Search

Many previous studies indicate that children are highly sensitive to the immoral behavior of others, preferring prosocial over antisocial characters. Accordingly, children avoid transgressors from a very early age. A special kind of transgressor is the moral hypocrite, who not only acts immorally but also acts in contrast to what they preach. There are very few studies establishing whether children recognize moral hypocrisy and if it impacts their moral judgment. We ran three studies with preschoolers aged 4 to 6 years on whether children recognize moral hypocrisy and how children assess moral hypocrisy. In Studies 2 and 3, we also tested false-signaling theory as an explanation of the more negative assessments of moral hypocrites. In Study 1 (N = 133), we showed that children indeed assess moral hypocrites more negatively than nonhypocritical moral transgressors. In Study 2 (N = 115), we initially demonstrated that the assessment of moral hypocrites results from their inconsistency between words and deeds. Study 3 (N = 159) replicated the results of Studies 1 and 2 and, by excluding an alternative explanation, explained that moral hypocrites are perceived as less moral and liked less due to the false signals that they send.

Background: One common method of teaching students about diversity, equity, and inclusion is educating them about implicit bias--stereotypes and prejudices that are relatively automatic or unconscious. Research reveals positive impacts of implicit bias education but is limited to organizations and social psychology classrooms. Objective: The purpose of this study was to: (1) create a brief online education about implicit bias that could be adapted broadly in college classrooms and (2) test whether the education intervention improved learning, motivational, and behavioral intention outcomes. Method: We randomly assigned professors of a first-year seminar to instruct their students (N = 498) to complete a survey containing our dependent measures before or after receiving a bias education intervention, which included completing an Implicit Association Test. Results: The bias education intervention increased objective and subjective knowledge of bias and multicultural competence, awareness of one's own bias, and behavioral intentions to reduce bias. Conclusion: These results suggest that a brief online bias education may be one effective tool in helping to create an inclusive campus environment. Teaching Implications: The publicly available bias education intervention provided here can be used broadly as one component of education around diversity, equity, and inclusion on college campuses.

E-learning has taken the lead over face-to-face instruction in higher education as a response to the COVID-19 pandemic. This shift forced faculty members to adapt to new roles and responsibilities to design and apply online instruction and assessments that require specific skills. This research aims to examine faculty experiences with online assessments during the COVID-19 pandemic at Imam Abdulrahman bin Faisal University (IAU). We used the quantitative study method to analyze faculty experience with online assessment practices during the pandemic using a structured questionnaire composed of 24 items to assess five main areas: faculty awareness, faculty satisfaction, challenges, best practices and suggestions for improvement. This study included one hundred and fifty-five faculty members between September and December 2020. The data obtained were analyzed using descriptive statistics including means, standard deviations, frequencies and percentages. Findings demonstrated high faculty awareness and satisfaction with IAU online assessment practices. However, they expressed they were challenged by their need to receive more faculty development programs on using online assessment and accurately assessing learning outcomes. Moreover, participants pointed out several best practices such as investing in learning management system tools for assessment and student feedback provision. Finally, the primary recommendation for enhancing online assessments was to provide faculty access to professional development training programmes. This study provides a reference for future research on studentcentered online learning and assessment practices, accreditation of online assessment practices and strategies for assessing and compensating for learning loss during the pandemic.

Programming students need to be informed about plagiarism and collusion. Hence, we developed an assessment submission system to remind students about the matter. Each submission will be compared to others and any similarities that do not seem a result of coincidence will be reported along with their possible reasons. The system also employs gamification to promote early and unique submissions. Nevertheless, the system might put unnecessary pressure as coincidental similarities can still be reported. Further, it does not specifically cover self-plagiarism. We revisit the system and shift our focus to report simulated similarities from student own submission instead of reporting actual similarities across submissions. According to our evaluation with 390 students and five quasi-experiments, students with simulated similarities are slightly more aware of plagiarism and collusion, self-plagiarism in particular. Their awareness of the matter is somewhat acceptable (around 75%) and they see the benefits of our assessment submission system.

This qualitative study explores how teachers assess a bullying scenario and what considerations guide their assessment. Thirty-eight secondary school teachers from across Austria participated in an online survey with open-ended questions based on two vignette: one depicting an incident of verbal and social bullying and the other a non-bullying incident of physical violence. Data were analyzed using qualitative content analysis. Although participating teachers did not know that bullying was the study focus, they still showed sensitivity toward bullying, in terms of recognizing and labelling the incident. However, the teachers' answers also showed that their assessment only partly coincides with those criteria that are central in the scientific discussion of bullying. While the aspects of doing (intentional) harm and imbalance of power were relevant to teachers' assessments, the criterion of repetition was not. The results further suggest that participants' awareness and interventions are closely related to situational aspects, personal and professional experiences, beliefs, and attitudes and only to a small extent to knowledge or training. Implications for teachers' education and research are discussed.

Background: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks--'Fluency hypothesis'. Aims: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels. Sample: Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later). Methods: Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured. Results: Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = 0.15 for addition and 0.06 (ns) for subtraction) compared to Grade 2 (0.23--0.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2. Conclusion: Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.

The ability to predict upcoming events is essential in infancy because it enables babies to process information optimally and have successful goal-directed interactions with their environment. In this article, we examine how infants generate predictions in perception, cognition, and action, and address whether and how their predictions are motivated and affected by their motor development. Our synthesis of research demonstrates that infants form predictions in the perception, cognition, and action domains based on perceived statistical information, pre-existing and newly generated knowledge, and internal motor models. Our analysis reveals that infants' increasing fine and gross motor experiences have a moderating impact on the elaboration of the different bases for predictions. Based on this, we conclude that new motor experiences enable infants to constantly improve the bases from which they generate and update their predictions.

This study evaluated attention, sensory processing, and social responsiveness and the relationship between these constructs among autistic and neurotypical adults. Participants included 24 autistic adults (17-30 years) and 24 neurotypical peers who completed the Test of Everyday Attention, Adolescent/Adult Sensory Profile (AASP), and the Social Responsiveness Scale--2. Autistic individuals showed greater attention, sensory processing, and social responsiveness challenges compared to neurotypical peers. Using mediation models, we showed that the relationship between attention and social responsiveness was mediated by sensory processing, specifically the low registration and sensation-seeking AASP quadrants. The relationship between attention, sensory processing, and social responsiveness suggests that adults with greater attention issues may have greater sensory and social challenges. Specifically, having poor attention may lead to poor sensory processing skills which compound poor social responsiveness. Understanding the relationships between these domains is critical for developing effective interventions and support for autistic adults.

We are in the midst of a technological revolution that has the potential to transform management education. The author proposes Virtual Reality (VR) as a pedagogical tool to teach students about workplace harassment. Specifically, this article describes the development and application of two open access VR simulations that are designed to increase students' awareness of sexism and racism at work. These simulations replicate a complex organizational environment and teach students the skills necessary to intervene when they experience or observe workplace harassment. In addition, they provide students with an opportunity to apply their knowledge in a safe and controlled environment. Data from 25 pilot study participants indicate that the VR simulations are impactful, engaging, immersive, and realistic and are able to evoke students' emotions during the decision-making process. Finally, this article elaborates on how to use VR in the classroom and discuses its implications for teaching and research.

Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors -- planning, support, and training -- on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance -- degree of planning and support perceived by the student -- and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.

Are there some differences so small that we cannot detect them? Are some quantities so similar (e.g., the number of spots on two speckled hens) that they simply look the same to us? Although modern psychophysical theories such as Signal Detection Theory would predict that, with enough trials, even minute differences would be perceptible at an above-chance rate, this prediction has rarely been empirically tested for any psychological dimension, and never for the domain of number perception. In an experiment with over 400 adults, we find that observers can distinguish which of two collections has more dots from a brief glance. Impressively, observers performed above chance on every numerical comparison tested, even when discriminating a comparison as difficult as 50 versus 51 dots. Thus, we present empirical evidence that numerical discrimination abilities, consistent with SDT, are remarkably fine-grained.

This study aims to see the effect of student perceptions on web-based character assessment on the results of student character assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using the purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (ANOVA and Linear Regression). The results of this study indicate that the perception of male and female students on web-based character assessment affects the results of character assessment. A linear regression test results show a significance value of 0.001 for both sexes. This is a supporting indicator in implementing web-based assessments apart from the real-time benefits and swift feedback. Therefore, web-based character assessment is suitable for use in learning, as indicated by good student perceptions of the application of the web-based character assessment.

In this study, it was aimed to determine the effectiveness of the explicit teaching method using "Augmented Reality (AR)" in teaching sensory organs to students with "Autism Spectrum Disorder (ASD)". The participants of this research are consist of three male students with ASD. They are attending Special Education Vocational School. The design of this research is the multiple probe design with probe conditions across subjects. The dependent variable of the research is the learning level of the structure and functions of the sensory organs of the students with ASD. The independent variable is the explicit teaching method using AR. The findings indicated that the explicit teaching method using AR is effective in teaching the structure and functions of the sensory organs in three students with ASD. It was revealed that the participants maintained their acquisitions about sensory organs they learned in the 1st, 2nd and 3rd weeks. Additionally, generalization data indicated that three students with ASD generalized the skills they learned.

Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students' perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students' level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.

In the present-day competitive landscape, the importance of image has increased significantly, whether it is on an individual level, within organizations, or on a larger scale. Image refers to the overall impression that a person holds in their mind regarding a concept, object, person, group, organization, institution, geographical region, or country. This mental representation is shaped by their past experiences and sensations, and it greatly influences the choices individuals make. The research aims to provide a systematic literature review on image research to promote image research. This research was carried out with a systematic review approach. The data of the research were obtained from the image articles published in the field of education in the journals scanned in Web of Science (SCIE, SSCI, AHCI). In the analysis of the data, bibliometric analysis and descriptive analysis technique, one of the content analysis techniques, were used. 48 research articles from 2002 to 2022 were critically reviewed and analyzed by applying a systematic literature review approach. The results showed that image studies were grouped under three themes: concept image, teacher image, and organizational image. The results also revealed what the inputs and outputs of corporate image were.

Previous literature has suggested the existence of a close relationship between individuals' intellectual abilities and their cognitive profile, understood as their performance in tasks tapping into the different cognitive domains. This relationship has typically been discussed in populations characterized as having high intellectual abilities, as is the case of gifted children and adolescents. In this study, the cognitive profile in domains of memory, attention, coordination, perception, and reasoning of a group of gifted children and adolescents was contrasted with a control group similar in age distribution, gender and socioeconomic level but with normotypical development. The results indicated that participants in the gifted group scored higher than those in the control group in all cognitive domains. The differences in cognitive abilities were not consistent across all areas, meaning that some cognitive abilities did not show significant differences, while others did. These results help to identify a more precise cognitive profile of gifted individuals, yielding a better understanding of the relationship between intelligence and cognitive abilities. The study provides evidence that allows delving into the most differential and characteristic aspects of giftedness.

This research aims to determine the metaphorical perceptions of gifted and normally developing students attending primary education regarding solving mathematical problems. In the research, the qualitative research method was employed. In the 2022-2023 academic year, 206 students studying at the primary school level in Turkey were determined according to the convenience sampling method. Students were given a sentence such as "In my opinion, solving mathematical problems is like .........., because; ........" and they were asked to develop a metaphor about mathematical problem solving and explain their reasoning. The research data were categorized using qualitative data analysis methods, and content analysis was performed. In addition, the categories related to the metaphors created and the distribution of the students according to their gender, whether they are gifted or not, and gender were analyzed. From the analysis of the data, seven categories and 84 metaphors emerged. As a result of the data analysis showed that male students were more likely than female students, and gifted students were more likely to produce metaphors than students with normal development. In the seven conceptual categories for mathematical problem solving, 37 metaphors were developed in the conceptual category containing positivity, 16 in the conceptual category containing negativity, and 8 in the conceptual categories containing and developing necessity. Besides, it was seen that 15 metaphors were developed in conceptual categories of Drug Therapeutic, Goal or Result Attainment, Nature, and Natural Phenomena.

Negative emotions such as mathematics anxiety (MA) may lead to the avoidance of mathematics, which can have dire consequences for future career-related decisions. This paper compared Grade 10 learners' levels of trait-MA with perceived MA according to the type of school and gender. Both quantitative and qualitative data through a survey conducted with 427 Grade 10 mathematics learners from seven schools were collected. Quantitative data were descriptively analysed, while qualitative data were inductively coded and categorised. Participants from an independent school reported higher levels of trait-MA than those from the other types of schools. Female participants experienced higher levels of trait-MA than their male counterparts. More participants reported perceived MA as opposed to those who measured high levels of trait-MA. MA was viewed as a negative emotional response to activities and situations related to mathematics with a wide range of causes and consequences. This study provides valuable insight for the development of an instrument to measure perceived MA.

The aim of this study was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach's alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26-30 and 31 and more years of teaching practice, 6-10 and 11-15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers' cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.

Research has shown that speakers of different languages may differ in their cognitive and perceptual processing of reality. A common denominator of this line of investigation has been its reliance on the sensory domain of vision. The aim of our study was to extend the scope to a new sense-taste. Using as a starting point crosslinguistic differences in the category boundaries of edible bulbs, we examined whether monolingual speakers of English and bilingual speakers of Norwegian and English were influenced by language-specific categories during tasting. The results showed no evidence of such effects, not even for the Norwegian participants in an entirely Norwegian context. This suggests that crosslinguistic differences in visual perception do not readily generalize to the domain of taste. We discuss the findings in terms of predictive processing, with particular reference to trigeminal stimulation (a central tasting component) and the interplay between chemosensory signals and top-down linguistic modulation.

Words that describe sensory perception give insight into how language mediates human experience, and the acquisition of these words is one way to examine how we learn to categorize and communicate sensation. We examine the differential predictions of the typological prevalence hypothesis and embodiment hypothesis regarding the acquisition of perception verbs. Studies 1 and 2 examine the acquisition trajectories of perception verbs across 12 languages using parent questionnaire responses, while Study 3 examines their relative frequencies in English corpus data. We find the vision verbs see and look are acquired first, consistent with the typological prevalence hypothesis. However, for children at 12-23 months, touch - not audition - verbs take precedence in terms of their age of acquisition, frequency in child-produced speech, and frequency in child-directed speech, consistent with the embodiment hypothesis. Later at 24-35 months old, frequency rates are observably different and audition begins to align with what has previously been reported in adult English data. It seems the initial orientation to verbalizing touch over audition in child-caregiver interaction is especially related to the control of physically and socially appropriate behaviors. Taken together, the results indicate children's acquisition of perception verbs arises from the complex interplay of embodiment, language-specific input, and child-directed socialization routines.

This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators' creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.

This is a teaching case focused on implicit biases intended to spark meaningful discussions about challenges we face in decision-making. The case narrative centers on a young woman, Elsa, who observes a situation she believes is suspicious: a young Black man escorting two White children to his car. In Part A, Elsa debates whether to call the police and considers whether her unease is a result of her own implicit bias. Students step into Elsa's role to evaluate her choices. Part B reveals Elsa's decision and explores the consequences. Students delve into the broader implications of reporting suspicious activity as well as the consequences of not reporting, learning that decisions are often more multifaceted and nuanced beneath the surface. The case also provides numerous pathways for instructors to explore related topics, such as social equity in public administration and the discretion exercised by law enforcement officers.

Children tend to make more last-minute locomotor adjustments than adults when avoiding stationary obstacles. The purpose of this study was to compare avoidance behaviors of middle-aged children (10-12 years old) with young adults during a head-on collision course with an approaching virtual pedestrian. Participants were immersed in a virtual environment and completed a perceptual decision-making task in which they had to respond to the future direction of an approaching virtual pedestrian once they disappeared. Following the perceptual task, participants walked along an 8-m pathway toward a goal, while avoiding a collision with a virtual pedestrian who approached along the midline than veered toward the left, right, or continued walking straight. Results revealed that children were able to correctly predict the future directions of the virtual pedestrian similar to adults, albeit at a slower response time (0.55 s vs. 0.33 s). During the action task, children initiated a deviation in their travel path later (i.e., closer to the virtual pedestrian) compared to adults (1.65 s vs. 1.52 s). Children were also more variable in their onset of deviation and time-to-contact. Although children appear to have developed adult-like perceptual abilities and can avoid an approaching virtual pedestrian, children employ riskier avoidance strategies and are highly variable, suggesting middle-aged children are still fine-tuning their perception-action system.

Perception and perceptual memory play crucial roles in fear generalization, yet their dynamic interaction remains understudied. This research (N = 80) explored their relationship through a classical differential conditioning experiment. Results revealed that while fear context perception fluctuates over time with a drift effect, perceptual memory remains stable, creating a disjunction between the two systems. Surprisingly, this disjunction does not significantly impact fear generalization behavior. Although most participants demonstrated generalization aligned with perceptual rather than physical stimulus distances, incorporating perceptual memory data into perceptual distance calculations did not enhance model performance. This suggests a potential shift in the mapping of the perceptual memory component of fear context, occurring alongside perceptual dynamics. Overall, this work provides evidence for understanding fear generalization behavior through different stimulus representational processes. Such mechanistic investigations can enhance our understanding of how individuals behave when facing threats and potentially aid in developing mechanism-specific diagnoses and treatments.

The primary aim of this manuscript is to describe the process of developing a reliable and valid instrument for measuring all users, including students with disabilities, sense of presence in a virtual environment. Presence can be described as feeling a part of another place other than where you are. A seven-step process is discussed and was utilized to validate item and response formats. Original items were written based on the proposed population and the intended presence construct. Focus groups and experts were conducted to validate the instruments' ability to address the concept of presence. Further focus groups were utilized to verify language and references were accurate to participants. Finally, a pilot study consisting of 30 participants aged eight and older was conducted to test the instrument for initial reliability. The 30 participants used a device with a virtual environment and then completed the Technology Immersion Presence Scale (TIPS). Initial results indicate the TIPS is a reliable and valid measure of presence for most users with and without disabilities from age 8 to 65. Implications of validating TIPS are discussed.

The role of top-down control in divergent creativity remains heavily debated. An outstanding question about the state dynamics of creativity concerns acute shifts between heightened and lowered creative states. Particularly, do transitions between creative states incur a "switch cost" as observed in other domains of cognition? Prior research showed that asymmetric switch costs are often incurred such that reaction time is asymmetrically slower when participants switch from a task involving more top-down control to a task involving less top-down control. We tested the hypothesis that frequent acute transitions from creativity-cued responding (associated with heightened creative state) to uncued responding (associated with lowered creative state) would incur an asymmetric switch cost such that uncued responding would be disproportionately impacted by state changes. We utilized the "thin slices" verb generation task in a task-switching paradigm. Consistent with the hypothesis of asymmetric switch costs in shifts between creative states, we observed a substantial switch cost when switching from creativity-cued trials to uncued trials, but no switch cost when switching from uncued trials to creativity-cued trials. These findings provide indirect evidence that heightened creative states may require substantially more top-down control than lowered creative states, supporting the theory that divergent creativity requires increased top-down control.

In many non-human species, learning retention decreases temporarily following training. This has led to the suggestion that these lapses reflect a fundamental component of memory formation. If so, transient memory lapses should also be prevalent in humans, and should occur for all types of learning. In line with these predictions, we report two cases of transient memory lapses in humans that occur 1-3 h after training on a perceptual-discrimination task. The results indicate that the occurrence of transient memory lapses extends to perceptual learning, a form of skill learning, and suggest that transient memory lapses may be a common but overlooked facet of memory formation in humans.

Team-Based Learning (TBL) has been widely applied in different fields (courses) and has been indicated to be efficient. Meanwhile, many studies have asserted that Group awareness (GA) information, which visually displays peers' learning context and activities, can increase peer participation within an online collaborative learning environment. As the level of preparation by students before class affects their subsequent learning performance in the TBL process, this study incorporates GA information into the preparation stage of TBL process and further develops the online TBL + GA system in order to raise peer preparation level. Furthermore, self-regulated learning (SRL) levels of a student and online learning environment interactively influence learning effectiveness. Accordingly, this study further investigates how the TBL + GA environment influences students with different SRL levels. Two freshman classes were randomly chosen, with one as the control class (using the traditional TBL) and the other as the experimental class using the TBL + GA. Analytical results indicate that although the two classes do not reach significance overall on preparation level, TBL + GA can significantly enhance preparation levels for high-SRL students, but not low-SRL students.

Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students' ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in student performance across ability levels. Based on the principles of the synthetic intelligence (PSI) framework, this study utilized a computerized interactive assessment platform to design a multidimensional evaluation framework (including the four dimensions of perception, cognition, metacognition, and motivation) and analyzed log file data collected from 132 elementary students with regard to solving ICPs. The results revealed new problem-solving strategies among students in the high-achievement group, who spent more time constructing problem models. Due to their ability to exercise goal-oriented self-control, students in the high-achievement group were able to fully explore the information they needed to optimize their solutions. The results also revealed three types of behaviors that characterized differences in motivation, the most notable of which characterized students who succeeded after relentless attempts. This study also explains the interaction mechanism underlying mental processes based on the PSI framework. The findings suggested that educators can highlight differences between environmental stimuli and students' internal assumptions, encourage students to adopt strategies that disambiguate the task goal and object, and strengthen their ability to search for relevant information to improve their performance in solving ICPs. The results also provide a new paradigm for assessing problem-solving capabilities based on the PSI framework.

Some descriptions of learning represent the process as the development of organisations of elements. Various organisations have been proposed, for example, schemata and conceptual structures. Such representations assume that mental entities, such as concepts, are sufficiently stable and differentiated to be treated as units. We discuss these assumptions and propose a new term, assemblages, to refer to a person's activation of two or more conceptual resources in a context. Methodological challenges have resulted in a lack of research that examines how assemblages are formed. This study presents data from a microgenetic, multiple case study of four 16-17-year-old students. The participants were interviewed weekly, using various probes related to forces and motion over six months. We focus on two aspects of the assembly process in our analysis. First, we report data that indicate that participants perceived the units they assembled differently from expert conceptualisations and reflect on the stability of their assemblages. Second, we discuss how participants' expectations about the coherence of knowledge impact their assembly. We propose that future research investigates the stability and boundaries of conceptual resources and suggest teachers and researchers are cautious in assuming that data indicate a conceptual resource is stable or unitary.

This article adopts a Bakhtinian understanding of dialogue to explore the affordances of virtual book clubs, and how they can foster dialogues and encourage dialogic thinking in students. Drawing on a qualitative case study of 11-year-old students participating in an online book club, we explore how digital book clubs open dialogic spaces for students to build on discussions of texts. Readers learn to read beyond the text by becoming more aware of the text and other readers, and also learn collaboratively by building on each other's responses and being exposed to different perspectives and ideas. We demonstrate how online spaces such as virtual book clubs can enhance students' reading engagement and open dialogic spaces for the different exchanges they have with others. Implications for using online book clubs for offering students opportunities to read and think critical and collaborative learning are discussed.

With the growing role of artificial intelligence (AI) in our lives, attention is increasingly turning to the way that humans and AI work together. A key aspect of human-AI collaboration is how people integrate judgements or recommendations from machine agents, when they differ from their own judgements. We investigated trust in human-machine teaming using a perceptual judgement task based on the judge-advisor system. Participants (n=89) estimated a perceptual quantity, then received a recommendation from a machine agent. The participants then made a second response which combined their first estimate and the machine's recommendation. The degree to which participants shifted their second response in the direction of the recommendations provided a measure of their trust in the machine agent. We analysed the role of "advice distance" in people's willingness to change their judgements. When a recommendation falls a long way from their initial judgement, do people come to doubt their own judgement, trusting the recommendation more, or do they doubt the machine agent, trusting the recommendation less? We found that although some participants exhibited these behaviours, the most common response was neither of these tendencies, and a simple model based on averaging accounted best for participants' trust behaviour. We discuss implications for theories of trust, and human-machine teaming.

Teacher noticing, a situation-specific part of teachers' professional competence, has gained much importance in the past two decades. The construct is believed to play a crucial role in the transfer of knowledge and skills into professional teaching performance. However, there is little empirical evidence on how the length of teachers' teaching experience affects the development of expertise in teacher noticing. In particular, little research has been conducted on the development of facets of teacher noticing--namely perception, interpretation, and decision-making--as well as the handling of cognitive demands while applying teacher noticing. To fill this research gap, the present study investigates the teacher noticing of master's students, early-career teachers, and experienced teachers in the context of secondary mathematics via cross-sectional comparison. Teacher noticing skills and differences between the three groups are analyzed based on participants' ability to deal with the cognitive demands of an established video-based teacher noticing instrument. The results suggest significant increases in teacher noticing from students to in-service teachers, especially in mathematic-specific areas. Hardly any significant differences were found between early-career and experienced teachers, which suggests a stagnation in teacher noticing skills. However, the early-career teachers showed better performance in decision-making and mathematics-related items as well as knowledge-based items related to recent topics from mathematics pedagogy and general pedagogy. This result emphasizes the importance of knowledge prerequisites for the development of expertise in teacher noticing. It also highlights that expertise development is not directly connected to the length of teaching experience.

The focus in this article is on the usefulness of spatial sequencing as a tactic for interpreting a map and organizing our memory of it. This skill is useful whenever some condition varies in a systematic way with distance. When students are asked whether they see a pattern on a map of a topic like wildfires or terrorist activity, some students can answer "yes" while using a different brain network and perceiving something very different from what the teacher thinks is "the" pattern. Unless a geographic pattern is quite simple and the map is well designed, human eyes may not perceive the pattern all at once. Map readers have to assemble a mental image of the pattern while their eyes jump around the page. This interaction of time and space can introduce distortions in perception. Part of becoming a good map reader, therefore, is learning how to guide your eyes to pick out patterns on maps.

The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers' perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In the quantitative results, no significant difference between the Cartoon Classroom group and the Bear Classroom group was found in any dimension of perception or noticing, with the exception of perceived authenticity, indicating that these two simulated classrooms are equally useful in teaching simulations and for measuring a teacher's noticing skills. On the other hand, the qualitative results indicated that the Bear Classroom was found to be more authentic and relaxed and to have fewer technical issues than the Cartoon Classroom, whereas the Cartoon Classroom more easily focused the participants' attention on the simulated students' ideas.

Awareness of intersectional privilege is a theme woven throughout the Multicultural and Social Justice Counseling Competencies (MSJCC). However, a paucity of resources exists to guide counselor educators and supervisors in helping counselors-in-training (CITs) examine personal positions of privilege embedded within the MSJCC framework. The Intersectional Privilege Screening Inventory (IPSI) is among the first instruments yielding psychometrically valid scores to assess intersectional privilege as a training tool for CITs. We urge counselor educators and supervisors to employ the IPSI to facilitate CIT growth and development in multicultural and social justice counseling. A brief review of the literature on intersectionality, privilege, and intersectional privilege is presented as a foundational context for the broader discussion of the IPSI. We then describe a conceptual approach for using the IPSI in CIT training and development followed by case examples highlighting the IPSI's utility. We conclude with implications for counselor education and supervision.

Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically diverse international Two-Way immersion school. Focus groups were conducted with kindergarteners about what they would need to fit in and belong. Findings reveal that these kindergarteners recognize the utility of language but do not segregate peers by language group. Language proficiencies were articulated as a procedure for being able to 'do school.' They appear to experience language diversity as a 'de facto' context and something to manage procedurally. Comments on friendship-making also express the importance of conforming to concrete social interpersonal norms; friendship as compliance to social norms and procedures of asking someone to be your friend and being nice. A consideration of inclusion as the negotiation of belonging in this diverse context allows us to consider the specific ideas and solutions of these kindergarteners as a shared project of belonging in which they all work to enact inclusion.

To tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke's (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. "Studies in Higher Education," 43(11), 1923-1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students' GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students' perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development.

To better grasp the issue of underrepresentation in makerspaces, it's crucial to closely examine the environment where these problems arise. A spatial enumeration of a makerspace, which is a complete listing of items within a collection or environment, extends such an evaluation. By responding to this overarching research question, "why do students from underrepresented communities turn away at the threshold of a makerspace," this article provides findings from the first phase of a five-year, qualitative research program. Specifically, this paper presents the sensory features (sight, sound, smell) that comprise a university makerspace. The process and findings from enumerating a makerspace offer vital insights into how STEM-focused environments convey inclusivity. Seventeen makerspace leaders from a university network were asked to discern what a typical makerspace looks, sounds, and smells like. The findings from this study provide information professionals with entry points to analyze their makerspace from a DEI standpoint.

Dance is a multifaceted creative act that has been used to communicate emotions throughout human evolution. Despite this history, there has been no empirical exploration of components of dance that allow it to communicate emotion. We address this with a mixed methods study in which a quantitative study with dance viewers builds upon qualitative findings with dance artists. Qualitative analysis revealed proposed components of dance responsible for emotion communication are "narrative content," "social interaction," "emotion portrayal intent," and "textural quality of movement." These elements were then manipulated using dance video stimuli to quantitatively test viewers' emotion perception accuracy. Results revealed "emotion portrayal intent" (i.e., expression intent in dance creation) is an important factor for viewers to accurately perceive emotion, regardless of "narrative content." While prior studies have focused on the perceiver's role in emotion perception from dance, this is the first study to demonstrate emotions are perceived from dance based on "intent" during dance creation. Findings highlight the nuanced structure of emotion communication in dance, for which we pose a theoretical framework. Together, dance holds possibilities for studying distinct mechanisms for creative communication that may be important for the study of generalized affect communication outside of creative arts contexts.

Awareness, short-term memory, and long-term memory are interrelated cognitive abilities that influence orthographic acquisition under Individual Differences. Connectionists ignore the role of biological grammar in language acquisition and consider external inputs or interventions as factors that shape abstract grammar through network mapping architecture. As new intervention methods, the use of computers in connectionist modeling of language acquisition has increasingly been developed through Artificial Neural Networks. New optimized and accurate computational models have not been applied to investigate foreign language orthography acquisition. The purpose of the present study is to use Multi-Layer Perceptron Neural Network-Gray Wolf Optimizer computational model to simulate and evaluate individualized cognitive abilities including orthographic awareness, orthographic short-term memory-related, and orthographic long-term memory-related abilities of Iranian English as Foreign Language learners in orthography acquisition. Eighteen Iranian learners were randomly selected and non-randomly assigned into three low-labeled, mean-labeled, and high-labeled groups for the experiment. In a mixed-methods design, three Multi-Layer Perceptron Neural Network-Gray Wolf Optimizers were established to solve the mapping problem i.e., English plural noun variation orthography. ANOVA was used for analyzing Mean Squared Errors and content analysis was used for interpreting interviews and observations. Results indicated that not only the orthographic awareness and short-term memory-related abilities are more important in predicting acquisition competence than the orthographic long-term memory-related ability but also they give compensatory support to long-term memory-related ability. The proposed valid and reliable model can be used to generate hypotheses related to Individual Differences. Findings are discussed and relevant implications are drawn for teachers and practitioners.

According to an aptitude-treatment interaction experiment (Lehmann et al., "Metacognition and Learning, 11," 89-105, 2016, N = 47, published in "Metacognition and Learning"), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working memory capacity (WMC). No effects of WMC for a fluent text were found (albeit theoretically, fluency may be more advantageous for learners with lower WMC). The findings of our (pre-registered) direct replication (supervised online sample of N = 96) show a substantial deviation from the original results: In contrast to the interaction effect (disfluency and WMC) of the primary study, we obtained null results for disfluency, WMC, and their interaction for all learning outcomes. Our replication data are not indicative of WMC as a boundary condition moderating the disfluency effect on learning. We discuss discrepancies in the results of the primary study and our direct replication regarding particular methodological and analytical decisions, questioning the robustness and generalizability of Lehman et al.'s results beyond their primary study.

As adults, we represent and think about number, space, and time in at least two ways: our intuitive--but imprecise--perceptual representations, and the slowly learned--but precise--number words. With development, these representational formats interface, allowing us to use precise number words to estimate imprecise perceptual experiences. We test two accounts of this developmental milestone. Either slowly learned associations are required for the interface to form, predicting that deviations from typical experiences (e.g., presentation of a novel unit or unpracticed dimension) will disrupt children's ability to map number words to their perceptual experiences or children's understanding of the logical similarity between number words and perceptual representations allows them to flexibly extend this interface to novel experiences (e.g., units and dimensions they have not yet learned how to formally measure). 5-11-year-olds completed verbal estimation and perceptual sensitivity tasks across three dimensions: Number, Length, and Area. For verbal estimation, they were given novel units (i.e., a three-dot unit called one "toma" for Number, a 44 px long line called one "blicket" for Length, a 111 px[superscript 2] blob called one "modi" for Area) and asked to estimate how many tomas/blickets/modies they saw when shown a larger set of dots, lines, and blobs. Children could flexibly link number words to novel units across dimensions, demonstrating positive estimation slopes, even for Length and Area, which younger children had limited experience with. This suggests that the logic of structure mapping can be dynamically utilized across perceptual dimensions, even without extensive experience.

Purpose: The study seeks to understand what teachers know about students' friend networks and how they use that information for instruction. Design/methodology/approach: This qualitative study relied on interviews and sociograms that teachers drew of students' friend networks. Findings: Our data suggest that teachers' awareness of their students' friend networks varies by their experience and their exposure to students. Also, their use of this information for instruction coalesces around dimensions of grouping and social support. Research limitations/implications: This study took place at one school. To more deeply understand what teachers perceive about their students' friend networks and how they use that information for instruction, more studies could be done with teachers in more schools. Practical implications: Implications might suggest developing teachers' social competence to support their students' learning and development. Originality/value: While studies cited in this paper have explored teachers' knowledge of students' social networks, this study builds on this work by exploring how that information can be useful for instruction. In addition, this study explores the use of teachers drawing sociograms as representations of what they know about students' friend networks.

Philosophers and moral educators have examined the potential for "narrative media" (e.g., novels or films) to influence the development of "practical wisdom" (the forms of perception and reasoning necessary for virtuous living). Interest in studying this relationship using social scientific methodology is growing. One social science discipline with relevant insights that have not yet been explored is "media psychology," a subdiscipline in communication that empirically studies the effects of narrative media. Drawing on media psychology research, this paper proposes a model of one process by which narratives can help us develop practical wisdom. Developing certain functions of practical wisdom involves increasing our sensitivity to types of "morally relevant features" (MRFs) that we normally miss (i.e., increasing the accessibility of those features). The proposed model explains how, under the right conditions, narratives can influence the "accessibility" of a given type of MRF. Implications for operationalizing narrative effects on practical wisdom are discussed.

It is obvious that teachers may exhibit negative attitudes if they think they are alone and worthless in their own school environment. This paper focuses on determining the role of organisational exclusion attitudes of teachers and their feelings of happiness at work. For this purpose, correlational design was utilized in the research. The sample of this study consists of 171 teachers from 21 secondary schools in Sirnak province. The data of the research were gathered by utilizing organisational exclusion scale and happiness at work scales. Based on the data results, it was concluded that the variables examined in the study are significantly related by correlation. The regression analysis results revealed that organisational exclusion and nihilation dimension can negatively and significantly predict happiness at work attitude. Isolation dimension does not statistically have a significant role on the feeling of happiness at work. Through the results obtained from the research, suggestions have been provided to researchers and practitioners.