Perspective Taking

The relationship between the student teacher and cooperating teacher is important in the student teaching experience in Family and Consumer Sciences. This paper provides an overview of a phenomenological study conducted to examine the nature of the relationship of the student teacher and cooperating teacher in facilitating the student's professional development. The five student teachers participating in the study were taught from a critical science perspective. If the curriculum perspective held by the student teacher and cooperating teacher are in conflict there may be difficulties for the student teacher. Themes identified are related to (a) the purpose and outcomes of the student teaching experience, (b) the relationship between the student and cooperating teacher, and (c) the knowledge and skills of the student teacher.

The variety of terms used to describe the process of self-other differentiation in communication--empathy, role taking, decentering, and perspective taking are but a few--tend to undermine efforts to establish a consistent framework for research in this area. A review of these t,...rms suggests that decentering is the broaJest of the concepts, encompassing both affective and cognitive dimensions. Although overlapping at points, empathy and role taking/perspective taking appear to be, respectively, affective and cognitive subsets of decentering. In addition to indicating that self-other differentiation is a multidimensional process, the literature suggests that the intensity of this differentiation is variable and the relationship between communication and self-other differentiation is not linear, for communication can occur without decentering. (MM)

This article contributes to the reflection on the body as an active and living subject of theatrical and paratheatrical practice, as observed in the pedagogical research of 'embodied education'. Educational experience, rooted in aesthetic and performative action, is nourished by Dewey's theory of experience (1934, 1938), thereby bringing unity to educational and aesthetic experience. If experience can generally be said to relate to the reciprocal interaction of the individual with nature, punctuated by the rhythm of life itself-the heart beating, the flowing of the tides, the cycle of the seasonsthen in the laboratory practice under investigation in this article, 'exercise' and thus aesthetic and performative practice can be considered to assume the form of "body-theatre" (Corpsthéâtre, Nancy, 2010). Embedded in its potential for experiential knowledge, as awakened through memory and listening, the body becomes the agent of a transformative action towards the unfolding of an encounter with both the self and the other.

Experimental acoustic laboratory measurement methods for hydrate-bearing poroelastic solid media are biefly reviewed. A measurement example using the Fourier spectrum method is given, for compressional and shear wave velocities in hydrate-bearing Bentheim sandstone.

Bu araştırma, okul öncesi eğitimi alan ve almayan çocukların yaratıcı düşünme becerilerini incelemek amacıyla planlanmıştır. Araştırmanın evrenini, Ankara il merkezinde bulunan ilköğretim okullarının anasınıflarına devam eden altı yaş grubu çocuklar oluşturmaktadır. Araştırmanın örneklemine ise bu okullar arasından tesadüfi örnekleme yöntemiyle seçilen toplam sekiz okuldaki anasınıflarına devam eden, daha önce okul öncesi eğitim alan ve almayan, normal gelişim gösteren altı yaşındaki 210 çocuk dahil edilmiştir. Araştırmada, çocuklar ile ilgili bilgi almak amacıyla "Genel Bilgi Formu" ve çocukların yaratıcı düşünme düzeylerini belirlemek amacıyla Urban ve Jellen (1996) tarafından geliştirilen Can-Yaşar (2009) tarafından altı yaş Türk çocukları için geçerlik güvenirlik çalışması yapılan "Yaratıcı Düşünme-Resim Oluşturma Testi (YD-ROT)" kullanılmıştır. Çocukların yaratıcı düşünme becerileri ile okul öncesi eğitimi alma durumları ve cinsiyet arasındaki ilişki Mann Whitney U-Testi ile analiz edilmiştir. Araştırma sonucunda, okul öncesi eğitim alan çocukların yaratıcı düşünme puanları okul öncesi eğitim almamış çocukların puanlarından anlamlı derecede yüksek bulunmuştur (p<0,05). Çocukların cinsiyeti, yaratıcı düşünme becerileri üzerinde önemli bir fark yaratmamıştır.

Skilled social interactions require knowledge about others' intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one's partner. Young infants demonstrate an understanding of other people's intentions (e.g. ), yet it is not until the second year that infants seem to master the realtime implementation of their knowledge during social interactions (e.g. . The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others' intentions. Twenty-to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person's future behavior in the eyetracking task were more successful at taking their partner's perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person's intentions. These findings highlight the importance of not only being a 'smart' social partner but also a 'fast' social thinker.

Araştırma düşük sosyo-kültürel özellikteki okulöncesi dönem 48-66 ay çocuklarına etkileşimli kitap okuma programının yazı farkındalığına etkisinin incelenmesi amacıyla yapılmıştır. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu 2016-2017 eğitim öğretim yılında Diyarbakır ili merkez ilçesi Sur&#39; da bulunan Milli Eğitim Bakanlığına bağlı anasınıfında okulöncesi eğitime devam eden toplam 23 normal gelişim gösteren çocuk oluşturmaktadır. Çocuklar 48-66 ay aralığında olup 11 kişilik bir sınıf deney, 12 kişilik bir sınıf kontrol grubunu oluşturmaktadır. Veri toplama aracı olarak araştırmacı tarafından hazırlanan kişisel bilgi formu ve Karaman (2013) tarafından geliştirilen Erken Okuryazarlık Becerilerini Değerlendirme Aracı&#39; nın Yazı Farkındalığı alt testi kullanılmıştır. Ayrıca Etkileşimli Kitap Okuma uygulaması sırasında çocukların davranışlarıyla ilgili uygulayıcının gözlemlerine başvurulmuştur. Araştırmaya, Ekim ayın...

Coordinated action relies on shared representations between interaction partners: people co-represent actions of others in order to respond appropriately. However, little is known about the social factors that influence shared representations. We investigated whether actions performed by in-group and out-group members are represented differently, and if so, what role perspective-taking plays in this process. White participants performed a joint Simon task with an animated image of a hand with either white or black skin tone. Results of study I demonstrated that actions performed by in-group members were co-represented while actions of out-group members were not. In study II, it was found that participants co-represented actions of out-group members when they had read about an out-group member and to take his perspective prior to the actual experiment. Possible explanations for these findings are discussed.

Research & Action Report is published in the spring and fall by the Wellesley Centers for Women (WCW). For more than three decades, WCW has been a driving force, both behind the scenes and in the spotlight, promoting positive change for women and families. The world's largest women's research center, WCW is the powerful alliance of the Center for Research on Women and the Stone Center at Wellesley College. The work at WCW is grounded in the perspectives of women from diverse backgrounds. Our research and action projects lead to creative solutions to a range of pressing social concerns and to innovative policy alternatives.

Accessible summaryWhat is known on the subject? Empathy is one of the main attributes for establishing the nurse–patient therapeutic relationship. Davis (1983) identified four components on an empathic response: perspective taking, fantasy, empathetic concern and personal distress. It is essential to deepen our knowledge on the influence of the dimensions of empathy for the construction and development of the therapeutic alliance during the different phases of the therapeutic relationship. What the paper adds to existing knowledge? A significant association exists between the dimensions of empathy and the construction and development of the therapeutic alliance during the different phases of the therapeutic relationship between nurses and patients in mental health units. This study shows that the nurses&#39; perspective on the patient&#39;s situation improves the bond, and therefore, this skill is especially useful in the first phase or orientation phase of the therapeutic relations...

The study examined mental disorder as a predictor of criminal behaviours among young adults. Sectional design was adopted and convenience sampling technique was used to draw the sample. A total of 141 participants were used. An average age of 21.50 years (SD = 2.19) was found. One hundred and seven (107) (75.9%) of all participants were male and thirty four (34) (24.1%) were female. Two instruments were used for data collection: NPD subscale of the Personality Diagnostic Questionnaire (PDQ-4+) and antisocial behavior questionnaire (ASBQ). It was hypothesized that narcissistic personality disorder will not significantly predict antisocial behavior among young adults. Regression results showed that Narcissistic Personality Disorder (NPD) (β = .570, t = 8.17, p< .001) is a significant predictor of Antisocial Behaviour (ASB) among young adults, therefore, the null hypothesis was rejected. In Conclusion, Mental illness is a very broad concept; however, various mental illnesses have been linked to criminal behavior. This implies that individuals with narcissistic personality disorders are predisposed to criminal behaviours. Based on the findings of the study, it was recommended were that the services of psychologists should be employed in the law courts to examine the mental health of offenders, to aid the jury in deciding if they should be sent to prison or a psychiatric hospital for rehabilitation.

It is a great pleasure for AALiCo to welcome the ICLA community to the 17th International Cognitive Linguistics Conference (ICLC), held at a time when AALiCo is celebrating its 22nd anniversary. It is also an honor for the Faculty of Philosophy and Letters at the University of Buenos Aires to host so many distinguished scholars from around the world. It should be noted that this is the first time the ICLC is being held in Argentina-and in Latin Amer-ica. We believe this will encourage other countries in our region to engage with the theoretical framework and to help disseminate and expand the cognitivist approach. This conference especially celebrates the diversity of cultures and languages, which is reflected in the rich spectrum of proposals featured in this Book. Argentina, as a multicultural nation where vernacular languages coexist with Spanish and many others introduced after waves of immigration over time, is currently engaged in discussions about how to renew and adapt the teaching of both mother tongues and foreign languages to meet today's needs. We are confident that ICLC17 will contribute valuable insights toward addressing this challenge. We welcome you to ICLC17 and hope you enjoy the meeting.

Objective: Having diverse faculty in academic health centers will help diversify the healthcare workforce and reduce health disparities. Implicit race bias is one factor that contributes to the underrepresentation of Black faculty. We designed the videogame ''Fair Play'' in which players assume the role of a Black graduate student named Jamal Davis. As Jamal, players experience subtle race bias while completing ''quests'' to obtain a science degree. We hypothesized that participants randomly assigned to play the game would have greater empathy for Jamal and lower implicit race bias than participants randomized to read narrative text describing Jamal's experience. Materials and Methods: University of Wisconsin-Madison graduate students were recruited via e-mail and randomly assigned to play ''Fair Play'' or read narrative text through an online link. Upon completion, participants took an Implicit Association Test to measure implicit bias and answered survey questions assessing empathy toward Jamal and awareness of bias. Results: As hypothesized, gameplayers showed the least implicit bias but only when they also showed high empathy for Jamal (P = 0.013). Gameplayers did not show greater empathy than text readers, and women in the text condition reported the greatest empathy for Jamal (P = 0.008). However, high empathy only predicted lower levels of implicit bias among those who actively took Jamal's perspective through gameplay (P = 0.014). Conclusions: A videogame in which players experience subtle race bias as a Black graduate student has the potential to reduce implicit bias, possibly because of a game's ability to foster empathy through active perspective taking.

ÖZET Bu araştırmada, çocuk katılımını temel alarak hazırlanmış Çocuk Katılımlı Eğitim Programı’na katılan çocukların öz düzenleme becerilerinin, bu programa katılmayan çocuklara oranla daha fazla gelişip gelişmediğinin belirlenmesi amaçlanmıştır. Çocuk Katılımlı Eğitim Programı, Birleşmiş Milletler Çocuk Hakları Sözleşmesi’nin 12. Madde’sinde yer alan “çocuğun katılım hakkı”ndan yola çıkarak hazırlanmıştır. Bu program, Shier’in (2001) “Katılıma Giden Yollar: Açılımlar, Fırsatlar ve Yükümlülükler” adlı makalesinde ele aldığı beş katılım düzeyini temel almakta, doğa ve oyun temalarında 2 proje süreci içeren toplam 15 etkinlikten oluşmaktadır. Araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılında İstanbul’da bulunan bir üniversiteye bağlı anaokulunun iki şubesinde eğitim gören 60-72 aylık yaş grubundan toplam 28 çocuk (14 çocuk deney grubu, 14 çocuk kontrol grubu) oluşturmuştur. Deney ve kontrol grupları seçkisiz atama ile oluşturulmuş, deney grubuna Çocuk Katılımlı Eğitim Pro...

With the COVID-19 pandemic, behavioural scientists aimed to illuminate reasons why people comply with (or not) large-scale cooperative activities. Here we investigated the motives that underlie support for COVID-19 preventive behaviours in a sample of 12,758 individuals from 34 countries. We hypothesized that the associations of empathic prosocial concern and fear of disease with support towards preventive COVID-19 behaviours would be moderated by trust in the government. Results suggest that the association between fear of disease and support for COVID-19 preventive behaviours was strongest when trust in the government was weak (both at individual-and country-level). Conversely, the association with empathic prosocial concern was strongest when trust in the government was high, but this moderation was only found at individual-level scores of governmental trust. We discuss how motivations may be shaped by socio-cultural context, and outline how findings may contribute to a better understanding of collective action during global crises.

Empathic accuracy research indicates that partners achieve only moderate success at reading each other's thoughts. The current study identifies specific patterns of online thought that contribute to empathic inaccuracy during conflict interactions. Married/cohabiting partners completed a conflict interaction and reported their own thoughts during videoassisted recall of the interaction, while also inferring the thoughts of the other partner. Content analysis of these online thoughts revealed a high degree of mindfulness about the process of communication, along with a perspective bias, in which partners tended to construe their own communication as constructive and the other partner's communication as avoidant and confrontational. Specific mind reading errors linked to both the thematic content and affective tone of online thought predicted lower overall empathic accuracy.

According to basic research with children and youth from majority/minority backgrounds in peaceful and conflict-affected countries, prosociality grows from increases in moral cognitions, emotions, and values, socialization and contextual influences, and community engagement. • Key interventions among diverse samples in established democracies and non-WEIRD samples reveal the need for the development of programs that are agesensitive and culturally adapted. • Future research should focus on the target of the different forms prosocial acts, as well as the longer-term or broader implications, such as different types of social change • Fitting UN Sustainable Development Goals #4 on inclusive education and #16 on peace, security, and strong institutions: Policy principles derive from developmental science, resilience, culture, collaboration, and sustainability.

This article is a literature review paper on an analysis of the neural mechanisms underlying empathy and cognitive functions related to the comprehension of other individuals. Empathy refers to a multifaceted psychological phenomenon characterized by the capacity to understand and share the emotional and cognitive states of others. It involves the ability to perceive and resonate with the feelings, thoughts, and perspectives of people, often leading to a sense of emotional connection and a willingness to provide support or assistance based on this understanding. Neuroscientists and psychologists alike have extensively explored various brain regions and neural processes that potentially contribute to empathy. However, despite significant research efforts, a definitive understanding of the precise underlying factors that give rise to empathy remains elusive. Exploring the mechanisms of empathy is still in its nascent stages, but researchers have developed a multitude of theories connected to this concept, such as the role of mirror neurons, mental perspective-taking, theory of mind network, and the role of different ROIs (regions of interest) in the brain. Throughout this paper, these diverse theories are explored, examining the empirical evidence supporting each one and evaluating their potential applicability to empathy. By critically assessing these theories, we aim to contribute to the ongoing discourse surrounding the root causes of empathy, with the ultimate goal of discerning which theory holds the most validity, how these theories may overlap or differ, and how to make optimal use of this intricate phenomenon.

Neurological diseases affect over one billion people globally, yet countless communities still lack basic access to specialist care, especially during emergencies. This work presents the first unified artificial intelligence platform capable of detecting and analyzing four major neurological conditions (brain tumors, strokes, Alzheimer's disease, and multiple sclerosis) within a single, web-accessible system. SeruNet platform addresses critical gaps in neurological care delivery by integrating condition-specific expert systems with advanced explainable AI techniques including one of the first documented application of XRAI (eXplanation with Region Attribution Integration) for neurological imaging. The unified architecture combines 2D and 3D analysis capabilities across multiple imaging modalities while maintaining specialized accuracy for each neurological condition. Key innovations include region-based attribution that aligns with clinical reasoning, a novel two-stage multiple sclerosis risk prediction model, and comprehensive bias-aware monitoring systems. Web-based deployment eliminates infrastructure barriers, enabling immediate access through standard browsers without specialized hardware requirements. This unified approach represents a paradigm shift from fragmented, condition-specific AI systems toward integrated, accessible neurological diagnostics designed for global health equity and immediate clinical deployment.

En este artículo, comenzamos hablando de la importancia de la Toma de Perspectiva (TP) y su entrenamiento, desde la Psicología Contextual[1], como elemento  relevante para avanzar hacia la flexibilidad psicológica.

Realizamos una introducción a la Teoría del Marco Relacional, y más concretamente, la relevancia de la actividad relacional deíctica como factor clave para la mejora de la TP. y un repaso por diversos protocolos con los que se ha entrenado la TP .

Posteriormente, examinamos el papel del uso de la realidad virtual (RV), como herramienta terapéutica, tanto en la psicología como en la intervención psicológica para el entrenamiento específico de la TP.

Finalmente, proponemos como novedad, las gafas de realidad virtual (GRV), como herramienta tecnológica para el entrenamiento TP y en la que entra en juego la participación, durante la experiencia, de un marco jerárquico con el "yo" deíctico, en un contexto de aprendizaje inmersivo y en primera persona.

The aim of the study was to explore adolescents' perceptions of their parents' behaviors that inhibited or facilitated adolescents' self-disclosures to them. Four focus groups with 16 girls and 16 boys from Croatia (13-14 year-olds) were conducted. Results indicate that adolescents perceive their self-disclosures to be influenced by a variety of specific parental actions and reactions in disclosure-related situations. According to adolescents' views, not only can parents hinder adolescent's disclosure by unfavorable reactions, but they can also prompt adolescent to disclose by behaving in certain manner. Identified parental behaviors and emotional states (labeled as "inviters", "inhibitors", "negative reactions" and "positive reactions"), are discussed in terms of contemporary perspectives on optimal parenting based on children's psychological needs and children's rights.

The aim of the study was to explore adolescents’ perceptions of their parents’ behaviors that inhibited or facilitated adolescents’ self-disclosures to them. Four focus groups with 16 girls and 16 boys from Croatia (13—14 year olds) were conducted. Results indicate that adolescents perceive their self-disclosures to be influenced by a variety of specific parental actions and reactions in disclosure-related situations. According to adolescents’ views, not only can parents hinder adolescent’s disclosure by unfavorable reactions, but they can also prompt the adolescent to disclose by behaving in certain manner. Identified parental behaviors and emotional states (labeled as ‘‘inviters’’, ‘‘inhibitors’’, ‘‘negative reactions’’, and ‘‘positive reactions’’) are discussed in terms of contemporary perspectives on optimal parenting based on children’s psychological needs and children’s rights.

This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre-post design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. Unlike the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students' interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity may have bolstered their interest in social studies and (d) students' increased propensity to engage in social perspective taking. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research.

Societies around the world face planetary-scale risks, such as climate change, and are in need of contextualized science education in finding solutions to complex problems. Making scientific content accessible across diverse social and cultural groups necessitates a learning structure that is capable of cultivating accessible and inclusive learning. Our research sought to address such educational challenges by developing a pedagogical practice that integrates critical reflection, socioscientific perspective taking, and the Four Quadrants model from Integral Theory. Our innovative teaching and learning model situates science within a moral context through engagement and shifts in perspective by examining both subjective and objective qualities of socioscientific issues. This research developed a curriculum we call socioscientific perspectives (SSP), which we studied by analyzing qualitative data collected from surveys, class discussions, reflective writing assignments, and member checking. Our population involved undergraduate students enrolled in a 16-week college course on climate change. A constant comparison analysis evaluated students’ progression in perspective regarding the impacts of climate change. The findings of this study support that the implementation of SSP as a curricular focus can convey scientific information in critical ways that acknowledge the subjective, intersubjective, objective, and interobjective nature of real-world phenomena. Educators seeking transdisciplinary approaches to teaching critical scientific content would benefit from this study’s ability to package complex subjects like climate change into beneficial teaching and learning practices.

This research investigates the impact of perspective-taking on a majority group's support for government action to help a minority group. Data among a sample of Indonesian Muslims (N = 380), representing a religious majority group in Indonesia, showed that perspective-taking was a strong positive predictor of Muslims' support for government action to help Christian minority. Relative Muslim prototypicality visà-vis Christians depressed perspective-taking. Contrariwise, inclusive victimhood reflecting a perception that Muslims are equally afflicted relative to Christians in intergroup conflicts, involving both groups, promoted perspective-taking. Relative Muslim prototypicality was augmented by the extent to which this majority group glorified Islam and was motivated to protect Islamic power. However, inclusive

Background and objectives: Experimental research on psychological acceptance strategies revealed discrepant results regarding superiority of these strategies compared to other emotion regulation strategies. A review examining results of experimental comparisons between acceptance and other emotion regulation strategies (e.g. suppression, distraction, reappraisal) is still missing. The present meta-analytic approach aims to fill this gap. Method: A literature search was performed using PsychInfo and PubMed and effect sizes (ES; Hedge's g) were calculated. Results: The search identified 30 relevant studies. Many studies reported that acceptance strategies were superior when compared to other emotion regulation strategies for the outcomes of pain tolerance, negative affect and believability of thoughts. Meta-analytic results replicate findings of primary studies for pain tolerance: A small to medium between-group ES was found favoring acceptance strategies (g ¼ 0.43, p < 0.01, 95% CI[0.12, 0.73]). With respect to pain intensity and negative affect, meta-analysis did not show any significant differences between acceptance and other emotion regulation strategies. In sum, acceptance strategies proved to be superior to other emotion regulation strategies with respect to pain tolerance but not for pain intensity and negative affect. Limitations: Future research should address which characteristics of participants lead to respond to either acceptance or to other emotion regulation strategies. Conclusions: Acceptance strategies are at least as useful in treatments for chronic pain and depression as other emotion regulation strategies.

This article examines the relational conflict model developed by Stephen A. Mitchell. The main concepts of Mitchell&#39;s relational conflict model are discussed, particularly early patterns of connection to parental figures and the interactive treatment approach to understanding and changing those relational patterns. The model is contrasted with classical drive and developmental arrest theories in the psychodynamic treatment of psychopathology. We explain how Mitchell&#39;s model, in keeping with a social work perspective, takes into consideration the social, cultural, and environmental factors as well as the intrapsychic. We discuss how patterns of relating are reworked throughout the life course, and we explore the potential for individual agency in constructing new patterns of relating. We also highlight the social constructivist aspects of Mitchell&#39;s approach which are congruent with current contemporary trends in social work theory. A case vignette is presented to illustr...

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because of the prevalent experience of stereotype threat. Stereotype threat leads to a ruminative cycle of negative thoughts and emotions resulting in decreased performance and motivation. However, it is expected that adopting a distanced self-perspective can disrupt this ruminative cycle and buffer the downstream negative effects of stereotype threat. Study 1 (N = 215) tests this possibility by asking college women of across all majors (STEM majors N = 90) to adopt a self-distanced perspective while completing a math exam that created stereotype threat. Study 1 suggests that adopting a self-distanced perspective can increase women's motivation and performance on a math exam. Study 2a aimed to replicate these effects among a sample of women highly invested in the STEM realm and to extend the findings to strength of STEM identity and commitment to future plans in STEM. Study 2a (N = 97) recruited female STEM majors. Generally, adopting a selfdistanced perspective led to increases in motivation in both solvable and unsolvable math exam problems, self-reported strength of STEM identity, and commitment to future plans. Study 2b (N = 80) sought to understand how the presence of stereotype threat interacted with self-perspective by examining the motivation and performance of STEM men while utilizing a self-distanced perspective. Contrasting Studies 2a and Study 2b demonstrated that self-distancing influenced motivation only for those experiencing stereotype threat. Study 3 (N = 105; STEM majors N = 95) examined the mechanism through which adopting a self-distanced perspective disrupted the ruminative cycle x associated with stereotype threat. A thought listing task was utilized to gain insight into the thoughts and feelings women had while adopting different self-perspectives after receiving negative feedback. Women who adopted a self-distanced perspective reported significantly fewer internal and external attributions about the negative feedback they received. Study 4 (N = 46) assessed the influence that adopting a selfdistanced perspective can have on protecting available working memory during a recall task. Female college students across all majors (STEM majors N = 26) who adopted a self-distanced perspective demonstrated increased working memory directly following the self-perspective manipulation. Overall, adopting a self-distanced perspective was found to mitigate many of the negative effects of stereotype threat. Implications for use of self-distancing as a tool to combat stereotype threat are discussed.

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because of the prevalent experience of stereotype threat. Stereotype threat leads to a ruminative cycle of negative thoughts and emotions resulting in decreased performance and motivation. However, it is expected that adopting a distanced self-perspective can disrupt this ruminative cycle and buffer the downstream negative effects of stereotype threat. Study 1 (N = 215) tests this possibility by asking college women of across all majors (STEM majors N = 90) to adopt a self-distanced perspective while completing a math exam that created stereotype threat. Study 1 suggests that adopting a self-distanced perspective can increase women's motivation and performance on a math exam. Study 2a aimed to replicate these effects among a sample of women highly invested in the STEM realm and to extend the findings to strength of STEM identity and commitment to future plans in STEM. Study 2a (N = 97) recruited female STEM majors. Generally, adopting a selfdistanced perspective led to increases in motivation in both solvable and unsolvable math exam problems, self-reported strength of STEM identity, and commitment to future plans. Study 2b (N = 80) sought to understand how the presence of stereotype threat interacted with self-perspective by examining the motivation and performance of STEM men while utilizing a self-distanced perspective. Contrasting Studies 2a and Study 2b demonstrated that self-distancing influenced motivation only for those experiencing stereotype threat. Study 3 (N = 105; STEM majors N = 95) examined the mechanism through which adopting a self-distanced perspective disrupted the ruminative cycle x associated with stereotype threat. A thought listing task was utilized to gain insight into the thoughts and feelings women had while adopting different self-perspectives after receiving negative feedback. Women who adopted a self-distanced perspective reported significantly fewer internal and external attributions about the negative feedback they received. Study 4 (N = 46) assessed the influence that adopting a selfdistanced perspective can have on protecting available working memory during a recall task. Female college students across all majors (STEM majors N = 26) who adopted a self-distanced perspective demonstrated increased working memory directly following the self-perspective manipulation. Overall, adopting a self-distanced perspective was found to mitigate many of the negative effects of stereotype threat. Implications for use of self-distancing as a tool to combat stereotype threat are discussed.

Schulpastoral gerät angesichts wachsender Konfessionslosigkeit immer stärker in Plausibilisierungsstress. Ihre-vor allem liturgisch-mystagogischen-Angebote sind selbst vielen Getauften fremd. Der Kreis der Adressat:innen schrumpft kontinuierlich, während die kirchliche Ressourcenknappheit zu Sparmaßnahmen zwingt. Angesichts dieser Herausforderungen ist es notwendig, diesen wertvollen christlichen Dienst am Menschen in öffentlichen Schulen neu zu konturieren, um ihn auch in Zukunft erhalten zu können. Genau dies ist das Ziel dieses Beitrags, in dem ein Plädoyer für Schuldiakonie formuliert wird.

When two different images are presented separately to each eye, one experiences smooth transitions between them–a phenomenon called binocular rivalry. Previous studies have shown that exposure to signals from other senses can enhance the access of stimulation-congruent images to conscious perception. However, despite our ability to infer perceptual consequences from bodily movements, evidence that action can have an analogous influence on visual awareness is scarce and mainly limited to hand movements. Here, we investigated whether one’s direction of locomotion affects perceptual access to optic flow patterns during binocular rivalry. Participants walked forwards and backwards on a treadmill while viewing highly-realistic visualisations of self-motion in a virtual environment. We hypothesised that visualisations congruent with walking direction would predominate in visual awareness over incongruent ones, and that this effect would increase with the precision of one’s active proprioc...

The present investigation was designed to assess whether the emotion regulation strategies of expressive suppression and cognitive reappraisal would mediate the relationships between emotion motives (trying to experience and trying to avoid experiencing positive and negative emotions) and mood outcomes (subjective happiness and depressive symptoms). A sample of 257 first-year psychology students completed questionnaires on emotion regulation and levels of subjective happiness and depressive symptom levels in a concurrent study. As predicted, trying to experience positive emotions positively predicted use of cognitive reappraisal, which, in turn, predicted greater levels of subjective happiness and lower levels of depressive symptoms and trying to avoid experiencing negative emotions positively predicted use of expressive suppression, which, in turn, predicted greater levels of depressive symptoms and lower levels of subjective happiness. In one other mediational pathway, the motive ...

Sensory input (seeing, touching, smelling, or hearing) lowers consumers' level of construal, which leads to less harsh moral judgments, less sophisticated moral reasoning, and more motivated moral reasoning in a subsequent moral dilemma. More limited sensory input, in contrast, results in more abstract construals and opposite effects on moral judgment.

In general, people tend to rely on egocentric projection when predicting others' emotions, attitudes, and preferences. However, this strategy is less effective than the more obvious strategy of directly asking others what they feel, think, or desire ('perspective getting'). In three experimental studies, we investigated how likely people are to ask for others' perspectives, whether it leads to better predictions, and what factors impede perspective getting. In the first study, we let participants predict how happy another person would be with different money distributions. Only 26% of all people engaged in perspective getting, and it did not lead to better predictions. In the second study, we let people predict how expensive another person would think certain products are. The majority of people engaged in some form of perspective getting, but only 23% of all people did this thoroughly. Perspective getting did lead to better predictions. In the final study, we let people predict another person's attitudes about a wide range of topics. Here, 70% of the people engaged in perspective getting and 12.5% did so thoroughly. Again, perspective getting led to better predictions. We found that confidence acted as a barrier for perspective getting. We also tested whether pointing out that perspective getting is the best strategy would increase perspective getting. We do not find a positive effect of this intervention. We discuss possible other interventions to increase people's tendency to get rather than take perspective.

In general, people tend to rely on egocentric projection when predicting others' emotions, attitudes, and preferences. However, this strategy is less effective than the more obvious strategy of directly asking others what they feel, think, or desire ('perspective getting'). In three experimental studies, we investigated how likely people are to ask for others' perspectives, whether it leads to better predictions, and what factors impede perspective getting. In the first study, we let participants predict how happy another person would be with different money distributions. Only 26% of all people engaged in perspective getting, and it did not lead to better predictions. In the second study, we let people predict how expensive another person would think certain products are. The majority of people engaged in some form of perspective getting, but only 23% of all people did this thoroughly. Perspective getting did lead to better predictions. In the final study, we let people predict another person's attitudes about a wide range of topics. Here, 70% of the people engaged in perspective getting and 12.5% did so thoroughly. Again, perspective getting led to better predictions. We found that confidence acted as a barrier for perspective getting. We also tested whether pointing out that perspective getting is the best strategy would increase perspective getting. We do not find a positive effect of this intervention. We discuss possible other interventions to increase people's tendency to get rather than take perspective.

Unlike any other species, humans can think about perspectives that are not currently their own. They can put themselves in the "mental shoes" of others and imagine how they perceive, think, or feel about an object or event. Perspectivity in its mature, adult form even goes beyond the ability to determine a specific person's point of view at a certain moment in time. . It entails the general comprehension that one and the same thing or event can be viewed or construed differently depending on one's standpointwhether this is a visuo-spatial, episternic, conceptual, or affective standpoint . Fro.m a developmental perspective, the question arises when and how children acquire this knowledge. We offer a new look at the early ontogeny of understanding visual perception and experiences-with a major emphasis on the ability to take and understand the perspectives of others. The central claim we aim to develop is that human children first learn about perspectives within the context ofjoint attentional engagement. Infants' ability and motivation to jointly attend to objects and events with others allows them to share perceptions and experiences from very early on in life . This sharing sets the ground for later perspective-taking. Developmental inquiries ofjoint attention and perspective-taking have mostly been conducted in separation: The term "joint visual attentio~" is often used as a synonym for the specific case of gaze following, which is rarely looked at in terms of its relation to later perspective-taking; and models of perspective-taking have failed to recognize early joint attentional skills as a foundational first step towards perspectivity (but see Martin, Sokol, and Elvers, 2008). We want to bring these two strands together and argue thatjoint attention is a necessary condition for appreciating perspectives. Perspectival differences, however distinct and incompatible they may be---in the sense that they cannot consistently be held by one person at the same time---necessarily converge on one and the same object (where "object" can refer to a thing, an event, a state of affairs etc.). They thus have at their

This constructionist paper deals with the specialised manifestations that constructions can exhibit and considers two questions: (i) how such specialised manifestations can be linked back to the cognitive architecture of the domain, (ii) whether we can, in this regard, speak about specialised constructions, for which (a) domain-related features regarding form and meaning, and (b) their location within the constructicon will be considered in more depth. More specifically, this study looks at a pilot corpus of Flemish weather reports (domain: meteorology) and performs a corpus-based analysis of existential constructions (Dt. er is/zijn; het is; het wordt) as a case-study. The results of this corpus-based analysis provide deeper insights into the lexicological features of the texts and the ways in which the constructions align with the discourse patterns of this specialised text genre.

Cet article traite, dans le paradigme de la grammaire de construction, des manifestations spécialisées que les constructions peuvent présenter et examine deux questions : (i) comment ces manifestations spécialisées peuvent-elles être reliées à l’architecture cognitive du domaine, (ii) si on peut, à cet égard, parler de constructions spécialisées, pour lesquelles il conviendra d’étudier en détail (a) les caractéristiques spécifiques au domaine en termes de forme et de sens, et (b) leur position au sein du constructicon. Plus précisément, cette étude porte sur un corpus pilote de bulletins météorologiques flamands (domaine : météorologie) et propose en guise d’étude de cas une analyse corpus-based des constructions existentielles (nld. : er is/zijn ; het is ; het wordt). Les résultats de cette analyse corpus-based apportent un éclairage plus approfondi sur les caractéristiques lexicologiques des textes et sur la manière dont les constructions se combinent avec les schémas discursifs propres à ce genre textuel spécialisé.

A robust quantitative typology based on a nationwide survey was realized. • Four key pathways regarding MSM in China's dairy farming were achieved. • Key potential influencing factors of farmer's decision-making were identified. • The pathways benefit higher scale modelling in sustainability & policy assessment. • Reference values for decision-making of other developing countries were provided.

Recent data has revealed dissociations between social and non-social skills in both autistic and neurotypical populations. In the present study, we investigated whether specific visuospatial abilities, such as figure disembedding and mental rotation, are differently related to social and non-social autistic traits, in neurotypical women and men. University students (N = 426) completed the Autism Spectrum Quotient (AQ), figure disembedding and mental rotation of two-dimensional figures tasks. AQ social skills (AQ-social) and attention-to-details (AQ-attention) subscales were used as measures of social and non-social autistic traits, respectively. Mental rotation was affected by a significant interaction between sex, social and non-social traits. When non-social traits were above the mean (+ 1 SD), no sex differences in mental rotation were found. Instead, below this value, sex differences depended on the social traits, with men on average outperforming women at middle-to-high social ...

This entry investigates the concept of the syntax-lexicon continuum in Construction Grammar. This concept challenges the traditional Generative Grammar distinction between lexicon and syntax, proposing instead that these two components are interconnected. The paper emphasizes the importance of phrasemes, such as idioms and constructional idioms, due to their frequency and relevance in language. The study highlights the theoretical and practical implications of this continuum, particularly in language description, language teaching and natural language processing, arguing that the continuum provides a more integrated understanding of linguistic competence and revealing the deep interconnections between meaning and form in language. It concludes with new research perspectives, underscoring the significance of this continuum for a comprehensive linguistic theory.

The aim of the present study is to compare social development, emotional-behavioural problems and academic selfesteem of children who attain primary school at the age of five and six. A total of 618 children (girls=321, boys=297) who live in Ankara participated in the study. Data for the present descriptive study were collected at the beginning and end of academic terms. The Revised Conners' Parent Rating Scale-Long Form, The Revised Conners' Teacher Rating Scale-Long Form, Ages and Stages Questionnaires: Social-Emotional, Preschool Social Behaviour Scale-Teacher Form and Academic Self-Esteem Scale were utilized. Pre-post test findings demonstrated that five year olds experienced higher level of emotional-behavioural and social problems and exhibited lower level of academic self-esteem compared to their six year old peers. Findings are discussed in relation to educational implications and possible solutions.

Background Children's bullying involvement may arise from biases and deficiencies in social information processing, and it is important to consider cognitive and emotional aspects of bullying because social cognition is an important aspect of children's social skills and their ability to get along with others. It is also important to understand how children see things from others' point-of-view. Objective The study examined whether empathic concern, perspective-taking, attitude towards bullying, and Theory-of-Mind were associated with non-physical form of bully perpetration and victimization in diverse sample of middle school students.

With the rapid advancements in robotics, humanoid robots have emerged as a transformative technology, capable
of performing complex tasks in a variety of sectors such as healthcare, manufacturing, and service industries.
However, as these robots are increasingly integrated into human environments, ensuring the safety of both humans
and other systems becomes paramount. This paper explores the methods, strategies, and technologies essential for
ensuring the safety of humanoid robots in human-centric environments. These include the development of safe
interaction protocols, robust design specifications, reliable sensors for collision avoidance, and ethical
considerations for human-robot coexistence. The paper concludes by emphasizing the need for collaborative efforts
from researchers, engineers, and policymakers to create comprehensive safety standards for humanoid robots.

The neurophysiology underlying the Behavioral Activation and Behavioral Inhibition Systems (BAS and BIS) and the impact of the strength of these systems on affective processing have received increased attention over the last 25 years. Specifically, left-frontal brain regions have been implicated in BAS strength as well as the experience of positive-approach affect (such as happiness). Conversely, BIS strength and negative-avoidance affect (such as fear) appear to be modulated by right-frontal brain regions. Taken together, it is not surprising that BAS and BIS strength have been associated with positive and negative affective biases, respectively, to emotional stimuli that do not involve extensive human interaction. The present investigation was designed to extend these findings by assessing the relationship between BAS and BIS strength on the perception of emotional interactions. Participants (n = 67) were shown four 2min film clips that depict an individual exerting dominance over one or more other individuals. Each participant rated the clips with regard to valence, arousal, and dominance parameters, and then indicated the person(s) in the movie with whom they identified (i.e., the dominant individual or submissive individual[s]). Consistent with a priori hypotheses, persons identifying with the submissive character scored significantly higher on BIS sensitivity. BAS strength and BIS/ BAS ratio, conversely, were not associated with character identification. Also as predicted, identification with the dominant movie character was associated with increased positive affect and feelings of dominance. Interestingly, although not hypothesized, trait dominance was also associated with character identification by virtue of being positively associated with BAS and PA and negatively associated with BIS and NA.

National demographic changes and current educational policies are in conflict. The consequences of this conflict, if not resolved, will be long-lasting and detrimental. Our nation is rapidly becoming more diverse-ethnically, racially, and linguistically. Recent educational trends, however, signal a move away from responsible actions that would honor and address the increasingly diverse populations in our public schools. As teacher educators, we seek to understand the public dialogue pertinent to this conflict, to facilitate the education of "culturally relevant" teachers , and to investigate whether there is merit in a specific "social perspective taking" activity we conducted in our university courses. Newly released Census 2000 data documents "explosive" growth in Hispanic, non-Hispanic Black, Asian, and American Indian populations in the U.S. . According to the USA Today "Diversity Index," ethnic minority populations are up 23% as compared to 1990 Census data. Some argue that these numbers are probably underestimated . These population trends have been mentioned by University of Michigan demographer William Frey as a "celebration of our diversity that's always been at the core of our society" (Armas, 2001, p. 2). Alternatively, recent educational trends and policies seem to ignore or dismiss the increased ethnic and racial diversity present in our nation's classrooms. A recent study of multicultural education conducted in a large Midwestern school district finds that "the multicultural education reform movement is in peril" (Bohn & Sleeter, 2000, p. 156). Why, with the earlier noted "explosive" growth in diverse racial and ethnic populations in this country, would multicultural education and attempts to honor and meet the needs of these diverse populations be in "peril?" Consider the analysis provided by Bohn and Sleeter:

Alzheimer's disease (AD) is a degenerative dementia characterized by different aspects of impaired consciousness. For example, there is a deficit of controlled processes that require conscious processing of information. Such an impairment is indexed by decreased performances at controlled cognitive tasks, and it is related to reduced brain metabolic activity in a network of frontal, posterior associative, and limbic regions. Another aspect of impaired consciousness is that AD patients show variable levels of anosognosia concerning their cognitive deficits. A discrepancy score between patient's and caregiver's assessment of cognitive functions is one of the most frequently used measures of anosognosia. A high discrepancy score has been related to impaired activity in the superior frontal sulcus and the parietal cortex in AD. Anosognosia for cognitive deficits in AD could be partly explained by impaired metabolism in parts of networks subserving self-referential processes (e.g., the superior frontal sulcus) and perspectivetaking (e.g., the temporoparietal junction). We hypothesize that these patients are impaired in the ability to see themselves with a third-person perspective (i.e., being able to see themselves as other people see them).

Tezi olarak oy birliği/oy çokluğu ile kabul edilmiştir. İmza Başkan : (Unvan) Adı Soyadı (Çalıştığı Kurum, Fakülte, Bölüm) …………………………………………………… Uye : (Unvan) Adı Soyadı (Çalıştığı Kurum, Fakülte, Bölüm) …………………………………………………… Uye (Danışman) : (Unvan) Adi Soyadı (Çalıştığı Kumm, Fakülte, Bölüm) …………………………………………………… YÜKSEK LİSANS TEZİNİN ADI: 4-6 YAŞ ÇOCUKLARIN ÖZ-DÜZENLEME BECERİLERİNİN İNCELENMESİ ONAY: Bu tez Enstitü Yönetim Kumlunca belirlenen yukarıdaki jüri üyeleri tarafından uygun görülmüş ve Enstitü Yönetim Kurulunun .

Bu araştırma, altı yaş çocuklarının yaratıcı düşünme becerilerine sosyo-ekonomik düzey ve anne-baba öğrenim düzeyinin etkisini belirlemek amacıyla planlanmıştır. Araştırmanın evrenini, Ankara il merkezinde farklı sosyo-ekonomik düzeydeki ilköğretim okullarının anasınıflarına devam eden altı yaş çocukları oluşturmaktadır. Araştırmanın örneklemine ise bu okullar arasından tesadüfi örnekleme yöntemiyle seçilen alt, orta ve üst sosyoekonomik düzeyleri temsil ettiği varsayılan sekiz ilköğretim okulundaki anasınıflarına devam eden, normal gelişim gösteren altı yaşındaki 300 çocuk dahil edilmiştir. Araştırmada, çocuklar ve aileleri ile ilgili bilgi almak amacıyla Anket Formu ve çocukların yaratıcı düşünme düzeylerini belirlemek amacıyla Urban ve Jellen (1996) tarafından geliştirilen Can-Yaşar ( ) tarafından altı yaş Türk çocukları için geçerlik güvenirlik çalışması yapılan "Yaratıcı Düşünme-Resim Oluşturma Testi (YD-ROT) (The Test for Creative Thinking-Drawing Production TCT-DP)" kullanılmıştır. Çocukların yaratıcı düşünme becerileri ile sosyo-ekonomik düzey ve anne baba öğrenim düzeyleri arasındaki ilişki Kruskall-Wallis H Testi kullanılarak analiz edilmiştir. Araştırma sonucunda, çocukların yaratıcı düşünme becerilerinde sosyo-ekonomik düzeyin ve anne baba öğrenim düzeylerinin anlamlı farklılık yarattığı bulunmuştur (p<0,001).