ObjectiveTo investigate neural mechanisms associated with improvements in core symptoms of attention‐deficit/hyperactivity disorder (ADHD) following a virtual reality (VR) intervention, using resting‐state fMRI (rs‐fMRI) with the percent amplitude of fluctuation (PerAF) and standardized clinical behavioral assessments.MethodsFifteen children with ADHD and fourteen age‐ and sex‐matched typically developing children were enrolled. A pre‐post intervention design was applied. Children with ADHD completed the Swanson, Nolan, and Pelham Rating scale‐fourth edition (SNAP‐IV), the matching familiar figures test (MFFT), and rs‐fMRI scans before and after the VR intervention. Healthy controls underwent identical assessments at baseline. Voxel‐wise analyses were conducted, and correlation analyses were conducted between changes in PerAF values and behavioral measures.ResultsFollowing the VR intervention, children with ADHD showed significant reductions in SNAP‐IV scores for inattention, hyperactivity/impulsivity, and oppositional defiant behaviors, as well as fewer MFFT errors (P < 0.05). Compared with baseline, decreased PerAF values were observed in the right middle frontal gyrus, whereas increased PerAF values were found in the left paracentral lobule (PCL). Relative to healthy controls, the ADHD group exhibited elevated PerAF values in the left inferior temporal gyrus (ITG) after the intervention, which were positively correlated with oppositional defiant symptoms (r = 0.610).ConclusionThe VR intervention may ameliorate hyperactivity‐impulsivity and behavioral problems in children with ADHD by modulating neural activity in brain regions associated with cognitive control (right MFG) and sensorimotor integration (left PCL). However, its regulatory effects on core attentional deficits and temporo‐limbic circuits (left ITG) appear to be relatively limited. These findings provide preliminary neuroimaging evidence supporting the potential of VR as an adjunctive intervention for ADHD.

ABSTRACT In this paper, I offer a suggestion for incorporating a set of texts in philosophy of mind, written by or about women, that concern how we can improve or emend our understanding, or philosophy of education. These texts challenge a current assumption in philosophy of mind – that the human mind comes fully formed – while also demonstrating the social nature of human cognitive development, challenging more individualist accounts. These texts and the questions they raise highlight that our awareness of the world, our ability to represent and reason about it, subsists alongside habit formation, and that cultivating both reason and proper habits or virtues is important not only for each of us epistemically as individuals but also for the well-functioning of human society. The suggestion situates familiar canonical figures such as Descartes, Spinoza, and Locke alongside Marie le Jars de Gournay, François Poulain de la Barre, Madame de Maintenon, and Mary Astell.

Creative thinking is widely recognized as a core component of higher-order thinking in mathematics education; however, its development among Indonesian students remains a persistent challenge, as reflected in large-scale international assessments such as PISA 2018. Differences in students’ cognitive styles particularly reflective, impulsive, and slow-inaccurate styles are assumed to shape cognitive processing and mathematical problem-solving performance, yet empirical evidence remains limited. This study aims to examine students’ creative thinking ability in mathematical problem solving from the perspective of these cognitive styles. Employing a qualitative descriptive approach, the participants were eighth-grade students from SMP Negeri 2 Sumbergempol Tulungagung, classified using the Matching Familiar Figure Test (MFFT). Data were obtained through problem-solving tests and semi-structured interviews and analyzed through methodological triangulation. The findings indicate that students with reflective cognitive styles exhibit a high level of creative thinking, characterized by fluency, flexibility, and originality. In contrast, students with impulsive and slow-inaccurate cognitive styles demonstrate moderate creative performance, predominantly reflected in elaborative responses. These results highlight the need for differentiated instructional strategies that align with students’ cognitive characteristics. The study contributes to the growing body of literature on cognitive style-based instruction and offers pedagogical insights for fostering creative thinking in mathematics classrooms.

ABSTRACT This essay explores early modern Anglophone poetry on Ireland, touching on neglected metrical innovators like Richard Stanihurst, an audacious translator of Virgil, as well as more familiar figures such as Spenser, Milton, and Marvell. Plantation poetry provides fresh angles on the ways in which an adverse Irish context could produce poetry that was both impactful and experimental. Joad Raymond’s idea of “The Daily Muse,” or poetry as journalism, fits Ireland, which in the period furnished the perfect interface for poetry as muse and news and gave rise to lasting lyrical work as well as opportunistic ephemera. When placed alongside lesser known and anonymous writers whose light verse may appear too transient for analysis, celebrated canonical works are brought into sharper relief. Bill McCormack’s brilliant analysis of Lycidas and David Norbrook’s rich contextual study of Marvell’s Horatian Ode demonstrate exactly what immersion in an Irish environment can provide by way of reorienting early modern English poetry. The essay concludes by exploring some early modern echoes in modern Irish poetry.

Intrinsically linked to the archetype in folk narratives, the character of Tu Thuc has long been a familiar figure in the spiritual and cultural life of the Vietnamese people. Over time, this figure has continuously been preserved, recreated, and its value promoted through various forms of folk cultural activities, particularly traditional festivals. This article employs primary methods such as ethnographic fieldwork, interdisciplinary approaches, and cultural studies to clarify the process by which the community perceives and recreates the value of the Tu Thuc figure, documents the practical ways in which people organize and practice the festival, and identifies the changes and stability of the figure across the festival space. The research findings reveal that the Tu Thuc Festival is a unique cultural space where the symbolic value of this figure is recreated, reinforced, and disseminated, contributing to the preservation of traditional cultural values in the context of modern society.

This study investigates the influence of individual cognitive styles, specifically impulsive versus reflective, on problem-solving performance among pre-service elementary teacher students (PGSD). Employing a quasi-experimental design with intact class grouping, 64 participants were categorized via the Matching Familiar Figures Test (MFFT) into impulsive (n equals 28) and reflective (n equals 36) cognitive-style groups. Subsequently, participants completed problem-solving tasks designed according to the four stages of the Polya model, emphasizing higher-order cognitive processes aligned with the C4 to C6 levels of Bloom’s taxonomy. Data analysis was conducted using one-way analysis of variance (ANOVA) to determine whether significant differences exist between groups. Results reveal a statistically significant difference in problem-solving performance: reflective students outperformed impulsive ones (F equals 25.789, p is less than 0.001). Reflective learners demonstrated greater accuracy, deeper reasoning, and more systematic approaches, whereas impulsive learners tended to respond faster but with increased error rates and less elaboration. The observed effect size suggests that cognitive style accounts for a substantial portion of variance in problem-solving outcomes, underscoring its pedagogical relevance. These findings have significant implications for teacher education and classroom practice. Recognizing differences in cognitive styles can help instructors design differentiated instructional strategies that cater to diverse learning needs. Future research could further explore the long-term effects of cognitive-style-aware instruction and examine contextual moderators, such as subject matter or learning environment, that may influence its effectiveness.

ABSTRACT This study elucidates the risk factors for school crises, examines students’ support needs, and proposes effective interventions to fulfill those needs. An online questionnaire was administered to 551 university students from 42 prefectures who had experienced school crises during their elementary, middle, and high school years. Considering the retrospective nature of the study, unrecalled data were treated as missing values, and multiple imputations were employed to enhance the reliability of the findings. Key findings revealed that incidents involving death, those associated with friends, and witnessed events, posed significant risks of shock, with friend-related incidents being particularly pronounced. Students exhibited a notable demand for opportunities to receive explanations and ask questions during crises, especially among those who had experienced intense trauma. Conversely, the demand for school counselors was low. During crises, students often rely on close and familiar figures, such as family, friends, and class teachers. Based on these findings, we propose the need for assessments tailored to the specific characteristics of the incident, provision of opportunities for explanation and inquiry, and enabling familiar persons to support children with professional backing.

ABSTRACT Femgore is an emerging subgenre of horror combining Gothic, body-horror, and antiheroine conventions and it centralizes and celebrates female rage, revenge, and violence. Violent women continue to captivate readers and viewers, and the fictional female killer has become a familiar figure through which gender oppression and violence can be exposed and challenged. This paper analyses two recent Femgore novels through a Gothic lens – C.J. Leede’s Maeve Fly and Monika Kim’s The Eyes are the Best Part – and argues that while they disrupt and invert notions of the male gaze, female desire, and the monstrous-feminine through the killer-antiheroine’s transgressions, they ultimately highlight the inescapability of patriarchal power, cycles of violence, and internalized misogyny. I argue that the power exercised by these protagonists is temporary and destructive, emphasizing the difficulties, contradictions, and downfalls of operating and existing in a system not built for women. These novels emphasize the complexities in representing violent women and ultimately demonstrate the limitations and potential of the killer-antiheroine as a cultural interrogator of patriarchal power.

ABSTRACT In this article, I pursue the ‘desperate athlete’—a familiar figure for me, a basketball coach and trainer—by arguing serious organised team sport athletes are neo-indentured labourers by illustrating the continuities of indentureship in contemporary serious organised team sport. This article contributes the original analogy ‘indentured’ to the philosophy of sport which is a stronger claim than what other scholars have argued, and in turn provides the neo-indentured desperate athlete as a framework and mode of understanding and to make sense of how serious organised team sport athletes are constructed, explained by way of Foucauldian concepts of objectification, discursive power relations and bio-power. It is an effort to introduce the original concept of the neo-indentured ‘desperate athlete’ and develop that figure as an important subject deserving of scholarly inquiry into the philosophy of discipline in team sport. To ignore the continuities of indentureship in contemporary serious organised team sport would be an example of sport discourse dismissing the inconvenient; so too would be ignoring the ‘desperate athlete’.

A notable gap persists in the educational literature regarding the optimization of 21st century competencies, such as critical thinking, communication, and collaboration, when tailored to students' distinct cognitive styles. This study addresses this lacuna by investigating the efficacy of a novel pedagogical tool, Figma-based Contextual Teaching and Learning Media (Figma-CTLLM), for enhancing these skills, a subject that has not been previously examined. The research aims to optimize critical thinking, communication, and collaboration skills based on reflective and impulsive cognitive styles by implementing Figma-CTLLM in Poaceae diversity learning. The study employs a descriptive quantitative research design with a sample of 26 students. The research instruments included the Matching Familiar Figures Test (MFFT), written tests for critical thinking and communication skills, and observation sheets for collaboration skills. These instruments demonstrated robust validity and reliability. The data analysis technique was carried out descriptively and quantitatively in three stages. The research results showed that eight students had a reflective cognitive style, and eight had an impulsive one. The results of the analysis of each skill show that there is no significant difference in critical thinking, communication, and collaboration skill scores between students with a reflective and impulsive cognitive style. This is proven by the average percentage value for each skill in the same category, which is very high among students with a reflective cognitive style and impulsiveness. This was also confirmed by the Mann- Whitney U test for each skill with a significance value (p) above 0.05 (p>0.05). Based on the results, the implementation of figma-CTLLM can optimize critical thinking, communication, and collaboration skills in students with reflective and impulsive cognitive styles in Poaceae diversity learning.

This research aims to explain the ability of problem-solving between reflective cognitive and impulsive cognitive students. The subject of this research is students of class VIII SMP Immanuel Palu. Subject chose based on a test of cognitive style, one student of reflective cognitive style and one student of impulsive cognitive style. The instrument uses a test of the MFF (Matching Familiar Figures) and tests the ability to problemsolving of ratio. The subject of reflective cognitive style can retell the problems that exist in the problem, said, write down the steps used in the settlement of a matter, carry out all settlement plan as a whole and coherent, and provide settlement solutions at the end of time. The subject of impulsive cognitive style, the ave rage can tell, mention, write on some matter, of course, does not implement the settlement plan, not coherent, and settlement in a hurry.

Numeracy literacy is one of the essential skills developed in mathematics learning, as it supports critical thinking and problem-solving abilities in daily contexts. However, many students still struggle to apply mathematical symbols and strategies effectively. This study aims to analyse students’ numeracy literacy skills in solving systems of linear equations in two variables (SPLDV) by considering reflective and impulsive cognitive styles through the assimilation and accommodation framework. This research employed a qualitative descriptive approach with eighth-grade students at MTs N 2 Batang Hari as participants. Subjects were selected using the Matching Familiar Figures Test (MFFT) to identify reflective and impulsive cognitive styles. Data were collected through numeracy literacy test questions, think-aloud protocols, and semi-structured interviews. Students’ responses were analysed based on indicators of numeracy literacy and their cognitive processes of assimilation and accommodation. The findings indicate that reflective students (R1 and R2) could analyse information accurately, employ mathematical symbols appropriately, construct SPLDV models, and conclude solutions logically. They predominantly demonstrated assimilation processes, showing careful and systematic reasoning. In contrast, impulsive students (I1 and I2) could identify information but struggled to use symbols and formal methods, often relying on guessing strategies. Their responses reflected accommodation processes, with lower accuracy and incomplete reasoning. In conclusion, reflective students achieved proficient numeracy and literacy skills, while impulsive students remained at a basic level. These results highlight the importance of tailoring instructional strategies to students’ cognitive styles to strengthen numeracy literacy competencies.

The increasing demand for personalized education in digital environments has highlighted the limitations of traditional, static learning methods. This study addresses the challenge of accommodating diverse learning preferences and emotional responses by leveraging Virtual Reality (VR) to create immersive, adaptive learning systems. The research focuses on designing a VR-based educational framework that integrates artificial intelligence to personalize instruction, monitor emotional states, and support ethical assessment. A primary goal is to identify how students' learning styles and emotional conditions influence their experience in VR, and how educational systems can adapt in real time to these factors. Key components of the proposed system include customizable AI tutors that resemble familiar figures to boost learner motivation, real-time emotion detection during virtual exams, and cognitive load management through adaptive content delivery. Methods involve tracking emotions through facial analysis, monitoring gaze, and providing physiological feedback to dynamically adjust test environments. The findings suggest that while VR enhances engagement and satisfaction, excessive sensory input can lead to cognitive strain, underscoring the importance of balanced immersion. The study contributes a novel, emotion-driven VR framework that combines personalization, gamification, and ethical monitoring. This integrated approach provides a foundation for inclusive, engaging, and effective virtual learning systems that align with individual learner needs and support academic integrity.

The purpose of this study was to describe the metacognition of grade IX students of SMP Negeri 19 Palu in solving numeracy problems based on reflective and impulsive cognitive styles. Metacognition in this study includes three aspects namely awareness, regulation, and evaluation observed at each stage of problem solving according to Polya's model. This descriptive qualitative research used Matching Familiar Figures Test (MFFT-2021), numeracy written test, think-aloud protocol, and in-depth interviews for data collection. In-depth study subjects consisted of two students, one each with reflective cognitive style and one with impulsive cognitive style. The results showed that at the stage of understanding the problem, reflective students showed high awareness and were able to organize their thoughts to understand the context of the problem in depth, while impulsive students tended to be faster in understanding the problem without in-depth analysis. At the stage of developing a plan, reflective students perform good regulation and evaluate the plan made, while impulsive students show awareness and regulation, but the evaluation of the plan is not always consistent. At the stage of implementing the plan, reflective students are able to evaluate the ongoing process, although this evaluation is more visible at the final stage, while impulsive students are less consistent in evaluation during the implementation of the plan, with evaluation only appearing at the final stage. Finally, at the looking back stage, reflective students showed a clear evaluation, although awareness and regulation were not significantly visible, while impulsive students only showed evaluation at the final stage without any deep reflection on the process that had been passed. Overall, reflective cognitive style tends to produce a more complete and in-depth metacognitive involvement in each stage of problem solving, while impulsive style shows a more limited and less consistent involvement in the evaluation aspect. Keywords: metacognition, numeracy, cognitive style, reflective, impulsive.

This study aims to analyze students' numeracy literacy skills in solving Minimum Competency Assessment (AKM) problems based on their cognitive styles, focusing on reflective and impulsive cognitive styles. The research employs a qualitative descriptive method, enabling an in-depth exploration of students' numeracy literacy abilities at MTs Negeri 01 Pontianak. Data collection techniques include AKM tests, the Matching Familiar Figure Test (MFFT), and interviews. The findings indicate that a reflective cognitive style significantly influences students' ability to solve AKM problems. Students with high numeracy literacy skills meet all numeracy literacy indicators. Meanwhile, students with moderate numeracy literacy skills fail to meet one indicator, namely interpreting. Students with low numeracy literacy skills can only fulfill one indicator, namely formulating. On the other hand, the impulsive cognitive style also affects how students approach AKM problems. Students with high numeracy literacy skills fulfill all numeracy literacy indicators. In contrast, students with moderate numeracy literacy skills meet only one indicator, namely applying. Students with low numeracy literacy skills fail to meet any of the indicators. This research highlights the importance of developing learning strategies that consider students' cognitive styles to enhance their numeracy literacy skills.

This study aims to determine the relationship and differences in critical thinking skills between students with reflective and impulsive cognitive styles in learning mathematics in college. Critical thinking skills are an important competency needed to understand and solve complex mathematical problems. Cognitive style, which reflects an individual's preferences in processing information, can affect the way students learn and think critically. The population of this study was 147 students consisting of all students of the 2023 intake who took Mathematics courses, but the sample taken was 64 students. The research instrument used a critical thinking skills test and a cognitive style test. The critical thinking skills test is in the form of mathematical questions that require in-depth analysis and evaluation, while the cognitive style test can use instruments such as the Matching Familiar Figures Test (MFFT) to group students into reflective and impulsive cognitive styles. Analysis of the quantitative data obtained will be analyzed using descriptive and inferential statistics. Statistical analysis can include correlation tests to see the relationship between cognitive style and critical thinking skills, as well as difference tests to compare critical thinking skills between groups of students with impulsive and reflective cognitive styles. The results of the study showed that there was a significant relationship (&lt;0.05) between critical thinking skills and students' cognitive styles in learning mathematics. And there was a significant difference in critical thinking skills between students with impulsive cognitive styles and students with reflective cognitive styles. The differences were in the speed and accuracy of problem solving, evaluation and decision-making skills, and understanding of mathematical concepts.

Early Buddhists in China had to explain the nature of the Buddha and the tenets of Buddhism using vocabulary and context that would make sense to a Chinese audience new to the Buddha’s teachings. This article will examine how the compilers of the Liudu ji jing (T152), a compendium of jataka stories traditionally dated to the mid-third century CE, used allusions and anecdotes found in the Chinese classics to present the Buddha as analogous to familiar Chinese figures, and suggest a connection between the Buddha, the Bodhisattva, and Chinese sage-kings of antiquity. The Liudu ji jing contains versions of stories familiar from Indic contexts, but frequently with very different emphases. These provide us with insights into early Buddhism in China in general, and deepen our understanding of how the nature of the Buddha was explained and understood in the first centuries of the Common Era.

ABSTRACT What is conceptual activism and how should we understand the form and affordances of the concept as it takes shape within it? Drawing on interviews with twenty-three interdisciplinary academics, along with social theoretical and empirical research, this article offers an onto-methodological approach to the concept, focused on the work of concepts (qua concepts) in critical, prefigurative, campaigning and counter-institutional projects. Foregrounding the materiality of the concept, the discussion focuses on four figures through which the concept assumes shape: the aid, world, animate cell and current. While the ‘aid’ (or ‘tool’) is a familiar conceptual figure, concerned with the different ways that concepts get used – to know, act, stimulate, etc., the others are less familiar. In this article, the ‘world’ reveals how concepts are inhabited as people enter, move around, cultivate and care for them. The ‘cell’ reveals how concepts move and thrive, live, fight and die, cluster and disperse. The ‘current’ reveals how concepts exert a force that ebbs and alters, impacting on those who intentionally or otherwise get caught up in it. Tracing these different figures shows how concepts are inhabited, used, observed and felt within conceptual activism. However, aids, worlds, cells and currents are not discrete and distinct conceptual existences, nor is one (or other) better at explaining what concepts are. Rather, these figures combine in different patterns, including sequentially, and the concept qua concept acquires shape as it occupies and travels between them.

Background. Adolescence is characterized by significant qualitative transformations in the physical, intellectual, personal, and spiritual spheres of an individual. This stage is notable for a marked improvement in problem-solving skills, driven by the development of conceptual thinking and metacognitive abilities in the context of intellectual growth. These advanced cognitive mechanisms are key to achieving intellectual competence and productivity. Purpose. To determine the structure of the intellectual competence construct in late adolescence in terms of its conceptual, metacognitive, and intentional abilities. Materials and methods. The article presents the results of an empirical study aimed at identifying the structure of intellectual competence in the context of manifestations of conceptual abilities, voluntary and involuntary metacognitive abilities, and intentional abilities in older adolescents. The study involved 90 students aged 14–16 from secondary schools in Moscow. Data from the following methods were used in the study: “Conceptual Synthesis” (by M.A. Kholodnaya, Y.I. Sipovskaya, 2023), “Method for Diagnosing the Degree of Reflexivity Development” (by A.V. Karpov, 2003), “Matching Familiar Figures Test” (by J. Kagan, 1966), “Mindset” (by Y.I. Sipovskaya, 2015) and “Interpretation” (by Y.I. Sipovskaya, 2016). Results. Correlates of intellectual competence indicators in late adolescence were identified, demonstrating selective correlations with conceptual, metacognitive, and intentional abilities. The main elements of the intellectual competence construct include skills related to creating new contexts, managing intellectual activity, and exhibiting specialized intellectual sensitivity. At the same time, indicators of involuntary intellectual control show a weaker association with intellectual competence. This suggests that the intellectual competence construct is heterogeneous, reflecting differences in the functional roles and cognitive complexity of its components. EDN: YSPSDW

This study intends to describe the process of students' mathematical literacy in algebra content with a conceptual-tempo cognitive style. We employed a descriptive qualitative research approach. We conducted this research at public high school 23 in Makassar. The MFFT (Matching Familiar Figure Test) helped us choose the people who would be in the study because it finds students with a conceptual tempo cognitive style. The data collection technique uses instruments in the form of mathematical literacy test sheets, interview guidelines, and documentation. This study employs a qualitative data analysis technique. The study's findings showed that students who learned to think quickly and correctly were able to answer level II and IV questions by completing three parts of the literacy process: formulating, using, interpreting, and evaluating. Students with an impulsive cognitive style in solving level II and IV questions were only able to fulfill 1 aspect of the literacy process, namely the aspect of formulating. Students with a reflective cognitive style are capable of addressing three aspects of the literacy process, which include formulating, using, interpreting, and evaluating information. Additionally, students with a slow, inaccurate cognitive style in completing level II and IV questions are only able to fulfill 1 aspect of the literacy process, namely the aspect of formulating.