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Copyright © 2020 Hussain, Song and Niu.During the last years, digital writing devices are increasingly replacing handwriting with pencil and paper. As reading and writing skills are central for education, it is important to know, which writing tool is optimal for initial literacy education. The present training study was therefore set up to test the influence of the writing tool on the acquisition of literacy skills at the letter and word level with various tests in a large sample of kindergarten children (n = 147). Using closely matched letter learning games, children were trained with 16 letters by handwriting with a pencil on a sheet of paper, by writing with a stylus on a tablet computer, or by typing letters using a virtual keyboard on a tablet across 7 weeks. Training using a stylus on a touchscreen is an interesting comparison condition for traditional handwriting, because the slippery surface of a touchscreen has lower friction than paper and thus increases difficulty of motor control. Before training, immediately after training and four tly because of increased demands on motor control. Future training studies covering a more extended observation period over years are needed to allow conclusions about long-term effects of writing tools on literacy acquisition as well as on general cognitive development. Copyright © 2020 Mayer, Wallner, Budde-Spengler, Braunert, Arndt and Kiefer.One of the many things teachers do is to give feedback on their students' work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students' mistakes may have more positive effects in cultures where teachers have greater authority over students, which we assume to be cultures that are high on power distance and religiosity. To test this hypothesis we analyzed data from 49 countries taking part in the 2015 wave of the TIMSS assessment, in which students in the 4th and 8th grades were asked whether their teachers in mathematics and science told them how to do better when they had made a mistake. For each country we could then estimate the association between the reported use of mistake-based feedback and student achievement. Consistent with our hypothesis, the estimated effect of mistake-based feedback was positive only in certain countries, and these countries tended to be high on power distance and religiosity. These results highlight the importance of cultural values in educational practice. Copyright © 2020 Eriksson, Lindvall, Helenius and Ryve.Character strengths (CSs) are positive traits that have been shown to efficiently and effectively promote a host of positive outcomes, outside and inside the workplace. Despite their theoretical moral basis, they have not been systematically and wholly explored as antecedents of, and correspondingly unused as, mechanisms to increase prosocial behavior (PB) at work. Prosocial behavior at the workplace is desirable, with research pointing to a host of organizational benefits. The utilization of CSs toward PB at work seems like a missed opportunity, given that CSs have been demonstrated as robust positive mechanisms and given that they are characterized by qualities that are accommodating of the complexity of PB distinct, value-laden, manifest behaviorally, cognitively and emotionally, are plural and sensitive to individual differences and are capable of balancing positive and negative outcomes. The current article will encourage further understanding, examination and implementation of CSs at the workplace, specifically for prosocial purposes, by exploring their conceptual fit and by reviewing initial empirical evidence. Copyright © 2020 Freidlin and Littman-Ovadia.Individuals with autism spectrum disorder (ASD) demonstrate impairments in non-verbal communication, including gesturing and imitation deficits. Reduced sensitivity to biological motion (BM) in ASD may impair processing of dynamic social cues like gestures, which in turn may impede encoding and subsequent performance of these actions. Using both an fMRI task involving observation of action gestures and a charade style paradigm assessing gesture performance, this study examined the brain-behavior relationships between neural activity during gesture processing, gesturing abilities and social symptomology in a group of children and adolescents with and without ASD. Compared to typically developing (TD) controls, participants with ASD showed atypical sensitivity to movement in right posterior superior temporal sulcus (pSTS), a region implicated in action processing, and had poorer overall gesture performance with specific deficits in hand posture. The TD group showed associations between neural activity, gesture performance and social skills, that were weak or non-significant in the ASD group. These findings suggest that those with ASD demonstrate abnormalities in both processing and production of gestures and may reflect dysfunction in the mechanism underlying perception-action coupling resulting in atypical development of social and communicative skills. Copyright © 2020 Fourie, Palser, Pokorny, Neff and Rivera.Team reflexivity has gained popularity as a phenomenon of interest in team research, but mixed theorizing around the relationship between team reflexivity and team performance indicates that the relationship is not fully understood. In an effort to improve our understanding and explain why and when team reflexivity will be conducive to team performance, we examine the role of team diversity as a possible boundary condition and of team decision quality as an explanatory mechanism. see more Using survey data from 82 teams with 82 leaders and 194 team members, we find that team decision quality is a partial mediator of the relationship between team reflexivity and team performance and that team diversity strengthens this mediating relationship. We also find that team diversity moderates the relationship between team reflexivity and decision quality. Taken together, these findings suggest that reflexivity is most effective in conditions of informational richness, such as when teams have high diversity, as the reflective process allows team members to capitalize on their varied perspectives to improve the quality of their decisions and, thus, their performance.