Putnamserrano3697

Results showed that the size of the transposed-letter effect in pre-literate children was strongly associated with the sub-test on basic cognitive processes (i.e., memory and perception) but not with the other sub-tests. Importantly, identifying children who may need a pre-literacy intervention is crucial to minimize eventual reading difficulties. We discuss how this marker can be used as a tool to anticipate reading difficulties in beginning readers.The methodology used in sport teaching influences not only the students' technical and tactical learning, but also psychological and social dimensions such as enjoyment. We aimed to analyze the effects of interventions using conventional and non-conventional sport teaching methodology on students' enjoyment/fun, through a systematic review and meta-analysis. The search was carried out following the PRISMA Statement in the databases of Web of Science, PubMed, Scopus, SportDiscus, Eric and PsycInfo. A total of 1,481 documents were obtained, with the addition of 5 more which were identified in the reference lists of the articles found in the databases. Eleven articles were considered to meet the inclusion criteria. The meta-analysis yielded a moderate effect size of 0.72, and a 95% CI from 0.48 to 0.96 in favor of non-conventional teaching methods, highlighting the model of sports education. Nevertheless, the heterogeneity of the interventions was large and the quality of the evidence, according to GRADE, was very low. In conclusion, the use of non-conventional models in sport teaching with the aim of increasing the enjoyment/fun of boys and girls is advised. These suggestions could be useful for teachers and sport coaches to increase the enjoyment/fun of their trainees during sport practice.We know little about the psychological experiences of children and young people who have participated in virtual group music-making during the Coronavirus disease (COVID-19) pandemic. Adopting a mixed-methods design, we worked across three music education hubs in the UK, with a total 13 virtual music groups. These included a range of mainstream ensembles, inclusive ensembles targeting young people with special educational needs and/or disabilities, and inclusive music production spaces, targeting young people from lower socio-economic backgrounds. Reported progress in intra- and inter-personal psychological outcomes was investigated using quantitative and qualitative staff session reports, which were collected since before the pandemic (n1 for in-person sessions = 87, n2 for virtual sessions = 68), and surveys distributed to tutors, young people, and their parents during the first and second United Kingdom (UK) national lockdowns (n3 for qualitative responses = 240, n4 for quantitative responses = 96). Satisfrtual music groups.There is a lack of a psychometric tool for generational identity. We have conducted two studies involving Bangladeshi older adults who have witnessed the Bangladesh liberation war in 1971 to develop a new generational identity scale (GIS). The first study (N = 300) prepared an initial pool of 31 items and got them vetted by expert judges, which retained 21 items to form the provisional GIS (GIS-21). An exploratory factor analysis on GIS-21 excluded eight items and offered a two-factor solution (i) identification with the generation and (ii) awareness of the generational importance. The second study (N = 176) ran a confirmatory factor analysis on the resulting GIS-13 and dropped another item to achieve a better model fit (SRMR =0.058, GFI = 0.986, AGFI = 0.980, and NFI = 0.980). The remaining 12-item GIS (GIS-12) showed excellent reliability (Mc Donald's omega = 0.898) and satisfactory temporal stability (ICC = 0.59, 95% CI = 0.27-0.77) over a 4-week interval. The scale's moderate correlation with another measure for generational identification demonstrates its convergent validity. Participants' transitional experience caused by the Bangladesh independence war in 1971 was also moderately correlated with the GIS-12 supporting further theoretical convergence of this scale. We recommend that researchers could use this scale on different populations and age groups upon appropriate validation.Engagement in collective action is essential in the scenario of a secessionist struggle. In this scenario, two groups contend for an incompatible goal and one of them is favoured by the current status quo. Therefore, this context represents an excellent opportunity to compare the motives for participation among two groups whose situation and objectives differ drastically. We examined the motivations to participate in collective action of Catalan participants in the days leading to the independence referendum held in Catalonia (Spain) on the first of October 2017 (n = 719). Smad inhibition As hypothesized, participation predicted by different motivations for each group. Regarding participation in the referendum, Catalan identity was the only predictor among pro-independence ranks, while those against independence showed a solidarity-based motivation. This work contributes to the literature by adapting previously researched collective action motivations to the context of a secessionist contention and providing evidence of their effect. Crucially, the motivations are different between supporters and opponents of independence, highlighting the need for examining the status and the stance on the system of groups when studying collective action.A growing body of research identifies emotion differentiation-the ability to specifically identify one's emotions-as a key skill for well-being. High emotion differentiation is associated with healthier and more effective regulation of one's emotions, and low emotion differentiation has been documented in several forms of psychopathology. However, the lion's share of this research has focused on adult samples, even though approximately 50% of mental disorders onset before age 18. This review curates what we know about the development of emotion differentiation and its implications for youth mental health. I first review published studies investigating how emotion differentiation develops across childhood and adolescence, as well as studies testing relations between emotion differentiation and mental health in youth samples. Emerging evidence suggests that emotion differentiation actually falls across childhood and adolescence, a counterintuitive pattern that merits further investigation. Additionally, several studies find relations between emotion differentiation and youth mental health, but some instability in results emerged. I then identify open questions that limit our current understanding of emotion differentiation, including (i) lack of clarity as to the valid measurement of emotion differentiation, (ii) potential third variables that could explain relations between emotion differentiation and mental-health (e.g., mean negative affect, IQ, personality, and circularity with outcomes), and (iii) lack of clear mechanistic models regarding the development of emotion differentiation and how it facilitates well-being. I conclude with a discussion of future directions that can address open questions and work toward interventions that treat (or even prevent) psychopathology.Background Between 2015 and 2050, the aging population of Uganda (aged 50 years and older) will be nearly doubled. Therefore, later-life problems have become an area of increasing research and policy interest. This study aimed at exploring how aging people living in extreme poverty in a low-income country experience their everyday life and what kind of meaning systems employed by them to understand and cope with their living conditions. Methods We conducted a qualitative interview with 14 participants in the Buikwe district. In this interview, 11 women and 3 men were included, and a thematic analysis was employed for data processing and analysis. Results Unanimously, all participants reported their condition as extreme poverty. The key informants (KIs) emphasized respect from descendants and the community as a foundation for a meaningful later life. In contrast, this aspect has been ever mentioned by no caregivers but by only one care-receiver. The willingness/ability of children to support the elderly who arored through a system, guaranteeing the coverage of basic needs and measures to restore dignity through a reintegration in both community and congregations. Social service agencies who are targeting the elderly people need to work toward this objective.This study aims to identify the relationship between social anxiety (SA) and internet addiction (IA) in a group of Chinese college students by controlling for the effects of physical exercise (PE), demographic, and academic variables. A sample of 4,677 students from five major regions of China participated in this survey. The findings revealed that (1) SA had a direct effect on IA; (2) regular and active participation in physical exercise can relieve SA and IA effectively; (3) the level of SA and IA is strongly linked to sex; (4) the levels of SA and IA are different among students of different majors; (5) students in the middle phase of their academic career are more likely to have IA than those in the starting phase. The study is significant because few existing studies discuss the role of PE on SA and IA. Additionally, the study found that college students with more PE would have a lower level of SA and a lower probability of IA.The enactive approach has become an influential paradigm in cognitive science. One of its most important claims is that cognition is sense-making to cognize is to enact a world of meaning. Thus, a world is not pregiven but enacted through sense-making. Most importantly, sense-making is not a fixed process or thing. It does not have substantial existence. Instead, it is groundless it springs from a dynamic of relations, without substantial ground. Thereby, as all cognition is groundless, this groundlessness is considered the central underlying principle of cognition. This article takes that key concept of the enactive approach and argues that it is not only a theoretical statement. Rather, groundlessness is directly accessible in lived experience. The two guiding questions of this article concern that lived experience of groundlessness (1) What is it to know groundlessness? (2) How can one know groundlessness? Accordingly, it elaborates (1) how this knowing of groundlessness fits into the theoretical framework of the enactive approach. Also, it describes (2) how it can be directly experienced when certain requirements are met. In an additional reflexive analysis, the context-dependency and observer-relativity of those statements themselves is highlighted. Through those steps, this article exhibits the importance of knowing groundlessness for a cognitive science discourse this underlying groundlessness is not only the "ground" of cognition, but it also can be investigated empirically through lived experience. However, it requires a methodology that is radically different from classical cognitive science. This article ends with envisioning a future praxis of cognitive science which enables researchers to investigate not only theoretically but empirically the "foundationless foundation" of cognition groundlessness.