Considerable Individual Differences Research Articles

Lactobacillus plantarum induces innate cytokine responses that potentially provide a protective benefit against COVID-19: A single-arm, double-blind, prospective trial combined with an in vitro cytokine response assay.

Intestinal microbiota can indirectly modulate airway physiology and immunity through the gut-lung axis. Recent microbiome studies indicate that patients with coronavirus disease 2019 (COVID-19) exhibit a specific intestinal dysbiosis that is closely associated with the disease pathophysiology. Therefore, rebalancing the intestinal microbiome using probiotics may be effective for controlling COVID-19. However, the rationale for using probiotics in COVID-19 remains unclear. In the present study, an in vitro cytokine response assay was conducted, followed by a single-arm, double-blind, prospective trial to evaluate the immunological efficacy of probiotic lactic acid bacteria against COVID-19. The present study focused on Lactobacillus plantarum (L. plantarum), Bifidobacterium longum and Lactococcus lactis ssp. lactis, which exhibit robust protective effects against infection with respiratory RNA viruses. Considering the feasibility of long-term daily intake for prophylactic purposes, healthy uninfected individuals were enrolled as subjects. Our previous pilot trial demonstrated that oral Qingfei Paidu decoction (QFPD), a Chinese herbal medicine formulated specifically against COVID-19, upregulates plasma TNF-α, IL-1β, IL-18 and IL-8. Therefore, the present study utilized the cytokine changes induced by QFPD to define the innate cytokine index QICI [=(TNF-α) x (IL-1β) x (IL-18) x (IL-8)/(IL-6)] as an indicator of the anti-COVID-19 immunomodulatory potential of the lactic acid bacteria. A total of 20 eligible volunteers were enrolled, 18 of whom completed the intervention. L. plantarum demonstrated a strikingly high innate cytokine index in all subjects in the in vitro cytokine response assay. In the subsequent trial, oral intake of L. plantarum significantly increased the innate cytokine index (mean fold change, 17-fold; P=0.0138) and decreased the plasma level of IL-6 (P=0.0128), a key driver of complex immune dysregulation in COVID-19, as compared with the baseline. The cytokine index increased in 16 of 18 subjects (88.9%) with considerable individual differences in the fold change (1- to 128-fold). In line with these innate cytokine changes, L. plantarum ingestion significantly enhanced the activity of natural killer cells. By contrast, oral B. longum failed to induce a significant increase in the innate cytokine index (mean fold change, 2-fold; P=0.474) as compared with the baseline. In conclusion, L. plantarum demonstrated superior QFPD-like immunomodulatory ability and mimicked the blood cytokine environment produced by early immune responses to viral infection. Daily consumption of L. plantarum as an anti-COVID-19 probiotic may be a possible option for preventing COVID-19 during the pandemic. The present study was prospectively registered in the University Hospital Medical Information Network-Clinical Trials Registry under the trial number UMIN000040479 on 22 May 2020 (https://upload.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000046202).

Constructing women's immobility: Fear of violence and Women’s constricted nocturnal travel behaviour

Women’s constricted daily mobility has been a key topic in transportation research. Gender role and women’s limited access to efficient transport means are recognised as causing their constricted daily mobility when compared with men. However, could there be another reason for this observation? This study offers an ulterior explanation by bridging feminist theory on the spatiality and temporality of women’s fear of violence in public spaces with quantitative travel behaviour studies. By theorising and empirically examining women’s fear-induced time-sensitive immobility, this study investigates women’s sensitivity to fear of violence during nocturnal travel. Moreover, it explores how fear of violence impedes women from having equal nocturnal mobility as men do in terms of whether to engage in nocturnal travel, time of nocturnal travel, and mode choice for nocturnal travel. This study goes beyond the dichotomy between women and men to examine the variations in sensitivity to fear and fear-induced constricted nocturnal travel behaviour amongst women, particularly in consideration of individual differences in capability and agency in mitigating fear. The empirical examination is based on a structural equation model approach to the analysis of 1112 questionnaires collected from two Chinese cities. Drawing from the empirical findings, policy implications for mitigating the fear-induced immobility of women are proposed. Overall, this study offers an integrated approach to bridging feminist geography and travel behaviour studies that pays due attention to gender, fear, time, urban space (transportation settings), and mobility.

The effect of initial performance on motion perception improvements is modulated by training method.

Repeated practice of a perceptual task, termed "perceptual learning," can improve visual performance. Previously, the training thresholds were determined in two ways. One is that the stimulus corresponding to a certain level in individually set psychometric functions was selected as the training threshold. The other is that the certain stimulus was selected as the training threshold without consideration of individual differences. However, little is known about how the two training methods modulate perceptual learning. This study aimed to evaluate the effect of initial performance on patterns of motion perceptual learning under two methods-individually set or group averaged-for setting the training threshold. Thirty-six observers were randomly divided into individual and group thresholds. Psychometric functions, with the percentage correct as a function of coherence, were measured using the coherent motion direction identification task. For the individual threshold, each observer was trained at individualized coherence level, targeting 60% correct for each observer's psychometric function. For the group threshold, each observer was trained at one coherence level, targeting 60% correct in the group-averaged psychometric function. The threshold was reduced after training with the method of constant stimulus in both groups, indicating improvements following perceptual learning. Furthermore, observers with a poorer initial performance exhibited greater learning gains independent of the training method. Importantly, the correlation between the initial performance and learning gains was larger in the individual threshold than in the group threshold, suggesting the influence of the initial performance on the learning amount depends on the training method.

Selection, optimization and compensation strategies and their relationship with well-being and impulsivity in early, middle and late adulthood in a Polish sample

BackgroundThe model of selection, optimization, and compensation (SOC model) characterises the life management strategies that contribute to successful development. Although the SOC model is an important developmental theory, until now there has been no Polish version of a measurement tool for SOC strategies. The studies conducted so far have consistently indicated a relationship between the use of these strategies and well-being. In contrast, the relationship between SOC strategies and impulsivity has not yet been empirically examined, although there are theoretical premises to assume its existence. The aim of the study was to compare the use of SOC strategies in early, middle and late adulthood, and to investigate the relationship between the use of SOC strategies and well-being and impulsivity, using a newly developed Polish version of the SOC Questionnaire (SOC48-PL).MethodsThe study applied a quantitative approach. The sample comprised 589 Poles from three age groups: early adulthood (n = 186, 20–35 years), middle adulthood (n = 165, 40–55 years) and late adulthood (n = 238, 60–85 years). In the study, in addition to the SOC48-PL questionnaire, the Short Depression-Happiness Scale (SDHS) and the Short UPPS-P Impulsive Behavior Scale (S UPPS-P) were used.ResultsDevelopmental differences in the use of SOC strategies are rather slight, with considerable individual differences within age groups. The study revealed some indications of a ‘developmental peak’ of SOC strategies in middle adulthood. The use SOC strategies is positively related to well-being. In turn, the relationship between the use of SOC strategies and impulsivity is negative, especially for two dimensions of impulsivity: lack of premeditation and lack of perseverance.ConclusionsThe results only slightly confirm the assumed age-related differences in the use of SOC strategies and point to a large role of individual differences. The revealed positive relationships of SOC strategy use with well-being and negative with impulsivity are consistent with expectations. With the present study, the SOC48-PL questionnaire may find application in further studies on the SOC model involving the Polish population, as well as in the measurement of SOC strategies in psychological practice. Furthermore, the identified associations of SOC strategies with well-being and impulsivity can be taken as initial indications for the development of interventions based on teaching the use of SOC strategies. Cross-cultural comparisons, long-term longitudinal studies on changes in the use of SOC strategies over the life course, and combining quantitative and qualitative approaches in the analysis of the use of SOC strategies in practice are worth mentioning as directions for further research.

Individual differences in serial dependence manifest when sensory uncertainty is high

Perceptual experience in the recent past has been shown to alter subsequent perception. Recently, it has been suggested that this “serial dependence” effect is modulated by sensory uncertainty. In the current study, by overlaying three different levels of visual noise (i.e., no-, low-, or high-noise) on face stimuli, we investigated how serial dependence in face identity perception varies with sensory uncertainty. After learning two facial identities, the faces were combined at various morph levels and participants reported which identity was perceived while noise and noise-free presentations alternated over trials. Results showed that identity perception of noise-free faces was positively biased toward the past when the previous face was noise-free or highly noisy, but not when a low-noise was added. There were considerable individual differences in bias magnitude for trials preceded by high-noise stimuli which reflected individuals’ general bias tendencies. When correlated with the other two conditions, a general bias tendency showed a significant relationship with low-noise trials, but not with no-noise trials. This indicates that the bias tendency of individuals manifests more strongly when the sensory information was uncertain. Therefore, the current findings suggest 1) that sensory uncertainty modulates serial dependence in face identity perception and 2) that an individual’s general bias tendency interacts with sensory uncertainty to alter perception.

Gender as Determinant of Students Performance in Mathematics Periodic Tests and Terminal Examination in Federal Capital Territory Secondary Schools in Nigeria

The purpose of this study was to investigate the influence of students’ gender on their performances in mathematics periodic tests and terminal examination. The aim was to determine the contributions of students’ gender to performance of students in mathematics periodic tests and terminal examination. The study adopted an ex-post facto research design in which the researcher does not have direct control on the independent variables, since the manifestation had already occurred. It involves the collection of existing data. The target population for the study consisted of Junior Secondary School II (JSS II) students in Abaji Area Council of Federal Capital Territory, Abuja. 200 students were drawn from five (5) public schools through a multistage sampling technique. The researchers made personal contact with all the selected schools and collected the following items: Copies of the three continuous assessments in mathematics of 2 nd term 2020/2021 academic session. The copy of terminal examination mathematics results of 2 nd term2020/2021 academic session. The sex of the selected students. The result revealed that there was significant difference between the academic performance of male and female students in mathematics periodic Test 1 (t = 3.386, P < 0.05), Test 2 (t = 2.445, P < 0.05), Test 3 (t = 2.217, P < 0.05), Test 4 (t = 2.659, P < 0.05) and Terminal examination (t = 3.791, P < 0.05) at 0.05 level of significance. This was statistically significant at 0.05 level. The study established that students’ performance in mathematics periodic tests and terminal examination were affected by students’ gender. The study recommended that teachers should be gender sensitive and accommodating by taking into consideration individual differences in students’ rate of learning irrespective of gender. Keywords: Gender, periodic tests, terminal examination, performance DOI: 10.7176/JEP/12-27-12 Publication date: September 30 th 2021

Pragmatic skills and socio-emotional needs in children with developmental language disorder

Children who exhibit severe difficulties in the expression and/or comprehension of language are considered to have a developmental language disorder (DLD). The language of children with DLD is characterized by numerous errors, demonstrated most frequently and severely in the areas of phonology and morphosyntax. Recently, it has been revealed that aspects of language not directly related to grammar, such as the social use of language, i.e., communicative skills, may pose difficulties as well. Therefore, the assessment of pragmatic and social emotional skills in these children is a rather recent and highly intriguing field of study that needs further investigation. In the present article, we discuss the necessity of assessing pragmatic and social emotional skills in children (especially with DLD). Moreover, we advocate for the consideration of individual differences in the social use of language in affected children and suggest that, primarily, skills that require the active use of language, e.g., the various aspects of turn taking and topic selection/maintenance/change, seem to be most challenging. Last, we discuss how teachers, parents, and peers can help prevent and overcome socioemotional needs of children with DLD.

The Contribution of Vocabulary, Grammar, and Phonological Awareness Across a Continuum of Narrative Ability Levels in Young Children.

Purpose Narrative skill represents a higher-level linguistic skill that shows incremental development in the preschool years. During these years, there are considerable individual differences in this skill, with some children being highly skilled narrators (i.e., precocious) relative to peers of their age. In this study, we explored the contribution of three lower-level language skills to a range of narrative abilities, from children performing below expected levels for their age to those performing much higher than the expected levels for their age. We speculated that individual differences in lower-level skills would contribute meaningfully to variability in narrative skills. Method Using a sample of 336 children between 3 and 6 years of age (M = 4.27 years, SD = 0.65), both multiple regression and quantile regression approaches were used to explore how vocabulary, grammar, and phonological awareness account for variance in children's "narrative ability index" (NAI), an index of how children scored on the Narrative Assessment Protocol-Second Edition relative to the expected performance for their age. Results Multiple regression results indicated that lower-level language skills explained a significant amount of variance (approximately 13%) in children's NAI scores. Quantile regression results indicated that phonological awareness and vocabulary accounted for significant variance in children's NAI scores at lower quantiles. At the median quantile, vocabulary and grammar accounted for significant variance in children's NAI scores. For precocious narrators, only vocabulary accounted for a significant amount of variance in children's NAI scores. Conclusion Results indicate that lower-level language skills work in conjunction to support narrative skills at different ability levels, improving understanding of how lower-level language skills contribute across a spectrum of higher-level linguistic abilities.

THE ROLE OF THE TEACHER IN THE DISTANCE LEARNING PROCESS IN LIGHT OF THE CORONA PANDEMIC AND ITS RELATIONSHIP TO TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES AMONG STUDENTS IN ARAB PRIMARY SCHOOLS

The study aimed to identify the role of the teacher in the distance learning process in schools within the Green Line from the perspectives of teachers and school principals in them, as well as to reveal the level of consideration of individual differences and the statement of the relationship between them. The survey descriptive approach was used, the study sample included teachers and principals in primary schools, who numbered (330) teachers and principals. The primary school was significant, and the results showed that there were no statistically significant differences attributed to the study variables about the teacher’s role in the distance learning process in light of the Corona pandemic and its relationship to taking into account individual differences among students in Arab primary schools.

المضامين التربوية في نونية أبي الفتح البستي

هدف البحث إلى استنباط المضامين التربوية في نونية أبي الفتح البستي، وذلک من خلال بيان الأساس الفکري للتربية المتضمن في القصيدة، والتعرف على المبادئ والقيم التربوية الناظمة لعلاقة المربي والمتربي من خلال القصيدة، والکشف عن الأساليب التربوية المتضمنة فيها. واعتمد الباحث لتحقيق أهداف البحث على المنهج الاستنباطي. وقد توصل إلى جملة من النتائج، أبرزها: أن الخلفية العقدية والفکرية لأبي الفتح البستي أسهمت في تشکيل آرائه التربوية، فتجدها تنبع من مصادر التربية الإسلامية، کما أبان البحث عن أساس التربية الفکري في القصيدة من خلال صياغة نظرته للطبيعة الإنسانية بمکوناتها الثلاثة (الجسم والعقل والروح) وأن التقوى مصدر استمداد الکرامة، والتغيير للطباع هو جوهر التربية ولبها، ونظرته للحياة کونها مجبولة على الفناء، وتفاوت معاييرها المادية عن المعايير الأخروية، وحرية العمل فيها المقرونة بمسؤولية الجزاء وحتميته. وقد کان من أبرز المبادئ الموجهة لعلاقة المربي بالمتربي في القصيدة: تقوى الله والاستعانة به والذي يمثل الزاد الإيماني للمربي، ومراعاة الفروق الفردية، وحفظ خصوصيات المتربين، والتفاؤل وفتح الأمل لهم، والاستشارة، والفصاحة في القول، وحفظ المعروف، وطلاقة الوجه، والاستغناء عن الناس، والتخفف من الأحزان. ومن أبرز القيم الناظمة لعلاقة المربي بالمتربي المتضمنة في النونية: الإحسان، والتعاون، والتعايش، والقناعة، والعدل، والتأني، والرفق، والعطاء. کما توصل البحث إلى الأساليب التربوية التي وظفها الناظم، وهي: أسلوب التشويق والإغراء بالمحتوى التربوي، وضرب المثل، والموعظة، والتواصي بين المربين. The research aimed to derive the educational implications in Nuniyah Abi Al-Fath Al-Bosti, by explaining the intellectual basis for education included in the poem, and identifying the educational principles and values that regulate the relationship between the educator and the learner through the poem, and revealing the educational methods included in it. The researcher used the deductive approach. The results showed that the ideological and intellectual background of Abu Al-Fath Al-Bosti contributed to the formation of his educational views, so you find them emanating from the sources of Islamic education. The research revealed the basis of intellectual education in the poem showed through the formulation of his view of human nature with its three components (body, mind, and spirit) and that devoutness is the source of deriving dignity, change of character is the essence of education, his view of life as being created to perishability, its material standards differ from eschatological standards and the freedom to work in it coupled with the responsibility and inevitability of punishment. Among the most prominent principles guiding the relationship between the educator and the learner in the poem: the fear of God and seeking his help, which represents the provision of faith for the educator, the consideration of individual differences, maintaining the learners’ privacy, the optimism and providing them with hope, advice, and eloquence, retaining favor, cheerfulness, dispensing with people, and relieve sorrows. Among the most prominent values that regulate the relationship between the educator and the learner included in the Noniyeh are: charity, cooperation, coexistence, contentment, justice, patience, kindness, and giving. The research also found the educational methods employed by the poet, namely: the method of suspense and persuasion, giving an example, preaching, and consolation among educators.

Precise oculocentric mapping of transcranial magnetic stimulation-evoked phosphenes.

ObjectiveTranscranial magnetic stimulation (TMS)–evoked phosphenes are oculocentric; their perceived location depends upon eye position. We investigated the accuracy and precision of TMS-evoked phosphene oculocentric mapping.MethodsWe evoked central phosphenes by stimulating early visual cortical areas with TMS, systematically examining the effect of eye position by asking participants to report the location of the evoked phosphene. We tested whether any systematic differences in the precision or accuracy of responses occurred as a function of eye position.ResultsPerceived phosphene locations map veridically to eye position, although there are considerable individual differences in the reliability of this mapping.ConclusionsOur results emphasize the need to carefully control eye movements when carrying out phosphene localization studies and suggest that individual differences in the reliability of the reported position of individual phosphenes must be considered.

The impact of high-stakes testing on the teaching and learning processes of mathematics

The impacts of high-stakes testing administered within the framework of accountability policies concern all the stakeholders in the field of education, particularly the policymakers. As such, in the present study, which is specific to the mathematics course, the aim was to examine the impacts of high-stakes testing on teaching and learning processes, measurement and evaluation, communication, and motivation based on teacher perceptions. The study employed one of the qualitative research designs, namely phenomenology. The participants of the study were comprised of 13 middle school mathematics teachers identified via the maximum sampling technique. The data in the study were collected through the semi-structured interview technique and analyzed by using the content analysis method. The results of the study revealed that the teachers were inclined to use the traditional teaching method and solve multiple-choice tests, that the questions they used for the measurement of performance resembled those in high-stakes testing, and that the motivation of both teachers and the students were negatively affected. These findings were all similar to those frequently reported in the literature. Moreover, it was revealed that high-stakes testing prevented the consideration of individual differences and the teaching of values, that high-stakes testing was the focal point in communication, and that the impacts of high-risk testing showed a widespread impact upon different grades ranging from grade 8, during which the testing was done, down onto lower grades. Within the scope of these results, policymakers were recommended to take action toward improving the teaching process by acting together with the teachers to minimize the negative impacts of high-stakes testing on the process.

The Ganzflicker experience: High probability of seeing vivid and complex pseudo-hallucinations with imagery but not aphantasia

There are considerable individual differences in visual mental imagery ability across the general population, including a “blind mind's eye”, or aphantasia. Recent studies have shown that imagery is linked to differences in perception in the healthy population, and clinical work has found a connection between imagery and hallucinatory experiences in neurological disorders. However, whether imagery ability is associated with anomalous perception–including hallucinations–in the general population remains unclear. In the current study, we explored the relationship between imagery ability and the anomalous perception of pseudo-hallucinations (PH) using rhythmic flicker stimulation (“Ganzflicker”). Specifically, we investigated whether the ability to generate voluntary imagery is associated with susceptibility to flicker-induced PH. We additionally explored individual differences in observed features of PH. We recruited a sample of people with aphantasia (aphants) and imagery (imagers) to view a constant red-and-black flicker for approximately 10 min. We found that imagers were more susceptible to PH, and saw more complex and vivid PH, compared to aphants. This study provides the first evidence that the ability to generate visual imagery increases the likelihood of experiencing complex and vivid anomalous percepts.

Do life events lead to enduring changes in adult attachment styles? A naturalistic longitudinal investigation.

Research has shown that a variety of life events are associated with changes in adult attachment styles. What is unknown, however, is the extent to which those changes are transient or enduring. To investigate this issue, we followed a sample of over 4,000 people in a multiwave longitudinal study in which people naturalistically experienced a variety of life events (e.g., starting new relationships, changing jobs, average n across events = 392). This allowed us to examine people's attachment trajectories before (Mwaves = 6.51) and after (Mwaves = 8.04) specific life events took place, for spans of time ranging from 6 months to 40 (M = 23 months). We found that half of the life events we studied were associated with immediate changes in attachment styles. However, on average, people tended to revert back to levels of security similar to those that would be expected on the basis of their preevent trajectories. Nonetheless, the average person changed in enduring ways in response to a quarter of the events we studied, suggesting that some experiences lead to enduring changes in attachment. Moreover, there were considerable individual differences in the extent to which people changed: Even in cases in which the average person did not show enduring change, there was evidence that some people became more secure and others less so in enduring ways. The ways in which people construed the events (positive vs. negative) were related to the extent to which their attachment styles changed. We discuss the implications of these findings for theoretical models of attachment dynamics. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Pan-Genome Analysis of Vibrio cholerae and Vibrio metschnikovii Strains Isolated From Migratory Birds at Dali Nouer Lake in Chifeng, China.

Migratory birds are recently recognized as Vibrio disease vectors, but may be widespread transporters of Vibrio strains. We isolated Vibrio cholerae (V. cholerae) and Vibrio metschnikovii (V. metschnikovii) strains from migratory bird epidemic samples from 2017 to 2018 and isolated V. metschnikovii from migratory bird feces in 2019 from bird samples taken from the Inner Mongolia autonomous region of China. To investigate the evolution of these two Vibrio species, we sequenced the genomes of 40 V. cholerae strains and 34 V. metschnikovii strains isolated from the bird samples and compared these genomes with reference strain genomes. The pan-genome of all V. cholerae and V. metschnikovii genomes was large, with strains exhibiting considerable individual differences. A total of 2,130 and 1,352 core genes were identified in the V. cholerae and V. metschnikovii genomes, respectively, while dispensable genes accounted for 16,180 and 9,178 of all genes for the two strains, respectively. All V. cholerae strains isolated from the migratory birds that encoded T6SS and hlyA were non-O1/O139 serotypes without the ability to produce CTX. These strains also lacked the ability to produce the TCP fimbriae nor the extracellular matrix protein RbmA and could not metabolize trimetlylamine oxide (TMAO). Thus, these characteristics render them unlikely to be pandemic-inducing strains. However, a V. metschnikovii isolate encoding the complete T6SS system was isolated for the first time. These data provide new molecular insights into the diversity of V. cholerae and V. metschnikovii isolates recovered from migratory birds.

TOOLS FOR PERSONALIZED LEARNING-BASED TEACHER EDUCATION

Changes in the education from a teacher-centered to a student-centered approach requires changes in schools and in teacher education. One of possible ways is personalized learning (PL). It is a new concept in many countries around the world. PL is closely related to individualized, differentiated learning, inclusive education principles (Abbot, 2014; EDUCAUSE, 2013). PL builds on an understanding of learner: individual development, seeking of personal goals, taking into consideration individual differences and inclusion. PL “challenges teachers to search for pedagogy and practices that will help them addressing diversity in their classroom” (Guðjónsdóttir, 2000, p.9). Different methods and tools (e-tools as well) might be used for PL such as digital storytelling, three step interview, e-portfolio. Paper presents theoretical analysis of links between aspects of effective learning (good knowledge of each student; shared teacher and student responsibility within the learning process; personal learner involvement, linking to individual motivation, experience, and aspirations; collaboration, participation and involvement in the learning process; effective use of information technology and other learning resources (Williams, 2013)) and methods/tools for PL.

Stability and change in adults' literacy and numeracy skills: Evidence from two large-scale panel studies

We investigated the development of literacy (reading competence) and numeracy (mathematical competence) across three to six years of adulthood. Data came from two large-scale multi-wave surveys: the PIAAC-longitudinal Study (PIAAC-L, N = 2779) and the National Educational Panel Study (NEPS; N = 3140). We examined mean-level change (ΔT1, T2) and rank-order consistencies (rT1, T2) in the total population and in sociodemographic subgroups defined by age, gender, and education. To account for measurement error, we employed plausible values (PV) methodology. Results revealed that literacy and numeracy are highly but not perfectly rank-order stable (.61 ≤ r ≤ .85 in the total population). Mean-level change was negligible for both skills and studies, but there were considerable individual differences in change. Apart from moderate mean-level gains in literacy in young adults (18–29 years) and losses among the highly educated (in NEPS), there were few subgroup differences in mean-level change or rank-order consistency, and most differences did not replicate across studies. Our findings suggest that adults' literacy and numeracy are malleable throughout adulthood and can change even over a three- to six-year period. Individual difference in change dominate the picture and warrant further investigation. Our findings can serve as a benchmark against which to compare future longitudinal findings.

Individual Differences in Intertemporal Choice.

Intertemporal choice involves deciding between smaller, sooner and larger, later rewards. People tend to prefer smaller rewards that are available earlier to larger rewards available later, a phenomenon referred to as temporal or delay discounting. Despite its ubiquity in human and non-human animals, temporal discounting is subject to considerable individual differences. Here, we provide a critical narrative review of this literature and make suggestions for future work. We conclude that temporal discounting is associated with key socio-economic and health-related variables. Regarding personality, large-scale studies have found steeper temporal discounting to be associated with higher levels of self-reported impulsivity and extraversion; however, effect sizes are small. Temporal discounting correlates negatively with future-oriented cognitive styles and inhibitory control, again with small effect sizes. There are consistent associations between steeper temporal discounting and lower intelligence, with effect sizes exceeding those of personality or cognitive variables, although socio-demographic moderator variables may play a role. Neuroimaging evidence of brain structural and functional correlates is not yet consistent, neither with regard to areas nor directions of effects. Finally, following early candidate gene studies, recent Genome Wide Association Study (GWAS) approaches have revealed the molecular genetic architecture of temporal discounting to be more complex than initially thought. Overall, the study of individual differences in temporal discounting is a maturing field that has produced some replicable findings. Effect sizes are small-to-medium, necessitating future hypothesis-driven work that prioritizes large samples with adequate power calculations. More research is also needed regarding the neural origins of individual differences in temporal discounting as well as the mediating neural mechanisms of associations of temporal discounting with personality and cognitive variables.

Is bilingualism associated with better working memory capacity? A meta-analysis

ABSTRACT Due to their experience of managing two languages, it has been suggested that bilinguals could receive more practice in the domain of working memory (WM) leading to a WM bilingual advantage. Although some studies have shown that bilinguals can outperform monolinguals in WM tasks, the studies investigating WM capacity in bilinguals provide inconsistent findings regarding the existence of a bilingual advantage. We therefore conducted a meta-analysis on the association between bilingualism and WM capacity. Data from 116 studies (involving 177 pairs of participants and 444 effect sizes) were extracted. Based on previous findings, we examined age, characteristics of the WM tasks –i.e. complexity (simple span vs transformation vs complex span tasks) and domain (verbal vs nonverbal) – age of first exposure to L2, and L2 proficiency as potential moderating variables. Results indicated a small bilingual advantage in WM (g = .12, p = .054), which was moderated by the language used in the verbal WM task. The bilingual advantage was stronger when the verbal WM task was performed in L2 compared to L1. Thus, the bilingual experience is associated with slightly higher WM capacity. Nevertheless, future studies would benefit from greater consideration of individual differences within groups of bilingual individuals.

برنامج مقترح قائم على السرد القصصی لسجلات السیرة الذاتیة الریاضیة لتنمیة التفکیر التأملی والهویة المهنیة لدى معلمی الریاضیات قبل الخدمة A proposed program based on the storytelling of mathematical autobiographical records for developing reflective thinking and professional identity for pre-service mathematics teachers

الملخص: هدف البحث إلى دراسة أثر برنامج مقترح قائم على السرد القصصي لسجلات السيرة الذاتية الرياضية لتنمية التفکير التأملي والهوية المهنية لدى معلمي الرياضيات قبل الخدمة، کذلک التعرف على خبرات معلمي الرياضيات قبل الخدمة مع تعلم الرياضيات والتي أثرت في تعلمهم للرياضيات کما تظهر في سيرهم الذاتية الرياضية. اعتمد البحث على منهج البحث المختلط MixedResearch، حيث تم استخدام المنهج التجريبي والتصميم شبة التجريبي ذو المجموعة التجريبية الواحدة ذات القياس القبلي البعدي. بالإضافة إلى ذلک، تم تحليل السير الذاتية الرياضية للطلاب المعلمين بشکل نوعي. استخدمت الباحثة معايير تقييم التفکير التأملي للسرد القصصي، ومقياس الهوية المهنية للطالب المعلم، وبرنامج مقترح قائم على السرد القصصي لسجلات السيرة الذاتية الرياضية (من إعداد الباحثة). تم تطبيق البحث على عينة مکونة من ٤٠ طالبا وطالبة بالفرقة الثالثة شعبة الرياضيات. کشفت نتائج البحث عن وجود فرق دال إحصائيا عند مستوى (٠.٠١) بين متوسطي درجات طلاب المجموعة التجريبية في القياسين القبلي والبعدي للتفکير التأملي والهوية المهنية لصالح القياس البعدي. کما کشف التحليل النوعي للسير الذاتية الرياضية للطلاب المعلمين أن التوقعات الايجابية، بيئة فصل آمنة، المساواة في المعاملة بين الطلاب، الحرص على فهم الطلاب، مراعاة الفروق الفردية بين الطلاب، الحب والاهتمام من أکثر الخبرات التي أثرت في تعلمهم للرياضيات سواء تأثيرا إيجابيا أو سلبيا. وفي ضوء ما أسفرت عنه النتائج يوصي البحث بضرورة الاهتمام بتطبيق البرامج المختلفة لسجلات السيرة الذاتية بما يتوافق مع طبيعة المرحلة العمرية للمتعلمين وطبيعة المادة الدراسية، وتشجيع أساتذة کليات التربية على تنمية التفکير التأملي والهوية المهنية لدى الطلاب المعلمين. ABSTRACT: The aim of the research is to study the effect of a proposed program based on the storytelling of mathematical autobiographical records on the development of reflective thinking and professional identity of pre-service mathematics teachers, as well as to identify the experiences of pre-service mathematics teachers with learning mathematics that affected their learning of mathematics as it appears in their mathematical autobiographies. The research is based on the mixed research method, whereby the experimental method and the semi experimental design of one experimental group with pre-and post-measurement were used. Additionally, the mathematical autobiographies of the student teachers were analyzed qualitatively. The researcher used the criteria for evaluating reflective thinking for narratives, the student-teacher professional identity scale, and a proposed program based on the use of mathematical autobiography (prepared by the researcher). The research was applied to a sample of 40 male and female students. The results of the research revealed a statistically significant difference at the level of (0.01) between the scores means of the experimental group students in the pre-and post measurements of reflective thinking and professional identity in favor of the post measurement. The qualitative analysis of the student teachers’ mathematical autobiography revealed that positive expectations, a safe classroom environment, equality of treatment among students, students' understanding, consideration of individual differences between students, and love and attention are among the experiences that most affected students’ learning of mathematics, whether positively or negatively. In light of the results, the research recommends the need to pay attention to the application of various programs for autobiography in line with the nature of the age of the learners and the nature of the subject, and to encourage educators to develop reflective thinking and the professional identity of student teachers.