context, and skill level and then design and compare feedback modalities accordingly. [ABSTRACT FROM AUTHOR]

Stroke is the main cause of acquired disability in adults, and specific deficits in working memory (WM) are among the most common cognitive consequences. In neuropsychological routine, WM is most of the time investigated in the framework of the multicomponent model (Baddeley & Hitch, 1974, The psychology of learning and motivation, 47). Using a more recent theoretical WM model, the time‐based resource‐sharing (TBRS) model (Barrouillet et al., 2011, Psychol. Rev., 118, 175), the aim of the present study was to investigate in young post‐stroke patients to which extent attentional maintenance is impaired in WM. To address this question, we discarded other factors known to directly influence WM performance, that is processing speed and short‐term memory span. We proposed to 53 post‐stroke patients and to 63 healthy controls a complex span paradigm in which participants were asked to alternate between the memorization of a series of images and a concurrent parity judgement task of a series of digits. To investigate the attentional maintenance processes, we manipulated the cognitive load (CL) of the concurrent task. CL effect is typically interpreted as the involvement of attentional maintenance processes. The task was adapted to each participant according to their processing speed and memory span. As expected, the results showed higher recall performance in healthy controls compared with post‐stroke patients. Consistent with the literature, we also observed higher performance when the CL was low compared with high. However, the improvement in recall at low CL was smaller for post‐stroke patients compared with controls, suggesting that post‐stroke WM deficit could be in part due to a deficit of the attentional maintenance processes. [ABSTRACT FROM AUTHOR]

Chatbots without artificial intelligence can play the role of practical and easy-to-implement learning objects in e-learning environments, allowing a reduction in social or psychological isolation. This research, with a sample of 79 students, explores the principles that need to be followed in designing this kind of chatbot in education in order to ensure an acceptable outcome for students. Research has shown that students interacting with a chatbot without artificial intelligence expect similar psychological and communicative responses to those of a live human, project the characteristics of the chatbot from the dialogue, and are taken aback when the chatbot does not understand or cannot help them sufficiently. The study is based on a design through research approach, in which students in information studies and library science interacted with a specific chatbot focused on information retrieval, and recorded their experiences and feelings in an online questionnaire. The study intends to find principles for the design of chatbots without artificial intelligence so that students feel comfortable interacting with 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]

According to the ideomotor principle, repeated experience with an action and its perceivable consequences (effects) establish action-effect associations. Research on verbal instructions indicates that such associations are also acquired from verbal information. In the present experiment (N = 651), first, we aimed to replicate unintentional response-priming effects from verbal action-effect instructions (direct replication; Condition 1). Second, we investigated the involvement of perceptual processes in the verbally induced response-priming effect by perceptually presenting (Condition 1) versus not presenting (Condition 2) the color that was subsequently named as an effect in the instructions. Third, we tested a saliency-based explanation of the verbally induced response-priming effect by highlighting all components (action and effect) without an association between them (Condition 3). Overall, we found the predicted response-priming effect following verbal action-effect instructions (overall conditions and in the replication Condition 1). Condition 2, which did not include perceptual information in the instructions, still showed a significant response-priming effect but was descriptively weaker compared to the effect of the replication Condition 1. Condition 3, which merely highlighted the action and effect component without endorsing an association, did not show a significant effect. In sum, our study provides further solid evidence that verbal instructions lead to unintentional response-priming effects. Other conclusions must be considered preliminary: The between-condition comparisons were descriptively in the predicted direction--perceptual aspects are relevant, and a saliency-based account can be excluded--but the differences in accuracy between conditions were not statistically significant. [ABSTRACT FROM AUTHOR]

Salient distractors demand our attention. Their salience, derived from intensity, relative contrast or learned relevance, captures our limited information capacity. This is typically an adaptive response as salient stimuli may require an immediate change in behaviour. However, sometimes apparent salient distractors do not capture attention. Theeuwes, in his recent commentary, has proposed certain boundary conditions of the visual scene that result in one of two search modes, serial or parallel, that determine whether we can avoid salient distractors or not. Here, we argue that a more complete theory should consider the temporal and contextual factors that influence the very salience of the distractor itself. [ABSTRACT FROM AUTHOR]

One of the field of psychology's stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field's history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field's hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs. [ABSTRACT FROM AUTHOR]

Involvement of people with lived/living experience of mental distress in mental health workforce training has positive impacts on student learning and skill development, improves healthcare outcomes, and is mandated in international accreditation standards for clinical psychology training. However, there is limited research on the extent of lived experience involvement in psychology education more broadly. This research identified the extent of lived experience involvement in tertiary psychology education in New Zealand. All 77 teachers of 93 courses with mental health content at New Zealand universities were invited to complete an online survey about lived experience teaching in their course. Fifteen teachers provided data about 44 undergraduate, postgraduate, and applied training courses. Lived experience teaching was uncommon, especially in applied training courses. Lived experience involvement is underdeveloped in tertiary psychology education in New Zealand. It is time for psychology to recognise the importance of contact-based, lived experience-led, and recovery-focused teaching and learning in psychology education and training. [ABSTRACT FROM AUTHOR]

Personality is a set of stable and tendentious behaviors, thoughts and emotions. How to measure personality more conveniently and accurately has always been a problem for scholars in related fields. With the rapid development of computer technology and the widespread popularity of social media in recent years, the research of computational personality has attracted wide attention of researchers in Computational Linguistics and psychology. Various methods, from statistical methods in psychology to machine learning and then to deep learning, have been proposed to deal with different areas of computational personality. In this paper, we first summarize the research framework of computational personality, and then review the current research progress of computational personality from the aspects of personality prediction, depression detection, suicide detection and happiness assessment, and provide the corresponding research resources for reference. Finally, we provide some possible research directions. [ABSTRACT FROM AUTHOR]

Through training - which is provided within the pages of this book - and deliberate application of the SOAR method, Kiewra convincingly contends in Chapter 1 that all readers can achieve success. Kiewra ([15]), written by educational psychologist Kenneth Kiewra, provides such instruction to help students succeed academically and in the real world beyond their classrooms. It has just 10 chapters with most of them addressing the components of the SOAR learning method Kiewra developed (Kiewra, [14]). Similar findings from three additional studies, where SOAR-trained students outperformed students who were trained in the SQ3R method (Jairam et al., [11]) or who relied on their own preferred study strategies (Jairam & Kiewra, [9], [10]), were also summarized for readers. [Extracted from the article]

Massive Open Online Courses (MOOCs) are web-based platforms that have significantly impacted various aspects of education and learning. This practical and qualitative study was conducted using the thematic synthesis method based on the Atridasterling model. This study investigates the effects of MOOCs on pedagogical and psychological trends in scientific research in international and Iranian studies from 2016 to 2021. Therefore, 125 English and 15 Persian articles were selected and analyzed using the purposeful method and theoretical saturation criteria. The qualitative data were analyzed using MAXQDA 2010. The results showed the effectiveness of MOOCs at the international studies, including the estimated efficiency in learning (Individual learning, learning process, Learning product, Social learning), education (Job skills, Identifying the academic problem, Planning and implementation, Course and educational content), psychological(Self-help skills, Cognitive effectiveness, Functional effectiveness, Life Skills, Motivational effectiveness, positive psychology, emotional effectiveness, Learning Social psychology variables) and pedagogical (Education and higher education processes). The effectiveness of MOOCs in Iranian studies includes the fields of learning (learning efficiency), psychology (improving psychological processes in education), education (improving teaching processes), and technology (promoting digital literacy). Finally, according to the findings, MOOCs can influence many dimensions and the nature of pedagogical and psychological processes. [ABSTRACT FROM AUTHOR]

Background: Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students' learning. Objective: At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics courses taught in the statistics department. Method: Undergraduate psychology majors (N = 80) completed quantitative psychology and/or upper-level statistics courses in preparation for their capstone research course. Participants also completed a brief data analysis skills assessment and the Major Field Test for Psychology. Results: Controlling for prerequisite grades and ACT composites, participants who completed quantitative psychology compared to upper-level statistics had significantly better academic outcomes, on average (standardized mean difference = 0.37). Conclusions: Psychology students completing an upper-level data analysis course within versus outside the department demonstrated better learning outcomes in psychology. Teaching Implications: Psychology programs that outsource data analysis courses should consider whether teaching these skills in-house holds potential to improve student outcomes. Alternatively, statistics departments might consider developing psychology-themed courses taught by faculty with expertise in psychological science. [ABSTRACT FROM AUTHOR]

Background: Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences. Objective: To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals. Method: Undergraduate psychology students (N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course. Results: SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development. Conclusion: SL is a high-impact teaching practice that aligns with psychology learning goals. Teaching Implications: Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new "presence" be referenced going forward—"Learning Presence." Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology. [ABSTRACT FROM AUTHOR]

Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice. [ABSTRACT FROM AUTHOR]

The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems. [ABSTRACT FROM AUTHOR]