Visual context in biological life cycle diagrams is associated with elevated empathy

Prosocial video game as an intimate partner violence prevention tool among youth: A randomised controlled trial

Editorial

Graphics, graphs, diagrams, and visual representations of information play an integral role in science education and communication settings. The production of such graphics involves hundreds of design decisions, from content and layout to colour and illustration style, and any of these decisions has the potential to influence viewer’s experience and interpretation. While many studies have examined the influence of design on information transfer, comprehension, recall and so on, less attention has been given to affective impacts. In this study, we examined the impact of visual context in a biology life cycle diagram on viewers’ perception of relevance, sense of concern, and others. Results indicated that the presence of a contextual background in the diagram was associated with higher perception of relevance (related to personal experience). Context may also correlate with greater concern, though further research is needed to confirm this.

Costa Rica’s second-person singular (2PS) address system is known for both its changing nature and its incorporation oftuteo, ustedeo,andvoseoforms. While the latter are generalized across communicative contexts,tuteouse has oscillated over time, being consistently associated with foreignness, effeminacy and homosexuality, with one study (Marín Esquivel, Rebeca. 2012. El pronombre ‘tú’ en los grupos homosexual y heterosexual heredianos.Revista Comunicación21(2). 31–40) suggesting that homosexual men report usingtuteoat levels significantly higher than heterosexuals. In this study, we revisit this finding using new data from a survey that elicited stated preferences for address forms and attitudes towardstuteoacross different communicative contexts. Multinomial logistic regressions compared the address choices of homosexual men with those of heterosexual men and women, and attitudes were gauged by means of a thematic analysis. Results indicate that currently, with few exceptions, what best characterizes the distribution of address forms are similarities, regardless of sexuality or gender, with all participants reporting low rates oftuteouse across communicative settings. While these results suggest continued change intuteouse, linguistic attitudes reveal a persistent perceived ideological connection betweentuteo,foreignness, effeminacy and homosexuality.

Although there is growing theoretical and empirical support for the proposition that media exposure to conflicting health information negatively influences public understanding and behavior, few studies have causally linked exposure to conflict with undesirable outcomes. Such outcomes might be particularly likely in the context of mammography, given widespread media attention to conflicting recommendations about the age at and frequency with which average-risk women should be screened for breast cancer. The current study tests whether exposure to conflicting information about mammography negatively influences women's affective and cognitive responses and examines whether effects vary by socioeconomic position. We conducted an online survey experiment in 2016 with a population-based sample of U.S. women aged 35-55 (N = 1,474). Participants were randomly assigned to one of four conditions that differed in the level of conflict about mammography presented in a news story (no, low, medium, or high conflict), stratifying by poverty level. Greater exposure to conflict increased women's negative emotional responses to the story they read, their confusion about and backlash toward cancer prevention recommendations and research, and their ambivalence about mammography and other types of cancer screening, though ambivalence leveled off at high levels of exposure. There was little evidence that effects varied across socioeconomic position. Findings add to the growing evidence base documenting undesirable outcomes of exposure to conflicting health information. Future research should examine whether the negative affective and cognitive responses observed translate into behavior, which could have implications for both health campaigns and patient-provider communication.

Color is an important attribute in visual interaction. When visualizing binary classification data, colors with opposite affective valence are often used simultaneously—either intentionally or unintentionally. In such cases, whether the affective response evoked in visual interaction maintains clearly dual-polar (either positive or negative) remains unknown. In this article, we propose a user experiment using binary classification maps with two color combinations (similar vs. opposite affective valences) as materials. Sixty participants completed the experiment and we examined the affective qualities through subjective measures (affective judgment questionnaire) and objective measures (cognitive effort and gaze behavior). Our results suggest that the affective response does not always maintain clear dual-polarity. Rather, they can evoke complex affective responses (mixed 45.3%, vacillating 13.5%, and vague 13.6%) and increase cognitive effort. Finally, this study provides insights into the color use in affective visualization, with practical implications for balancing target affective response and cognitive effort in visual interaction design.

In this editorial, the importance of context in communication after traumatic brain injury (TBI) is discussed. Context is defined in a number of ways including the socio-cultural background of the individual, the specific social context of any given communicative setting and the cognitive context of the individual including their prior knowledge and coexisting cognitive deficits. Each of these is covered elsewhere in this special issue of Aphasiology and mentioned perfunctorily here. In addition, however, it is argued that social perception, the ability to read social contextual cues, while critical to language competence is an area that has received relatively little attention in the research literature. However there is evidence that TBI individuals have problems understanding paralinguistic information (e.g. tone of voice), non-verbal cues (e.g. facial expression) and contextual information (e.g. relationship between speakers). The potential role of cognitive disturbances in producing such deficits is briefly considered.

Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students’ temperament (sensitivity to punishment, intraindividual reward sensitivity, interindividual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students’ achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intraindividual reward sensitivity of mastery orientations, and interindividual reward sensitivity of performance- and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioral responses these typically incite.

Language acquisition in children with hearing impairment is affected by limited auditory input, which influences their spoken language development. Consequently, deaf children rely more on visual cues, gestures, and situational context in communication. This study aims to describe Indonesian language acquisition in deaf children at SLB Bhina Putera Surakarta by examining four linguistic aspects: phonology, morphology, semantics, and syntax, as well as identifying learning strategies that support communication. This research employed a descriptive qualitative method. Data were collected through in-depth interviews with teachers and supported by relevant literature. Data analysis was conducted by classifying findings based on linguistic aspects and interpreting them descriptively. The results show that language acquisition in deaf children is functional and context-dependent. Phonologically, difficulties in producing certain sounds were observed. Morphologically, children mainly used basic word forms with limited variation. Semantically, meaning comprehension relied on visual experience and context. Syntactically, sentence structures often showed word order reversals and did not fully conform to standard Indonesian grammar, yet remained communicative. Visual-based learning strategies that consider individual characteristics were found to support language development in deaf children.

The aim of this article is to explore the ways in which the engagement with Greek tragedy may contribute fruitfully to the unfolding of empathy in medical students and practitioners. To reappraise the general view that classical texts are remote from modern experience because of the long distance between the era they represent and today, I propose an approach to Greek tragedy viewed through the lens of historical empathy, and of the association between past situations and similar contemporary experiences, in particular. After a brief examination of the concept of empathy, its links with literary reading, and the discussion of these interrelations within the training of narrative medicine, and narrative ethics in particular, the focus turns to selected parts of Sophocles’ Philoctetes, such as the disease scene—an ancient example of pathography. Here Neoptolemus’ empathy for Philoctetes’ situation and its consequences are explored with specific interest in the modern readers’ affective response in connection with their own experiences in medical practice. Neoptolemus’ ethical conflict, which is resolved by his decision to care for Philoctetes, and the problematic nature of this attitude are both indicative of the aim of Greek tragedy to problematize universal issues and thus to point towards the instability of human life and the fluidity of human nature. Realizing through historical empathy the precariousness of human existence may lead to a better understanding and hence better care for others and open new perspectives in the development of empathy within the context of contemporary medical education and practice.

There is increasing evidence that the belief systems people construct have importantimplications for the way they respond emotionally to achievement events. Socialcognitive theories of motivation posit that subjective or implicit theories of the nature ofability (intelligence) interrelate with achievement goals and perceived ability ingenerating differential affective responses in achievement contexts. Specifically, achievementgoals are hypothesized to mediate the effects of implicit theories of ability onaffective responses. Previous research has examined the interrelations between implicittheories of ability and achievement goals in the sport domain. However, little is knownabout direct versus indirect effects of implicit theories of ability on affective responsesin the context of school physical education. By means of a Norwegian sample of 217ninth grade pupils the predictive value of implicit theories of ability and achievementgoals on affective responses in PE was examined. Hierarchical and moderatedregression analyses showed that, irrespective of variations in perceived competence, implicittheories of ability were direct precursors of anxiety and satisfaction in PE. Morespecifically, regardless of differences in perceived ability, endorsing a conception ofability in PE as stable and innate directly gave rise to increased levels of anxiety andreduced satisfaction in PE. Conceiving of ability as learning induced was directlyfacilitative of satisfaction in PE, only modestly mediated by a task-oriented achievementgoal. The findings give weight to implicit theories of ability as direct antecedents ofpositive and negative affective responsesin physical education.

Schistosomiasis mansoni is a parasitic infection caused by Schistosoma mansoni. Its high prevalence in Brazil justifies the need for health education initiatives aimed at prevention, recognizing the importance of empowering individuals and promoting health in a holistic manner. Playful elements are essential, as they facilitate learning in an innovative, stimulating, and engaging way. The creation of three-dimensional models representing the parasite's life cycle using biscuit clay serves as an effective tool, allowing participants to handle the pieces while explaining the life cycle, transmission, prevention, and diagnosis of the disease. This approach enhances understanding and makes learning more engaging. The use of this educational technology improves knowledge retention, transforming participants into agents of health education. The objective of this study is to highlight the relevance of playful methods in building and disseminating knowledge about schistosomiasis mansoni and its prevention, demonstrating how these approaches make it easier to understand the parasite's life cycle, captivating participants in a more interactive way. Several resources were utilized in setting up an exhibition stand as the action site, incorporating it into health and knowledge fairs to make the educational experience more interactive. The resources included an informational banner displaying epidemiological data, biscuit models representing the S. mansoni life cycle, a microscope for viewing slides containing eggs, cercariae, adult worms, and liver tissue with schistosomal granulomas, as well as Biomphalaria snails and a gamified quiz to assess participants' knowledge. The activities at the stand engaged spectators in various ways. The banner provided a technical approach with epidemiological data, while the biscuit models allowed for hands-on learning during explanations of the life cycle, prevention, and pathophysiology of schistosomiasis, making the learning process more engaging. Specific details, such as the lateral spine of S. mansoni eggs and its importance in identifying the parasite in stool samples, were emphasized. The visualization of different life stages under the microscope reinforced the understanding of the disease's pathophysiology. The event concluded with a gamified quiz to test participants' knowledge, adding a fun and stimulating aspect to the learning experience. The use of playful tools as pedagogical instruments proved effective in health education about schistosomiasis mansoni, facilitating the visualization and understanding of the parasite's life cycle in an interactive and accessible manner. The three-dimensional model complemented other pedagogical methods, such as banners, slides, and a board game. This study demonstrates that innovative techniques can enhance the understanding of complex concepts and can be replicated for other diseases and educational contexts, broadening the impact of health education.

This study retested PRISM, a model of risk information seeking, and found that it is applicable to the context of cancer risk communication. The study, which used an online sample of 928 U.S. adults, also tested the effect of additional variables on that model and found that the original model better fit the data. Among the strongest predictors of cancer information seeking were seeking-related subjective norms, attitude toward seeking, perceived knowledge insufficiency, and affective risk response. Furthermore, risk perception was a strong predictor of an affective risk response. The authors suggest that, given the robustness across studies, the path between seeking-related subjective norms and seeking intention is ready to be implemented in communication practice.

Epic poetry represents an important component of literary education and plays a significant role in shaping historical consciousness and cultural identity among students in multicultural learning environments. The aim of this study was to examine students' affective, cognitive, and arousal responses to two selected epic narratives centered on Marko Kraljević and Alija Đerzelez within an educational context, and to explore how students' cultural background moderated responses to these specific narrative stimuli. Using a mixed factorial design, 64 seventh-grade students (32 Serbian, 32 Bosniak) from multicultural schools evaluated both poems. Responses were analyzed using linear mixed-effects models with poem, ethnicity, and their interaction as fixed effects and participant as a random intercept. Significant poem × ethnicity interactions were observed for valence, F (1, 62) = 42.17, p < 0.001; cognitive evaluation, F (1, 62) = 53.01, p < 0.001; and arousal, F (1, 62) = 40.50,p < 0.001. Simple effects showed that Bosniak students evaluated Alija more positively in valence and cognitive terms, whereas Serbian students favored Marko. Arousal differed only among Serbian students, who reported stronger engagement with Marko, while Bosniak students showed no arousal difference. Although both selected narratives were generally evaluated positively, students' responses differed in the relative strength of affective, cognitive, and arousal evaluations as a function of cultural background. These findings underscore the importance of critically contextualizing national literary traditions in educational settings to promote reflective and inclusive engagement with shared cultural heritage.

Background: Brain and language theories suggest the application of general neuroscientific and linguistic principles in the neurorehabilitation of language. The interwoven nature of language and action has long been emphasised in linguistic pragmatics, and recent neuroscience research has indeed demonstrated tight functional interactions between language and action mechanisms of the human brain. This provides important arguments in favour of practising language in communicative settings, rather than with the sole purpose of producing linguistic structures. Intensive language-action therapy (ILAT), including its most popular form called constraint-induced aphasia therapy (CIAT), realises language-action embedding in synergy with the use of intensive training and guidance by modelling, shaping, and explicit rules. ILAT leads to significant improvement of language performance in chronic post-stroke aphasia within a short period of time. A comprehensive description of its methods has thus far been missing. Aims: We describe the methods of ILAT, illustrate its use, and outline methods for linguistic-pragmatic evaluation of its effects. Main Contribution: We explain the general principles and practical features of ILAT methods and of language-action games (LAGs) constituting this method. The structure of and materials for two LAGs, the REQUEST and PLANNING games, are highlighted by discussing in detail their respective action-structure, materials, and rules. These LAGs are employed to encourage the use of language in communicative contexts through interactive requests and the planning of joint activities. A main linguistic focus is on object nouns in the REQUEST game and on action verbs in the PLANNING game. Focusing and tailoring of LAGs to patients' communicative needs by means of modelling, shaping, and explicitly introduced communication rules are also explained. Finally the assessment of communicative success is illustrated based on clinical measures, performance within LAGs, and the Communicative Aphasia Log (CAL). Conclusions: Different linguistic-pragmatic and social-interactive forms of communication can be translated into specific therapeutic LAGs in the context of ILAT to target specific speech acts and parts of speech. Apart from clinical tests, methods for evaluating communication performance are available for assessment of therapy success.