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Moreover, the high-level group experienced significantly lower psychological well-being (in particular mastery, optimism, and relationship) in their first year of medical education. This explorative study offers a comprehensive understanding of cynicism development in medical students during medical school and its relations to the applicability of signature character strengths and well-being. Prospective replication studies are needed to replicate the results obtained in this study. Copyright © 2020 Kachel, Huber, Strecker, Höge and Höfer.Reading disorders (RD) are common and complex neuropsychological conditions associated with decoding printed words and/or reading comprehension. Early identification of children at risk of RD is critical to allow timely interventions before mental suffering and reading impairment take place. Chinese is a unique medium for studying RD because of extra efforts required in reading acquisition of characters based on meaning rather than phonology. Pinyin, an alphabetic coding system mapping Mandarin sounds to characters, is important to develop oral language skills and a promising candidate for early screening for RD. In this pilot study, we used a cohort of 100 students (50 each in Grades 1 and 2) to derive novel profiles of applying Pinyin to identify early schoolers at risk of RD. Each student had comprehensive reading related measures in two consecutive years, including Pinyin reading and reading comprehension tested in the first and second year, respectively. We showed that Pinyin reading was mainly determined by phonological awareness, was well developed in Grade 1 and the top predictor of reading comprehension (explaining ∼30% of variance, p less then 1.0e-05). Further, students who performed poorly in Pinyin reading [e.g. 1 standard deviation (SD) below the average, counting 14% in Grade 1 and 10% in Grade 2], tended to perform poorly in future reading comprehension tests, including all four individuals in Grade 1 (two out of three in Grade 2) who scored 1.5 SDs below the average. Pinyin is therefore an effective proxy for early screening for Mandarin-speaking children at risk of RD. Copyright © 2020 Ma, Zhang, Hatfield and Wei.In cognitive psychology novelty is an antecedent of attention, emotion, memory, and behavior. However, the relationship between novelty and experience memorability remains conceptually underdeveloped in tourism. This research applies cognitive appraisal theory (CAT) to explore the contribution of novelty and emotion to memorable tourism experiences (MTEs). Seventy-five novel travel episodes were identified through semi-structured interviews. Analysis focused on the antecedent and consequent conditions of novelty. Novel experiences, whether positive or negative, were identified as critical to experience memorability. Novelty could be segmented into trip-related and event-related dimensions. Novelty contributes to how spatial, temporal, and contextual details of tourism experiences are remembered and reconstructed due to the elicitation of intense emotions. Analysis revealed negative experiences deemed as novel were found to be re-evaluated and often remembered as a positive experience. A conceptual model titled "cognitive appraisal of novelty in memorable tourism experiences" is presented for consideration in future research. SB202190 ic50 By applying a retrospective and prospective approach the conceptual model explores the role of novelty through the process of cognitive appraisal, identifying goals, attention, and prior experiences as central for the experience of novelty. Future research should consider the application of recent advance in CAT to advance inquiry on tourism experiences as a psychological phenomenon. Copyright © 2020 Skavronskaya, Moyle and Scott.The present research analyzes the relation between the height of penalty kicks in association football and (a) the probability that goalkeepers stop the ball, (b) the kinematics of the kicker, and (c) the movements of the goalkeeper. We re-analyzed movement registration data that were collected in an experiment (with professional and semi-professional players) that focused on the horizontal direction of the penalties (Lopes et al., 2014). We also digitized and analyzed regular videos of the goalkeepers that were recorded by Lopes et al. (2014) but not analyzed. The present research complements the current understanding of the penalty kick with three main observations. First, goalkeepers save penalties at middle heights more often than low and high penalties. Second, the height of penalties is predicted less clearly than their horizontal direction from the kinematics of penalty takers. Third, goalkeepers tend to initiate the horizontal component of the saving action before the penalty taker contacts the ball, but they initiate the vertical component of the action about 245 ms after the contact. Taken together, these results support the view that goalkeepers make the left-right decision at least partly focusing on the kinematics of the kicker, and that they dynamically decide the vertical aspects of the movement later, focusing on the ball trajectory. Copyright © 2020 Higueras-Herbada, Lopes, Travieso, Ibáñez-Gijón, Araújo and Jacobs.This study reported on development and evaluation of a learning program that integrated a multidimensional diagnostic assessment with two different learning interventions with the aim to diagnose and improve three-dimensional mental rotation skills. The multidimensional assessment was built upon the Diagnostic Classification Model (DCM) framework that can report the binary mastery on each specific rotation skill. The two learning interventions were designed to train students to use a holistic rotation strategy and a combined analytic and holistic strategy, respectively. The program was evaluated through an experiment paired with multiple exploratory and confirmatory statistical analysis. Particularly, the recently proposed joint models for response times and response accuracy within dynamic DCM framework is applied to assess the effectiveness of the learning interventions. Compared with the traditional assessment on spatial skills, where the tests are timed and number correct is reported as a measure for test-takers' performances, the developed dynamic diagnostic assessment can provide an informative estimate of the learning trajectory for each participant in terms of the strengths and weaknesses in four fine-grained spatial rotation skills over time.