Cognitive Skills Research Articles

How Does Understanding of Social Situations and Other's Intention Contribute to Idiom and Irony Comprehension in Autism Spectrum Disorder?

Background/Objectives: Figurative language is a central tool for enriching spoken and written languages, and it is important for building social relationships. Difficulties in figurative language understanding may impair social adjustment. Some studies have found more gaps in the understanding of irony and idioms among children with autism spectrum disorder (ASD) compared to those of their peers with typical development (TD). To date, no studies have examined the relationship between the ability to understand social situations (as a separate ability) and the ability to understand irony and idioms. The present study examined the roles of theory of mind (ToM) and social situation understanding in the comprehension of idioms and ironic criticism. Methods: The current study included 58 participants aged 8-11, including 28 children with high-functioning ASD and 30 children with TD matched by age, gender, and nonverbal intelligence. All the participants completed a ToM questionnaire that assesses their understanding of others' intentions, as well as a questionnaire pertaining to their comprehension of social situations, ironic criticism, and idioms. Results: TD children outperformed the autistic children in idiom and irony understanding, as well as in ToM and social situation understanding. Understanding social situations and ToM contributed to idiom and irony understanding, with ToM ability uniquely contributing to irony (but not to idiom) understanding. Path analysis revealed that social cognitive abilities mediated the link between group affiliation and vocabulary, affecting figurative language comprehension. Conclusions: The present study demonstrates that social cognition skills influence the ability to understand ironic criticism and idioms, mediating the association between vocabulary and figurative language comprehension.

Spatiotemporal cerebral blood flow dynamics underlies emergence of the limbic-sensorimotor-association cortical gradient in human infancy

Infant cerebral blood flow (CBF) delivers nutrients and oxygen to fulfill brain energy consumption requirements for the fastest period of postnatal brain development across the lifespan. However, organizing principle of whole-brain CBF dynamics during infancy remains obscure. Leveraging a unique cohort of 100+ infants with high-resolution arterial spin labeled MRI, we find the emergence of the cortical hierarchy revealed by the highest-resolution infant CBF maps available to date. Infant CBF across cortical regions increases in a biphasic pattern featured by initial rapid and subsequently slower rate, and break-point ages increasing along the limbic-sensorimotor-association cortical gradient. Increases in CBF in sensorimotor cortices are associated with enhanced language and motor skills, and frontoparietal association cortices with cognitive skills. The study discovers emergence of the hierarchical limbic-sensorimotor-association cortical gradient in infancy and offers standardized reference of infant brain CBF and insight into the physiological basis of cortical specialization and real-world infant developmental functioning.

Gathering Validity Evidence for a Simulation-Based Test of Otoscopy Skills.

Otoscopy is a key clinical examination used by multiple healthcare providers but training and testing of otoscopy skills remain largely uninvestigated. Simulator-based assessment of otoscopy skills exists, but evidence on its validity is scarce. In this study, we explored automated assessment and performance metrics of an otoscopy simulator through collection of validity evidence according to Messick's framework. Novices and experienced otoscopists completed a test program on the Earsi otoscopy simulator. Automated assessment of diagnostic ability and performance were compared with manual ratings of technical skills. Reliability of assessment was evaluated using Generalizability theory. Linear mixed models and correlation analysis were used to compare automated and manual assessments. Finally, we used the contrasting groups method to define a pass/fail level for the automated score. A total of 12 novices and 12 experienced otoscopists completed the study. We found an overall G-coefficient of .69 for automated assessment. The experienced otoscopists achieved a significantly higher mean automated score than the novices (59.9% (95% CI [57.3%-62.6%]) vs. 44.6% (95% CI [41.9%-47.2%]), P < .001). For the manual assessment of technical skills, there was no significant difference, nor did the automated score correlate with the manually rated score (Pearson's r = .20, P = .601). We established a pass/fail standard for the simulator's automated score of 49.3%. We explored validity evidence supporting an otoscopy simulator's automated score, demonstrating that this score mainly reflects cognitive skills. Manual assessment therefore still seems necessary at this point and external video-recording is necessary for valid assessment. To improve the reliability, the test course should include more cases to achieve a higher G-coefficient and a higher pass/fail standard should be used.

Auditor Skill Demands and Audit Quality: Evidence from Job Postings

This study empirically examines the relation between audit quality and auditors’ cognitive and social skills. Using a novel data set of online job postings by accounting firms, we document substantial variation in the stated demand for auditors’ cognitive and social skills, suggesting that audit offices are not homogeneous in their preferences for such skills. We find a positive relation between audit quality and the prevalence of cognitive and social skills within an audit office’s job postings. This association is stronger for audit engagements that are more complex or require greater coordination, suggesting that cognitive and social skills are particularly important in engagements where effective communication and knowledge transfer, as well as sound professional judgment and skepticism, are needed. The association is also stronger for audit offices with greater investments in new technology, consistent with the complementary relation between cognitive and social skills and the use of technology. Overall, our study offers empirical evidence linking specific auditor skills to audit quality. This paper was accepted by Suraj Srinivasan, accounting. Funding: C. Ham acknowledges financial support from the Blanche “Peg” Philpott Faculty Fellowship. R. N. Hann acknowledges financial support from KPMG. W. Wang acknowledges the financial support from the Hong Kong Research Grant Council [Grant 11503720]. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2022.01640 .

Outsmarting Artificial Intelligence in the Classroom—Incorporating Large Language Model-Based Chatbots into Teaching

ABSTRACT Since the release of ChatGPT in November 2022, large language model-based chatbots have attracted much attention. Although businesses value their potential for efficiency gains, academics are concerned about their effects on learning and assessments. This Case enables instructors to integrate large language model-based chatbots into the curriculum. Students assume the role of a professional accountant who retrieves an artificial intelligence-written text that has to be evaluated and improved before presenting it to a client. The analysis and writing activity help students gain domain-specific accounting knowledge and improve their writing skills. Students also improve their computer literacy as they learn to engage with artificial intelligence effectively, assess generated output, and evaluate output quality. These learnings enable students to judge in which business scenarios chatbots are beneficial and when original human contributions will likely remain superior. Finally, this activity expands other cognitive skills, such as critical thinking and judgment. JEL Classifications: A22; A23; M40; M41; M49.

Dance/movement interventions and students with disabilities: A critical review

This critical narrative review presents findings of physical activity interventions involving dance/movement for students with disabilities. This review describes the status of dance/movement intervention research supporting students’ intersectional identities, including disability. Dance/movement research from 2013 to 2023 was reviewed to identify the extent to which research addresses dimensions of students’ identities. First, dance/movement research is situated within physical activity intervention research. Next, findings from 82 dance/movement research studies within education and disability categories, including autism, physical, and social emotional dimensions is summarized. Of those studies, five studies address participants’ intersectional identities including disability. Positive outcomes of dance/movement interventions for students with disabilities include relationship building, well-being, individualized education, and cultural identity. Specific intervention techniques of mirroring, rhythm matching, and social collaboration with teachers and peers are identified as efficacious for improving students’ social-emotional, cognitive, and motor skills. Dance/movement interventions are also related to teachers’ awareness and affirmation of dimensions of students’ backgrounds and interests through student-centered dance/movement techniques. While the social-emotional, cognitive, and motor benefits are widely documented in the research, only a handful of studies address aspects of participants’ identities other than disability category and age. The findings of this review have implications for teachers’ increased self-awareness and knowledge of dance/movement intervention techniques in support of students’ developmental skill outcomes and intersecting identities, as well as for dance/movement intervention research that addresses multiple dimensions of students’ identities.

Психолого-педагогическая помощь детям, находящимся в условиях деструктивной социальной среды

The article examines the problems of a destructive social environment, which includes not only explicit forms of violence, but also more subtle ones, such as neglect. These are no less destructive factors: emotional alienation, information saturation with negative content, lack of stable teaching and educational models. In this context, the justification of the need to protect children from a psychological and pedagogical point of view becomes especially relevant. The main problem is to find effective methods and approaches to ensuring psychological and pedagogical protection of children in a destructive social environment. Key issues that need to be addressed within the framework of this problem: 1. Which theoretical models most adequately describe the mechanisms of the destructive environment's impact on the child's psyche? 2. What diagnostic tools can effectively identify children in need of psychological and pedagogical protection? 3. What forms of psychological and pedagogical assistance are most effective for different age groups and types of problems? 4. How to organize a system of training specialists capable of providing qualified assistance to children in a destructive environment? The results of the study allowed us to formulate conclusions. A destructive social environment should be considered as a multifactorial phenomenon, including not only social, but also psychological, economic and cultural factors. A literature review has shown that most approaches to helping children in a destructive social environment focus on creating a supportive and structured environment, as well as on developing self-regulation skills in children. Our results indicate that a successful intervention should include an integrated approach combining emotional support with cognitive development and social skills, including the implementation of programs aimed at developing emotional intelligence and social skills, and programs to improve children's adaptive abilities have proved effective. The results of the study indicate the need for individualization of approaches depending on the specifics of the problems faced by the child. The data confirm that children with different levels of social disadvantage require different types of support.

Scientific Skills Present in Chilean School Textbooks from First to Fourth Grade in Natural Sciences

Objective: This research focused on identifying and classifying the scientific skills present in Chilean school textbooks of Natural Sciences from the first to the fourth year of Basic Education. Theoretical Framework: We sought to determine their presence, frequency, cognitive level and types of skills, comparing them with curricular documents and UNESCO declarations on the subject. Method: The study, descriptive in nature, employed the integrative method, using document analysis to compile quotations, patterns of behavior and categories. For quantitative aspects, descriptive statistics were used, analyzing by course and thematic units. Results and Discussion: It was found that the most promoted skills were observation and explanation, fundamental for scientific learning. Scientific skills were identified at all educational levels, varying in frequency. Third and fourth year showed a greater frequency and variety of higher cognitive level skills, although some, such as creating, evaluating, reflecting and imagining, did not have the expected frequency. The lower cognitive skills did not show significant differences between educational levels. The scientific skills present in the school texts coincide in general with those declared in the Curricular Bases and by UNESCO, both in type and educational level. Implications of the investigation: the investigation implies that the scientific skills that declare the Curriculum Bases and scientific literature are promoted, mostly, in school texts on Natural Sciences for basic education, verifying correspondence between the documents. Originality/Value: the study contributes to literature by contributing new knowledge to the state of affairs of the knowledge of Natural Sciences in basic education, as well as highlighting the need to promote more creativity and imagination in school texts. At the same time, the results will be an input for teachers to pay more attention to higher-level scientific processes.

Developmental trajectories in infants and pre-school children with Neurofibromatosis 1

BackgroundChildren with Neurofibromatosis 1 (NF1) show cognitive, behavioural and social differences compared to their peers. However, the age and sequence at which these differences begin to emerge is not fully understood. This prospective cohort study examines the cognitive, behavioural, ADHD trait and autism symptom development in infant and pre-school children with NF1 compared with typically developing (TD) children without a family history of neurodevelopmental conditions.MethodsData from standardised tests was gathered at 5, 10, 14, 24 and 36 months of age (NF1 n = 35, TD n = 29). Developmental trajectories of cognitive (Mullen Scales of Early Learning, MSEL) and adaptive behavioural (Vineland Adaptive Behavior Scales, VABS) development from 5 to 36 months were analysed using linear mixed modelling. Measures of ADHD (Child Behavior Checklist) and autism traits (ADOS-2, BOSA-MV and ADI-R) were assessed at 24 and 36 months.ResultsThe developmental trajectory of cognitive skills (all domains of the MSEL) and behavioural skills (four domains of the VABS) differed significantly between NF1 and TD groups. Post-hoc tests demonstrated that the NF1 participants scored significantly lower than TD participants at 24 months on all MSEL and VABS domains. The NF1 cohort demonstrated higher mean autism and ADHD traits at 24 months and 14% of the NF1 cohort met a research diagnostic classification for autism at 36 months.LimitationsThe study has a relatively small sample size due to variable retention and rolling recruitment. Due to limitations imposed by the COVID-19 pandemic, we utilised the Brief Observation of Symptoms of Autism for Minimally Verbal children (BOSA-MV) for some participants, which was administered online and may not gather as accurate a picture of traits as ADOS-2. The BOSA-MV was utilised for 41% of participants with NF1 at 36 months compared to 11% at 24 months. This may explain the reduction in the percentage of children with NF1 that met autism criteria at 36 months.ConclusionsBy 24 months of age, the NF1 cohort show lower cognitive skills and adaptive behaviour and higher levels of autism and ADHD traits as compared to TD children. This has implications for developmental monitoring and referral for early interventions.Trial registrationNot applicable.

Gesture Imitation Performance and Visual Exploration in Young Children with Autism Spectrum Disorder.

Most studies in children with autism spectrum disorder (ASD) support a decrement in imitation performance. Factors related to visual attention and motor execution have been proposed to explain this phenomenon in ASD. However, studies investigated imitation with various methods, leading to inconsistent findings. Here, we examine imitation performance related to visual attention and motor execution. We focused on the imitation of meaningful and meaningless gestures, consistently reported as more affected than imitation of actions with objects in ASD. The imitation eye-tracking task consisted of a video of an actor demonstrating gestures and prompting children to imitate them. The demonstrations comprised meaningful and meaningless hand gestures, and meaningless facial gestures. We measured the fixation duration to the actor' face during child-directed speech and gesture demonstrations. We video-recorded children to assess their performance. Our sample comprised 100 participants (3.55 ± 1.11years old), including 84 children with ASD. The ASD and typically developing groups displayed the same visual attention toward gesture demonstrations, although children with ASD spent less time looking at the face during facial stimuli. Visual exploration of actors' gestures did not influence imitation performance. Imitation of meaningful gestures was associated with less severe autistic symptoms, whereas imitation of meaningless gestures was correlated with higher non-verbal cognitive and fine-motor skills. These findings contribute to a better understanding of the complexity of imitation. We delineated the distinct nature of imitation of meaningful and meaningless gestures in children with ASD. We discuss clinical implications in relation to assessment and intervention programs.

SENSORY INTEGRATION AS AN INNOVATIVE METHOD OF WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The method of sensory integration is very relevant in modern science and practice, especially in the context of child development and correctional pedagogy. More and more children have difficulties in processing sensory information, which affects their behaviour, learning and socialisation, and more and more studies confirm the effectiveness of this method in working with children with autism, attention deficit hyperactivity disorder (ADHD), cerebral palsy and other neurological disorders. Purpose. To analyse and systematise sensory integration as an innovative method of working with children with special educational needs. Materials and methods. To achieve the objectives of the study, the scientific literature was analysed and information was systematised using electronic databases such as PubMed, Google Scholar and others Research results. Sensory integration is the organisation of sensations that will be used in some way. Williamson and Anzalone have identified five interrelated components that help explain how sensory integration occurs: sensory registration, orientation, interpretation, organisation of the response, and execution (carrying out) of the response. Sensory registration occurs when a person first becomes aware of a sensory event. Sensory orientation helps to pay attention to new sensory information. A person can determine which sensory information requires attention and which can be ignored. The ability to interpret sensory information helps to choose what to respond to and what not to respond to. A person compares new sensory experiences with old ones. To organise a response, the human brain determines whether a response to a sensory stimulus is required and chooses a response option. Making a motor, cognitive or emotional response to a sensory message is the final stage of the sensory integration process. The following sensory systems are distinguished: tactile (sensation of temperature, humidity, texture of the environment and objects), vestibular (perception of body position in space, interpretation of the feeling of gravity, balance), proprioceptive (feeling of muscles, joints), visual (perception of visual information), auditory (perception of auditory information), olfactory (taste and smell). Disorders in sensory integration refer to difficulties in processing and organising sensory information received by the brain. These disorders can affect various aspects of a child's development, including motor, emotional, cognitive and social skills. The disorders are manifested in the form of hypersensitivity or hyposensitivity. Hypersensitivity (or sensory hypersensitivity) occurs when a person has an unusually high response to sensory stimuli. This means that even small or ordinary stimuli can cause discomfort or even pain. Hypersensitivity (or sensory insufficiency) means that a person needs stronger or more pronounced sensory stimuli to notice or react to them. These disorders can occur in any sensory system. Conclusions. Sensory integration is the ordering of sensations that will be used in some way. When sensory integration is impaired, hypersensitivity and hypersensitivity occur in a particular sensory system. Research in this area shows that sensory impairments can also be observed in children with general development, but in children with special educational needs it is more pronounced. The inclusion of sensory integration in the correctional process significantly improves the studied indicators and contributes to a more successful adaptation of the child and his or her integration into society.

Project Technologies in the Practical Course of the Russian Language in the Formation of Research Qualities of University Students

Nowadays, the role of science in the learning process of students is becoming more and more important. This is due to the fact that in recent years there has been an increase in the volume of research work, and there has been a change in the educational paradigm, in which the basic academic knowledge is no longer the only necessary capital, which leads to an increase in self-development in professional activities. Research work of students is one of the most important means of improvement of quality of education and training of specialists with higher education, capable of creative application in practice of the latest achievements of scientific, technical and cultural progress in modern conditions. Project technologies develop cognitive skills of students, their ability to independently construct their knowledge, ability to navigate in the information space, critical and creative thinking. In the article the authors define the importance of the use of the project method for the development of research activity of students. The stages and steps of implementation of this method are also given.

A single dose of glycogen phosphorylase inhibitor improves cognitive functions of aged mice and affects the concentrations of metabolites in the brain

Inhibition of glycogen phosphorylase (Pyg) – a regulatory enzyme of glycogen phosphorolysis – influences memory formation in rodents. We have previously shown that 2-week intraperitoneal administration of a Pyg inhibitor BAY U6751 stimulated the “rejuvenation” of the hippocampal proteome and dendritic spines morphology and improved cognitive skills of old mice. Given the tedious nature of daily intraperitoneal drug administration, in this study we investigated whether a single dose of BAY U6751 could induce enduring behavioral effects. Obtained results support the efficacy of such treatment in significantly improving the cognitive performance of 20-22-month-old mice. Metabolomic analysis of alterations observed in the hippocampus, cerebellum, and cortex reveal that the inhibition of glycogen phosphorolysis impacts not only glucose metabolism but also various other metabolic processes.

A meta-analysis of letter-sound integration: Assimilation and accommodation in the superior temporal gyrus.

Despite being a relatively new cultural phenomenon, the ability to perform letter-sound integration is readily acquired even though it has not had time to evolve in the brain. Leading theories of how the brain accommodates literacy acquisition include the neural recycling hypothesis and the assimilation-accommodation hypothesis. The neural recycling hypothesis proposes that a new cultural skill is developed by "invading" preexisting neural structures to support a similar cognitive function, while the assimilation-accommodation hypothesis holds that a new cognitive skill relies on direct invocation of preexisting systems (assimilation) and adds brain areas based on task requirements (accommodation). Both theories agree that letter-sound integration may be achieved by reusing pre-existing functionally similar neural bases, but differ in their proposals of how this occurs. We examined the evidence for each hypothesis by systematically comparing the similarities and differences between letter-sound integration and two other types of preexisting and functionally similar audiovisual (AV) processes, namely object-sound and speech-sound integration, by performing an activation likelihood estimation (ALE) meta-analysis. All three types of AV integration recruited the left posterior superior temporal gyrus (STG), while speech-sound integration additionally activated the bilateral middle STG and letter-sound integration directly invoked the AV areas involved in speech-sound integration. These findings suggest that letter-sound integration may reuse the STG for speech-sound and object-sound integration through an assimilation-accommodation mechanism.

Tree holes as a source of water for primate species in an Amazonian Forest fragment, northern Brazil

Abstract. Water is an essential nutrient for living beings and is fundamental to metabolic processes. Under free-living conditions, primate individuals can use different strategies, skills, and resources to access water. Here, we report on observations of water consumption in Ateles chamek and Sapajus apella; describe the environmental conditions in which such events were observed, as well as the behavior of the individuals; and compare these observations with similar records in neotropical primates. Water consumption was observed during primate surveys in a forest fragment of approximately 52 ha bordered by the Jaru River, located southwest of the Brazilian Amazon, Vale do Paraíso municipality, state of Rondônia, Brazil. To access water, individuals of A. chamek used their tails, whereas S. apella used a leaf as a tool. Our observations suggest that tree holes may be important water sources for primates in forest fragments and that individuals of different species use different strategies to collect water from tree holes. Access and consumption strategies are directly associated with different cognitive skills and behaviors, which may include using tools, as in the case of capuchins. As water consumption records are limited, these findings highlight the need for continuous reporting to better understand water acquisition. Such reports are especially needed in the context of fragmented and degraded habitats, where water availability is affected by edge effects and the reduction in both fleshy fruits and moisture, which are important for primate species.

&lt;span&gt;&lt;strong&gt;Diverse groupings in teaching English-speaking skills&lt;/strong&gt;&lt;/span&gt;

This study aims to investigate the effects of diverse groupings on learners' English-speaking skills. Accordingly, diverse groupings as an intervention procedure were implemented over an English-speaking course. This course lasted 15 weeks and 48 EFL students from a university in Vietnam enrolled in the course. On the completion of the course, quantitative data were collected via a questionnaire surveying the involved students' evaluations of the effects of the intervention procedure. Meanwhile, participants' reflections on the course recorded in audio files served as qualitative data for the study. The obtained results from both quantitative and qualitative data reveal that participants highly valued the course because it facilitated their English speaking skills as well as cognitive and social skills. These positive effects were derived from practicing English speaking with various partners. In addition, qualitative data recorded their perspectives on different preferences for partners in group work. These patterns include partners’ English proficiency levels, sex, partnership selection, and working duration. On these results, pedagogical implications are addressed. Further expanded research in this regard within Vietnam and beyond is also suggested to overcome the present study’s limitations.

Oral interpretation skills among English-majored graduates: A case of those from a university in Vietnam

It is undoubtedly believed that the ability to deliver effective presentations in English is not merely an academic requirement but also a vital skill for success in the professional world. Students who excel in delivering presentations often demonstrate higher levels of critical thinking, research ability, and overall academic achievement. Unfortunately, delivering presentations in English poses a significant challenge for many students, particulary those in non-native English-speaking countries like Viet Nam. Via a mixed-methods approach, the current study investigates the oral consecutive interpretation skills of English-majored graduates from Thu Dau Mot University (TDMU), finding out the challenges faced by these students in oral interpretation, focusing on four key stages: listening and understanding, notetaking, decoding notes, and expressing and reformulating. In the quantitative process, 150 graduates completed a survey questionnaire, providing broad data for statistical analysis. The qualitative process involved direct observations and semistructured interviews with 10 graduates. The observations in real-world settings utilized a structured checklist to assess four critical phases of consecutive interpretation: listening and understanding, note-taking, decoding notes, and reformulating and expressing. Key findings indicate that graduates face significant challenges in each phase. In the listening and understanding phase, difficulties include maintaining focus and comprehending complex content. Note-taking challenges involve developing effective techniques and balancing listening with writing. The note-decoding phase reveals issues with accurately reconstructing messages under time pressure. In the reformulating and expressing phase, graduates struggle with delivering fluent and coherent interpretations, especially under stress. The study highlights the importance of cognitive and memory skills, effective notetaking, stress management, and public speaking abilities in successful interpretation. This research underscores the need for a practical approach to interpreter training that addresses both technical and psychological aspects.

Exploring a learning model for knowledge integration and the development of critical thinking among nursing students with previous learning: a qualitative study protocol

Students often struggle to apply their knowledge of bioscience to their care practice. Such knowledge is generally learned through remembering and understanding, but retention quickly fades. They also experience difficulty progressing to higher-order cognitive skills such as applying, analyzing, evaluating, and even creating, which are necessary to develop soft skills, such as critical thinking, in the care profession. In order to improve existing programs, there is a need to better understand students' prior learning experiences and processes. The proposed study will explore the previous learning experiences of nurses enrolled in a two-year nursing program at a Taiwan university and identify the challenges they face in integrating multidisciplinary knowledge and developing critical thinking competency. The study will adopt a constructivist grounded theory methodology to collect interview data. The findings are expected to improve higher cognitive learning performance and inform the revision of the two-year nursing curriculum.

Exploring the Impact of ChatGPT on Scientific Research: Assessing Strengths, Weaknesses, Opportunities, and Threats

ChatGPT’s adaptability spans various fields, notably scientific research. This research investigates the transformative possibilities of incorporating ChatGPT into scientific enquiry, employing a strengths, weaknesses, opportunities, and threats (SWOT) analysis to examine its merits and drawbacks. The analysis highlights the model’s strengths, encompassing an extensive knowledge base, linguistic proficiency, information-retrieval capabilities, and continuous learning capacity. Conversely, it uncovers weaknesses such as a lack of contextual comprehension, potential dependence on training data, limitations in information verification, and constrained critical thinking abilities. Amidst these considerations, opportunities emerge, including support for literature reviews, fostering collaborative ideation, facilitating seamless language translation, interpretation, and enhancing knowledge dissemination. However, a range of threats looms, encompassing concerns about plagiarism, ethical dilemmas, the dissemination of misinformation, and the potential erosion of higher-order cognitive skills. These multifaceted elements warrant comprehensive examination. Recommendations for researchers incorporating ChatGPT advocate for a balanced approach that harmonises artificial intelligence with human creativity to maintain research integrity. The potential of ChatGPT to reshape scientific exploration hinges on judicious use and ongoing oversight.

Early Socio-Emotional Difficulty as a Childhood Barrier to the Expected Benefits of Active Play: Associated Risks for School Engagement in Adolescence.

Active play allows children to develop social and cognitive skills, which could lead to higher school engagement. Little is known about the role of child socioemotional difficulty in these associations. This study aims to examine the interaction between active play and socioemotional difficulty in childhood and their prospective association with academic engagement in adolescence. The participants were 4537 children (51.1% boys) who were longitudinally followed, between ages 6 and 14 years, from the National Longitudinal Study on Children and Youth (NLSCY), Canada. Active play (weekly organized sport and unstructured physical activity outside of school hours) and child behavior (hyperactivity, anxiety, and relational difficulties) were reported by mothers for their children at age 6 years. Academic engagement was self-reported at age 14 years. Unstructured physical activity predicted lower subsequent school engagement for boys (β = -0.057, p < 0.05). Boys with high anxiety symptoms and high relational aggression who participated in more unstructured physical activity in childhood were subsequently less engaged in school (respectively, β = -0.066, p < 0.05 and β = -0.062, p < 0.05). Girls who partook in more organized sports showed lower school engagement in adolescence when they had high anxiety symptoms (β = -0.067, p < 0.05). Although past studies have highlighted the contribution of active play to school engagement, certain socioemotional difficulties could impede the child's ability to reap its benefits.