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The social system can spread tightly coupled complex practices under the context that members of the social system do not have the shared experience that enables them to coordinate within longstanding tight formal organizations. To promote the understanding of such a process, and given the possibility for other members in the social system to cheat and adopt pro-environment behavior, we draw on the organizational justice literature and the perspective of justice enforceability, and construal level theory, to develop a conceptual model in which the impact of social members' perceived psychological distance on their response to other social members adoption of pro-environmental behaviors (PEBs) is contingent on their perception of justice enforceability and cognitive appraisals (positive, not significant) towards other social members' adoption of PEBs. We find that when social members perceive that the adoption of pro-environment behaviors is justice-enforceable, their cognitive appraisals of other social members' adoption of PEBs is high, and then the more proximal the psychological distance they perceive, the stronger they will react to other social members' adoption of PEBs. Further, they will adopt and enact such behaviors, otherwise, they would be unwilling to adopt and enact such behaviors. So, uneven perceived psychological distance of social members can harm their adoption and the spread of pro-environment behavior. We tested our model in a survey study. Results show that the proposed model is supported, and our understanding is enhanced about how social members' willingness to adopt and spread pro-environment behavior is contingent on their perceptions of justice enforceability. This paper is comprised of five parts, of which include an introduction, a part on the theory and hypothesis, data and methods, results and discussion, and conclusion.A widely held view of the visual system supported the perspective that the primate brain is organized in two main specialized streams, called the ventral and dorsal streams. The ventral stream is known to be involved in object recognition (e.g., form and orientation). In contrast, the dorsal stream is thought to be more involved in spatial recognition (e.g., the spatial relationship between objects and motion direction). Recent evidence suggests that these two streams are not segregated but interact with each other. A class of visual stimuli known as Glass patterns has been developed to shed light on this process. Glass patterns are visual stimuli made of pairs of dots, called dipoles, that give the percept of a specific form or apparent motion, depending on the spatial and temporal arrangement of the dipoles. In this review, we show an update of the neurophysiological, brain imaging, psychophysical, clinical, and brain stimulation studies which have assessed form and motion integration mechanisms, and the level at which this occurs in the human and non-human primate brain. We also discuss several studies based on non-invasive brain stimulation techniques that used different types of visual stimuli to assess the cortico-cortical interactions in the visual cortex for the processing of form and motion information. Additionally, we discuss the timing of specific visual processing in the ventral and dorsal streams. Finally, we report some parallels between healthy participants and neurologically impaired patients in the conscious processing of form and motion.The outbreak of the SARS-CoV-2 novel coronavirus (COVID-19) has been accompanied by a large amount of misleading and false information about the virus, especially on social media. In this article, we explore the coronavirus "infodemic" and how behavioral scientists may seek to address this problem. We detail the scope of the problem and discuss the negative influence that COVID-19 misinformation can have on the widespread adoption of health protective behaviors in the population. In response, we explore how insights from the behavioral sciences can be leveraged to manage an effective societal response to curb the spread of misinformation about the virus. https://www.selleckchem.com/products/bay-293.html In particular, we discuss the theory of psychological inoculation (or prebunking) as an efficient vehicle for conferring large-scale psychological resistance against fake news.Students in Higher Education report high levels of mental health issues and psychological distress. Paradoxical findings on performance-orientated students, such as athletes and musicians, suggest that the demands of highly skilled vocations may enhance wellbeing while being detrimental to physical and mental health. To provide timely and appropriate help, institutions need to understand what areas of health and wellbeing are compromised in different student groups. In this study, we compared performance-orientated (music and sport) students to other students and the general population on a selection of wellbeing (WHO5, PWS, and WEMWBS), mental and physical health (K10, SF12, and PHQ9), and trait measures (TIPI, LOT-R, and PCS). Through an online survey (N = 273), data were collected from bachelor and master students (n = 135 music, n = 67 sport, n = 71 controls). Students' scores were compared to the general population, where norm values were available, and analyzed within and between groups. Multiple regresa parsimonious yet sensitive measure for mental health and wellbeing in student populations.

The current outbreak of the coronavirus disease (COVID-19) is of unprecedented proportions in several regards. Recent reports suggest that many frontline healthcare workers (HCWs) suffer from mental health problems, including posttraumatic stress symptoms (PTSS). Previous studies have identified several key factors associated with short-term PTSS in pandemic HCWs, yet limited data is available on factors associated with long-term PTSS. Understanding the psychological impact of the pandemic on HCWs is important in planning for future outbreaks of emerging infectious diseases. In the current study, we look to findings from a highly relevant subsection of the trauma field, the military domain.

Pandemic HCWs and military peacekeepers may experience similar stressors in the line of duty. link2 This study investigated whether factors linked to short-term PTSS in pandemic HCWs were also associated with long-term PTSS in military peacekeepers.

Peacekeepers who reported pandemic-relevant stressors during deployment toent COVID-19 outbreak.

Several factors linked to short-term PTSS in pandemic HCWs were associated with long-term PTSS in peacekeepers. We discuss how these findings may be used to prevent long-term PTSS in HCWs involved in the current COVID-19 outbreak.

In a situation of compulsory home isolation enacted by governments at the spreading of the Covid-19 pandemic, the emotional health and well-being of students became a key factor in the successful implementation of distance teaching methodologies in face-to-face education universities. Psychological well-being, an essential factor in preventing academic failure, has been threatened in this serious situation of unprecedented and stressful isolation. The aim of this study is to analyze the students' cognitive-emotional regulation as well as their beliefs and perceptions about the pandemic and this lockdown situation. With this extensive study we are carrying out, want to describe the extent to which the lockdown situation is a risk factor, and, in the future, make proposals for preventive and palliative actions, if necessary, to minimize this potential risk.

We applied the CERQ Cognitive Emotion Regulation Questionnaire by means of an online application together with a questionnaire, CC/covid-19, of objectivinteractive communication. This is key to rejecting a feeling of loneliness or social isolation, even if there is momentary physical separation with friends and classmates which is consistent with the results of emotional well-being the surveyed students present. The cognitive strategies used by the students surveyed have allowed them coping with events arising from the pandemic, mandatory isolation and university closure, certainly adaptive and functional, while maintaining a positive perception of their new living and learning situation.It counts as empirically proven that infants can individuate objects. Object individuation is assumed to be fundamental in the development of infants' ontology within the object-first account. It crucially relies on an object-file (OF) system, representing both spatiotemporal ("where") and categorical ("what") information about objects as solid, cohesive bodies moving continuously in space and time. However, infants' performance in tasks requiring them to use featural information to detect individuation violations appears to be at odds with the object-first account. In such cases, infants do not appear to be able to develop correct expectations about the numerosity of objects. Recently, proponents of the object-first account proposed that these individuation failures result from integration errors between the OF system and an additional physical reasoning system. We are going to argue that the predictions of a feature-based physical-reasoning (PR) system are sufficient for explaining infants' behavior. The striking predictive power of the PR system calls into question the relevance of the OF system and, thereby, challenges the assumption that infants can individuate objects early on.This study explored the contribution of technology acceptance and technological self-efficacy to attitude toward technology-based self-directed learning in a sample of Chinese undergraduate students. The study also inquired into whether learning motivation mediated these associations. A total of 332 undergraduate students of college English course were enrolled to participate in questionnaires regarding their technology acceptance, technological self-efficacy, attitude toward technology-based self-directed learning, and learning motivation. link3 Results indicated that students' technology acceptance and technological self-efficacy were related to their attitude toward technology-based self-directed learning. The findings also indicated that learning motivation mediated the relations of technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning. Specifically, students experiencing greater technology acceptance and technological self-efficacy showed higher attitude toward technology-based self-directed learning. This study highlighted the significance of learning motivation as a mediating mechanism illustrating relations between students' perception of technology environments and their attitude toward technology-based self-directed learning.We conducted a rapid review and quantitative summary of meta-analyses that have examined interventions which can be used by individuals during quarantine and social distancing to manage anxiety, depression, stress, and subjective well-being. A literature search yielded 34 meta-analyses (total number of studies k = 1,390, n = 145,744) that were summarized. Overall, self-guided interventions showed small to medium effects in comparison to control groups. In particular, self-guided therapeutic approaches (including cognitive-behavioral, mindfulness, and acceptance-based interventions), selected positive psychology interventions, and multi-component and activity-based interventions (music, physical exercise) showed promising evidence for effectiveness. Overall, self-guided interventions on average did not show the same degree of effectiveness as traditional guided individual or group therapies. There was no consistent evidence of dose effects, baseline differences, and differential effectiveness of eHealth interventions.