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g., organizational deviance).Previous studies have confirmed that the temporal attentional control created by the repetition of stimulus-response compatibility (SRC) tasks was transferred to shooting skills in lacrosse players. In the current study, we investigated whether combining motor imagery training with SRC tasks could enhance the scoring ability of lacrosse players. We grouped 33 male lacrosse players into three groups an SRC task and motor imagery group (referred as to SRC + Image), an SRC task group, and a control group. Players in the first two groups underwent five sessions of 200 SRC task trials. In addition, the SRC + Image group completed five sessions of motor-imagery training. The control group underwent no training interventions. All three groups performed a lacrosse shooting test and a Simon task before and after training sessions to assess the magnitude of the interference effects of the various types of training they underwent. The results of the Simon task showed that repetition of 1,000 trials was enough to create a short-term representation with the incompatible special mapping being transferred to a dynamic activity like lacrosse shooting. Moreover, a combination of a computer-based Type 2 task and motor-imagery training could effectively increase players' scoring abilities in a field of large spatial conflict.Clause chains are a special type of complex sentence, found in hundreds of languages outside Western Europe, in which clauses are dependent but not embedded, and dozens of clauses can be combined into a single sentential unit. Unlike English complex sentences, clause chains' distribution is partially predictable in that they can, most fundamentally, be linked to a particular semantic context description of temporally sequential events or actions. This and the morphological simplicity of verb forms in clause chains may combine to accelerate their acquisition by children, relative to complex sentences in other languages. No previous cross-linguistic studies of the acquisition of complex sentences have investigated clause chaining. In this paper, we report insights from a survey of the acquisition of clause chaining in six languages of diverse stocks with child speech databases spanning 1;1 to 10 years. Overall, children acquiring clause chaining languages begin to produce 2-clause chains between around 1;11 and 2;6. An initial stage in which chains are limited to just two clauses in length is followed by a stage in which longer chains of 3-5 clauses are also produced. Children acquiring languages in which adults produce both same-subject and different-subject clause chains produce a similar mix from early on; for some languages, this involves morphological "switch-reference" marking that anticipates the identity of the subject of an upcoming clause. This survey broadens our understanding of the acquisition of complex sentences by adding new data on the acquisition timing, semantics, and reference continuity of early clause chains.The influence of Positive Affect (PA) on people's well-being and happiness and the related positive consequences on everyday life have been extensively described by positive psychology in the past decades. This study shows an application of Latent Growth Mixture Modeling (LGMM) to explore the existence of different trajectories of variation of PA over time, corresponding to different groups of people, and to observe the effect of emotion regulation strategies on these trajectories. We involved 108 undergraduates in a 1-week daily on-line survey, assessing their PA. We also measured their emotion regulation strategies before the survey. We identified three trajectories of PA over time a constantly high PA profile, an increasing PA profile, and a decreasing PA profile. Considering emotion regulation strategies as covariates, reappraisal showed an effect on trajectories and class membership, whereas suppression regulation strategy did not.Digital technology in its various forms is a significant component of our working environment and lifestyles. However, there is a broad difference between using digital technologies in everyday life and employing them in formal education. Digital technologies have largely untapped potential for improving education and fostering students' well-being and inclusion at school. To bring this to fruition, systemic and coordinated actions involving the whole school community are called for. To help schools exploit the full range of opportunities digital technologies offer for learning, the European Commission has designed and implemented a self-reflection tool called SELFIE (Self-reflection on Effective Learning by Fostering Innovation through Educational Technology). Based on the DigCompOrg conceptual framework, SELFIE encompasses key aspects for effectively integrating digital technologies in school policies and practices. The present study investigates how SELFIE can also support the school community to self-reflect about students' well-being and inclusion. In Italy, the SELFIE online questionnaire has been completed by 24,715 students, 5,690 teachers, and 1,507 school leaders, for a total of 31,912 users from 201 schools (at primary, lower secondary, and upper secondary levels) located in 10 different regions. The complementary data we have collected regarding student well-being and inclusion highlight significant differences in the perceptions on this issue reported by students, teachers, and school leaders. Bemnifosbuvir ic50 These findings have important implications for facilitating successful practices within the whole school community in order to promote students' well-being and inclusion using educational technologies, as well as for planning future actions following a systemic approach.We are currently witnessing the emergence of new forms of collective identities and a redefinition of the old ones through networked digital interactions, and these can be explicitly measured and analyzed. We distinguish between three major trends on the development of the concept of identity in the social realm (1) an essentialist sense (based on conditions and properties shared by members of a group), (2) a representational or ideational sense (based on the application of categories by oneself or others), and (3) a relational and interactional sense (based on interaction processes between actors and their environments). The interactional approach aligns with current empirical and methodological progress in social network analysis. Moreover, it has been argued that, within the network society, the notion of collective identity (Melucci, 1995) in the political field must be rethought as technologically mediated and interactive. We suggest that collective identities should be understood as recurrent, cohesive, and coordinated communicative interaction networks.