Abstract Can researchers predict if classic findings published in the field of social psychology and judgement and decision making replicate? We set up prediction markets and a forecasting survey for predicting replications of 28 experiments of classic well-cited articles. Forecasters predicted if the original results would replicate, where a successful replication was defined as an effect in the same direction as the original and a signal (p-value lower than 0.05). Of the 28 original studies, 16 (57%) met the replication success criteria, compared to a predicted replication rate of 70% in the prediction markets and 65% replication rate in the survey. We concluded only suggestive evidence for associations of replication outcomes with prediction market prices (r = 0.43, 95% CI [0.07, 0.69]) and average survey beliefs (r = 0.26, 95% CI [–0.12, 0.58]). The prediction market effects were similar to observed effects in previous prediction market studies and suggest that prediction markets can to some extent predict replication outcomes, yet predictions are far from perfect and conducting replications is much more informative about the credibility of published findings. Data and code are available at https://doi.org/10.17605/OSF.IO/2KMH7.

Gravity is fundamental to life on Earth, shaping biological systems and perceptual expectations. Understanding how gravity influences cognition is critical as humans increasingly encounter altered-gravity environments through spaceflight and parabolic flights. This mini-review synthesizes emerging findings on how deviations from Earth-normal gravity affect human time perception. Studies across fields of psychology, neuroscience, and physiology suggest that time perception reflects the dynamic integration of multisensory and bodily signals anchored to Earth's gravitational constraints. We identify key gaps in linking physiological changes to behavioral performance and in extending research to longer time scales, areas needing further advancement to benefit space travelers and offer insights into mechanisms of human timing. Review pre-registration PROSPERO CRD42024577286.

Background: The role of cognitive load theory (CLT) in understanding effective pedagogy has received increased attention in the fields of education and psychology in recent years. A considerable amount of literature has been published on the CLT construct as foundational guidance for instructional design by focusing on managing cognitive load in working memory to enhance learning outcomes. However, recent neuroscientific findings and practical critiques suggest that CLT’s emphasis on content-focused instruction and cognitive efficiency may overlook the complexity of human learning. Methods: This conceptual paper synthesises evidence from cognitive science, developmental psychology, neuroscience, health sciences and educational research to examine the scope conditions and limitations of CLT when applied as a general framework for K–12 learning. One of the major theoretical issues identified is the lack of consideration for the broad set of interpersonal and self-management skills, creating potential limitations for real-world educational contexts, where social-emotional and self-regulatory abilities are as crucial as cognitive competencies. Results: As a result of the critique, this paper introduces the Neurodevelopmental Informed Holistic Learning and Development Framework as a neuroscience-informed construct that integrates cognitive, emotional, and interpersonal dimensions essential for effective learning. Conclusions: In recognising the limitations of CLT, the paper offers practitioners contemporary, neurodevelopmentally informed insights that extend beyond cognitive efficiency alone and better reflect the multidimensional nature of real-world learning.

ABSTRACT Resemblance theories are a popular way of accounting for music’s capacity to be expressive of emotions. According to such theories, musical expressiveness depends on a perceived resemblance between music and human expressive behavior, both vocal (prosodic features, expressive vocalizations), and bodily (gestures, posture, deportment). This article asks whether the available evidence from the field of music psychology supports resemblance theories over their competitors, and answers the question in the negative. I divide the relevant scientific literature into two areas. The first consists in studies that show structural analogies between musical structures and expressive behavior. The second posits causal mechanism that link our experience of expressive music to the way we experience human expressive behavior. I show that neither kind of evidence should ground a preference for resemblance theories over competing views. In the final part of the article, I ask whether the same evidence could be used to settle an issue internal to the resemblance theory, that is, the relative importance to our experience of expressive music of vocal vs. bodily emotional expressive behavior. I conclude that an answer to this question depends on how exactly we interpret some of the resemblance theory’s commitments.

Ivan Pavlov is an important figure in experimental psychology who contributed to the theory of conditioned reflexes as the basis for understanding the learning process through stimulus-response associations. This paper comprehensively reviews Pavlov's biography, the social and scientific context of his time, and the main principles of his revolutionary theory. In addition, Pavlov's major contributions to the development of modern psychology are discussed, criticisms and controversies over his approach, as well as the relevance of his theories in contemporary psychology, particularly in behavioral therapy, education, and neuroscience. This paper aims to provide a thorough and critical understanding of Pavlov's scientific legacy that remains relevant and continues to be developed in various fields of psychology to the present and future.

ABSTRACT Autistic masking has emerged as a pivotal topic of contemporary debate, highlighting the concealment of one's authentic self – a process that often leads to inauthenticity. While the negative impacts of masking are widely acknowledged, the nuanced role of inauthenticity within this phenomenon, particularly its dialectical relationship with authenticity, remains underexplored. In this article, I build on empirical work published by scholars in Psychology, Sociology, Psychiatry, and other fields to argue that, informed by Heidegger's philosophical insights, the act of masking – an attempt to blend in with non‐autistic individuals – can paradoxically facilitate the growth of the authentic self. Rather than viewing the authentic and inauthentic selves as opposing forces, I propose that they coexist in a dynamic interplay for individuals with autism. The autistic self does not exist as an isolated ‘I’ in authenticity. Instead, autistic individuals can only experience their authentic selves through social interactions with others. Furthermore, Heidegger's concepts illuminate how autistic individuals often grapple with anxiety and feelings of uncanniness in interactions with non‐autistic peers; these existential moods can drive them toward a more genuine self‐expression. Consequently, navigating the delicate balance between their authentic and inauthentic selves becomes essential during social interactions. Equally important is the role of non‐autistic individuals in cultivating inclusive attitudes and supportive environments that enable diverse behavioral expressions and interaction styles within mixed neurotypical relationships.

Psychological factors in consumer intentions toward smartwatches: A study on technology adoption and behavior.

In the evolving landscape of educational technology, artificial intelligence (AI) is reshaping how educators understand and influence student behavior. This study examines the impact of student-perceived teacher AI literacy on students' innovative behavior through the theoretical lens of educational psychology and behavior analysis, guided by the conservation of resources theory. Data were collected using stratified random sampling from multiple universities. The study investigated the mediating role of students' positive emotion and the moderating effect of organizational support in the relationship between student-perceived teacher AI literacy and student innovation. Findings reveal that student-perceived teacher AI literacy significantly enhances students' innovative behavior and positive emotion. Students' positive emotion serves as a key mediating variable, while organizational support amplifies the positive effects of student-perceived teacher AI literacy on student outcomes. This research demonstrates that educators' AI competencies can foster emotionally and behaviorally engaged learning environments, leading to improved student innovation. It provides practical implications for integrating AI into pedagogical strategies and contributes to the growing field of AI-driven educational psychology.

This special issue aimed to help address the bias against Majority World countries in published methodological research in the field of developmental psychology. The 21 articles included in this issue present a diverse range of methodological articles from over 20 Majority World countries. This introductory article presents an overview of these articles, as well as the rationale for this special issue, and insights from the submission, review, and publication process. We have also collected some feedback from contributing authors, which provides insights into the experiences of the review and publication process for a special issue aimed at platforming research from Majority World countries. Finally, we make recommendations for the field of developmental psychology and child development more generally on future directions to advance methodological research in Majority World countries. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Critical thinking has consistently occupied a central position in educational discourse across historical periods, owing to its pivotal role in equipping learners with essential cognitive and learning skills. The significance of critical thinking stems from its capacity to develop students’ abilities to analyze, evaluate, and make reasoned judgments, thereby preparing them to effectively address academic challenges and real-life situations. Accordingly, educators across different educational levels strive to adopt and implement instructional strategies specifically designed to cultivate and enhance critical thinking skills. The systematic promotion of inquiry sustained investigation, and the rigorous interrogation of unexamined assumptions constitute a foundational mechanism for expanding students’ cognitive horizons. Such an approach encourages learners to engage critically with a wide range of academic domains, thereby deepening their conceptual understanding and reinforcing their capacity for autonomous, lifelong learning. Given that learning is intrinsically a cognitive enterprise grounded in processes of thinking, the deliberate and explicit instruction of critical thinking assumes heightened significance. This importance is particularly pronounced in the context of Arabic language education, where teachers bear a central responsibility for cultivating learners’ higher-order thinking skills through linguistically mediated analysis, interpretation, and evaluation. The study population comprised all male and female Arabic language teachers at the basic education level in Iraq. To achieve the study objectives, a random sample of 510 teachers was selected from this population. The sample reflected diversity in gender, academic qualification, and type of secondary school certificate (scientific or literary). Research Instrument: The California Critical Thinking Skills Test (CCTST, 2000). The California Critical Thinking Skills Test was developed based on a comprehensive definition of critical thinking derived from a consensus among a group of experts in the field of psychology. The test aims to measure five core critical thinking skills: analysis, induction, inference, deduction, and evaluation. The study revealed variation in the levels of critical thinking skills among participants, with mean scores ranging from 1.578 to 4.507. Nevertheless, all of these means were below the level considered educationally acceptable. This outcome is attributed to shortcomings in the curricula in promoting critical thinking, as well as to the difficulty of acquiring and practicing these skills.

Purpose Advances in natural language processing technology and large language modeling have greatly improved the performance of artificial intelligence. Researchers are beginning to consider the application of conversational AI to the counseling industry. This systematic review aims to investigate AI that has been applied to the counseling industry and analyze the existing shortcomings and strengths to find a direction to advance the development of AI in the counseling field. Design/methodology/approach The research methodology is based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and 30 papers were included. Findings The functions and features of AI, the program design and the emotional factors of users are the main factors that affect the willingness to use AI in the counseling field. Research limitations/implications There are some limitations in this study. Because there are few studies on the practical application of AI in the field of psychological counseling, this paper sets relatively loose screening conditions. Another defect is that the study of a single problem is not deep enough because of the synthesis of different research directions. In addition, because technical difficulties were not the focus of this study, some difficulties remain unresolved (such as how to make AI “learn” more therapies, how to reduce repetitive responses, etc.). Practical implications In addition, this paper proposes six strategies to improve AI performance, including optimizing the review mechanism. With the content summarized in this paper, counselors and clients can better prepare themselves for the advent of the AI era. Originality/value While continuously improving AI agents, this study believes that various practical strategies should be used simultaneously in the future, such as providing AI application guidelines or holding workshops to enhance AI’s acceptance and influence in psychological counseling. All in all, how to make a deeper combination of AI and psychological counseling field is a problem that needs to be explored continuously in future research. This study believes that on the basis of further development of AI technology, the reasonable adoption of the above strategies to solve mental health problems will bring more changes to the field of psychological counseling.

One in seven people aged 10 to 19 globally suffers from a mental illness, making up 15% of the worldwide disease burden in this age range. Young adults frequently experience emotional dysregulation, which is a common phenomenon linked with sleeping quality which exacerbates their lifestyle and mental well-being. For this reason, this paper explores the question of: What impacts does neuroticism have on adolescents sleeping quality? From the peer-reviewed journals and empirical findings from a variety of experts in the field of psychology, it is suggested that adolescents have a high probability of encountering obstacles related to sleep and negative emotions. Exploring the relationship between sleep, anxiety, and neuroticism can provide insight into how these factors contribute to chronic mental health burdens, which provides helpful techniques for adolescents in overcoming emotional challenges. This research can be applied through a global lens since adolescents mental health is a rising public health issue with significant impacts on society, such as education and communal well-being. Information about this field can help advise global strategies to promote teenagers social and physical development. Therefore, it is hypothesized that adolescents who score higher on neuroticism will most likely experience anxiety, which negatively influences their sleeping quality. Ultimately, this report emphasizes the need for a multi-faceted approach that combines behavioral, psychological, and biological perspectives to further enhance adolescents sleeping quality and mental health.

Behavioral​‍​‌‍​‍‌ outbursts and emotional dysregulation have been the main problems in the field of education, specifically in the area of inclusive education, which has been the greatest concern for students with EBD (Emotional Behavior Disorder) and neurodevelopmental disorders. The traditional ways of handling such behaviors, for example, punishing through detention, suspension, or removal, have only led to the escalation of the issue, thus increasing the rate at which the students are excluded and become less engaged with academics. Conversely, the effectiveness of the interventions with the use of technology has given a new way to the behavioral support team on how to transition from the reactive and skills-based to the proactive mode. This article highlights the current empirical and theoretical research findings (2018-2025) on the role of digital tools in the promotion of self-regulation, empathy, and professional efficacy, among other things. Such tools include biofeedback wearables, AI-driven emotional analytics, virtual and augmented reality (VR/AR) simulations, and teacher digital coaching systems. Based on the research and intervention models of PBIS, SEL, and UDL presented in this paper, the use of these resources is a catalyst for the transformations in school culture that are necessary for emotional inclusion and psychological safety. The narrative literature review has been used as the methodology which has been done by integrating research findings from more than seventy peer-reviewed journal articles from the fields of education, psychology, and human–computer interaction. The conclusion is that through the use of a multimodal digital system, the incidences of bad behavior can be reduced to a great extent, self-awareness can be improved and teacher burnout can be lessened but only when the implementation is done ethically and with the provision of support by training. The article ends with the implications for the policy, design, and sustainable professional development which, among other things, speak about the equilibrium between technological advancement and human empathy that has to be maintained in the education ​‍​‌‍​‍‌ecosystems.

The aim of this study is to examine factors related to developmental psychology using the keywords “cognition”, “Vygotsky”, “Bronfenbrenner”, “Piaget”, and “Tomasello”. This study presents a literature review by bringing together the findings of other studies in the literature on the concepts of cognition and developmental psychology. Studies on the concept of cognition have been found to be interconnected across psychology, developmental psychology, clinical psychology, psychiatry, and other disciplines. It is believed that a multidisciplinary approach to the subject will create a comprehensive and informative content. The research methodology consisted of searches conducted in Turkey and worldwide between 1929 and 2021 on cognitive and developmental psychology using the keywords “Bronfenbrenner”, “Piaget”, “Vygotsky”, “Tomasello”, and “cognition” in the YOK National Thesis Center, Google Scholar, ProQuest, ResearchGate, and Semantic Scholar databases. The sample consisted of 58 articles, books, and postgraduate thesis materials selected for the research. In its most general form, cognition can be defined as a concept involving cognitive processes that play a role in perception, attention, memory, language, problem-solving, reasoning, and decision-making. Cognitive processes are expressed as changes in an individual's thought, intelligence, and language. Memorizing a poem, solving a puzzle, putting two words together, and forming a sentence can be given as examples of cognitive processes. Three basic developmental processes can be mentioned: Biological, cognitive, and socio-emotional processes. Social cognitive theory, which is important in the field of developmental psychology, is expressed as a perspective that emphasizes behavior, environment, and cognition. The concept of cognition is discussed within the framework of Piaget's theory of cognitive development, Vygotsky's sociocultural theory, theory of mind (ToM), Bronfenbrenner's ecological model, and Tomasello's views. This study, which evaluates cognition—a multidisciplinary concept in the social sciences—from the perspective of theorists popular in the field of developmental psychology, is expected to serve as an important resource for future research.

The fields of reproductive and perinatal psychology represent a broad interdisciplinary field of study that comprehensively addresses the processes of pregnancy and childbirth, which are among the most critical and sensitive periods in human life. This discipline strives to deeply understand the psychosocial experiences individuals undergo from the prenatal period through to the moment of birth and beyond, focusing on comprehensively examining the psychological effects that may occur during these processes. Significant studies highlight many fundamental issues, such as how and in what ways women's mental states change throughout pregnancy, the effects of various factors related to preparing for motherhood, family dynamics, and the importance of family members and social support systems during this process. The findings presented in these studies reveal the significant effects of these processes on individuals' quality of life and overall health, clearly demonstrating the critical importance of this area in terms of public health. Furthermore, one of the fundamental objectives of this field is to accurately identify psychological risks that may be associated with pregnancy and childbirth, while also developing effective interventions and strategies that can contribute to strengthening the bond between the newborn and the mother.

The article presents an analysis of the key outcomes of the VII International Scientific-Practical Conference “Psychology of Stress and Coping Behavior: Resources and Resilience in a World of Uncertainty”. The aim of the work is to identify the main trends and promising directions in the study of psychological stress and coping presented by the international scientific community. The methodological basis was a content analysis of the conference materials: plenary presentations, section reports, master classes, and lectures. As a result, four systemic trends were identified: 1) a shift from reactive coping models to proactive and meaning-focused models, including the concepts of “mental immunity” and dyadic coping; 2) a refocusing from deficit models towards studying resilience resources (hardiness, self-regulation, social support) in the context of macro-social challenges; 3) an increase in the practical orientation of research, expressed in the development and validation of specific psycho-technologies for various professional and social groups; 4) a deepening of interdisciplinary and ontogenetic approaches. The scientific novelty lies in the systematization of contemporary theoretical and empirical achievements in the field of stress psychology, reflecting the discipline's response to the challenges of uncertainty, hybrid threats, and the digital transformation of society. It is concluded that a new, more comprehensive, and resource-oriented paradigm in the study of coping behavior is emerging.

Sigmund Freud is the most influential figure in the world of psychology, especially in the field of personality psychology. Freud's psychoanalysis consists of 2 basic theses that force people to rethink the intellectual, aesthetic, and moral beliefs that developed in their time. First, psychoanalysts believe that most of human life is influenced by the subconscious. This thesis overhauled the old view that mental activity is always conscious. The second thesis of psychoanalysis is that instinctive impulses, especially sexual impulses, play a very important role in human life and are the cause of various anxiety and mental disorders. However, instinct is not something that is always negative because instinct is a source of energy for human personal development. Freud's theories are based on these two basic theses including his theories of God and religion. This paper seeks to briefly explain the views of Sigmund Freud that influenced later psychological concepts as well as the world of philosophy and medicine.

IntroductionKnowledge about bioethics in medicine and the application of ethical principles when addressing patients with neurodegenerative diseases has evolved in recent years. To ensure quality care, it is necessary for professionals to receive proper training in bioethical issues. Although bioethics is incorporated into the curricula of health‐related degrees, there is an educational gap in legal aspects and some hesitation when offering end‐of‐life measures. The aim of this study was to evaluate the perception of bioethical‐legal issues among professionals who assist patients with neurodegenerative diseases.MethodsA descriptive cross‐sectional study was conducted; data were collected through an anonymous self‐administered survey via an online form regarding bioethical, legal, and personal definitions related to knowledge of the subject. The survey included professionals from the specialties of neurology, psychology, neuropsychology, psychiatry, geriatrics, and related fields. Average and dichotomous values were calculated to obtain the results.ResultsData were collected from 110 participants with an average of 16.2 years of professional experience. Medical profession accounted 86.4%; neurology specialty represented 93.7%. The majority were in the field of cognition. 94.5% were familiar with the concept of bioethics and worked with patients with neurodegenerative diseases; 76.4% had a clear understanding of advance directives, although only 3.6% emphasized the importance of patient autonomy. Within the legal framework, 96.4% considered appropriate to respect patient autonomy and their right to express advance directives. Most participants opted to administer pharmacological measures for comfort for terminally ill patients. In the context of their own experience with a neurodegenerative disease, 40.9% of professionals indicated they would request palliative sedation and a “do not resuscitate” order. Finally, 97.3% of professionals expressed a desire to know their diagnosis if they were to suffer from a neurodegenerative disease.DiscussionMany professionals dealing with neurodegenerative diseases encounter situations where patients and families question disease progression and time for life planning. Most of them appear to have an adequate understanding of bioethical and legal principles. However, an educational gap is evident regarding the expression of the patient's will. We consider these findings highlight areas for improvement in providing comprehensive care and can help guide future learning in these complex scenarios.

The study investigated the perception of lecturers and students on synchronous e-learning in Adeyemi Federal University of Education, Ondo. The sample size is 300 which comprised two hundred and fifty-nine (259) undergraduates and forty-one (41) lecturers. which was randomly selected. The research design to be adopted is descriptive survey. The instrument employed is questionnaire containing items on synchronous e-learning. The face and content validity was ascertained by giving the instrument to three experts in the fields of Educational Psychology and Counselling as well as test and measurement while reliability coefficient was established using Cronbach alpha. Frequency distribution, bar chart, mean, t-test and Analysis of Variance (ANOVA) were the statistical tools used for data analysis. A research question was raised, and two hypotheses were generated to guide the conduct of the study. The findings revealed that there was no significant difference in the perception of students on synchronous e-learning based on gender; there was no significant difference in the perception of lecturers and students towards synchronous e-learning etc. Based on the findings, the recommendations made were that there should be in-service training for teachers on the effective use of synchronous e-learning for instructional delivery; students should be enlightened on the proper involvement in synchronous e-learning; the school authority should support the Management Information System (MIS) unit to make the school community ICT-inclined for both the lecturers and students so as to encourage synchronous e-learning and other forms of e-learning for teaching-learning process etc.

The article discusses the software implementation of a mathematical classification model for identifying human attention states. The main focus is on the method of labeling the dynamics of attention changes as a time series, which allows for real-time analysis of attention using third-party software. The purpose of the study is to develop an artificial intelligence classification model for automatically determining various states of attention based on mathematical modeling of time series. The methodology is based on the application of classical machine learning methods and statistical time series analysis. The paper presents a classification algorithm, data preprocessing methods, and approaches to labeling time intervals. In the article, the authors consider in detail the developed software, its functionality and the principle of operation for reading and systematizing the database. At the end of the article, the authors discuss the experimental results, analyze the error level of the classification model, and compare the results with the results of past experience. The results of the study demonstrate the possibility of creating accurate and reliable attention monitoring systems, which opens up new perspectives in the field of cognitive research and practical psychology.