Search Results (4,721)

In a low-reading-achievement context, this study examines the applicability of the Simple View of Reading in the Dominican Republic, a Spanish-speaking country, assessing elementary students across the first seven years of formal schooling, and it investigates the contribution of key psycholinguistic precursors to decoding fluency and reading comprehension across public and private schools. Structural equation models were estimated for a sample of 1168 Dominican students across three grade-level clusters and for each educational subsystem (public vs. private). Model fit indices support the adequacy of the proposed latent structure. Our findings reveal that decoding emerges as the primary predictor of reading comprehension in the early grades, whereas language comprehension becomes increasingly influential in later grades—although this shift appears to occur later than reported in other contexts, particularly within public schools. Moreover, phonological awareness contributes persistently to decoding (even in 6th–7th), supporting the hypothesis of delayed decoding automatization, which could account for the reading-comprehension difficulties identified in international assessments. Socioeconomic position exhibits a decreasing effect on reading comprehension as students’ progress through school, although it remains significant at all grades. These findings highlight the need for educational policy approaches that accelerate decoding automatization to free cognitive resources for comprehension processes, emphasizing effective phonological-awareness training and explicit, systematic literacy instruction. Full article

We argue that a multidisciplinary approach is essential to identify deoxygenation impacts on marine ecosystems and fisheries, bridging across the traditionally separate fields of oceanography and economics. Oceanography reveals physical and chemical drivers of deoxygenation, and assesses potential biological impacts based on the physiological and ecological characteristics of organisms and communities. Economics identifies the consequences of human activities associated with the utilization of the changing ocean, particularly in relation to deoxygenation. Economic data, models and analysis can contribute to determining the future directions toward achieving a healthy ocean in the context of deoxygenation. However, differing perspectives on the value of the ocean may lead to conflicts between short-term economic gains and long-term sustainability. Uncertainties in fish populations and deoxygenation modeling add complexity. Despite the difficulties involved, the interdisciplinary view of economics and oceanography offers a more comprehensive understanding of the complexities of ocean deoxygenation and its impacts on both the ocean and people. In order to address the challenges posed by deoxygenation and its impacts, and to develop mitigation and adaptation strategies, it is essential to establish a strong collaboration between experts of oceanography and fisheries economics. Full article

Aflatoxins are highly toxic secondary metabolites that contaminate dietary staples in many developing world regions, with hundreds of millions of people estimated to be chronically exposed. In this review, we summarize the evidence about AF exposure assessment and its relationship to stunting. Despite multiple attempts, this question has eluded a strong scientific conclusion due to the nature of the toxin and exposure, the disparate methods used for assessment, and the ethical difficulties of studying a toxin in low-resource settings. We highlight current challenges in defining these relationships, how this has reduced the ability to draw conclusions in this area, and approaches to overcome these to advance the field. Current reviews tend to report mixed associations, but typically lack critique of the study designs, and a limited understanding of patterns of aflatoxin exposure coupled with a probable variable threshold for effect. We highlight the potential diverse patterns of AF exposure over time and how that may influence study design to address this critical public health issue. Full article

Background/Objectives: Cluttering in childhood and adolescence is characterised by unstable speech timing, excessive coarticulation, irregular rate and reduced intelligibility, yet the developmental mechanisms underpinning these behaviours remain partially understood. This review synthesises empirical and conceptual evidence to examine cluttering through the lenses of speech motor development, neurocognitive mechanisms, task demands and allied-health practice. Four research questions guided the review, focusing on motor characteristics, developmental and neurocognitive mechanisms, task dependence and clinical implications. Methods: Following the PRISMA guidelines, a comprehensive search across seven databases identified studies examining cluttering in children and adolescents. Screening and full-text review were conducted in Covidence by two reviewers, with disagreements resolved by the first author. Twelve studies met the inclusion criteria. Data were extracted into a structured evidence table, and findings were synthesised. Results: Across studies, cluttering emerged as a developmental motor–cognitive integration disorder. Speech motor systems, linguistic formulation and executive control showed difficulty aligning under real-world communicative demands, leading to timing instability, articulatory blurring and reduced intelligibility. Symptoms were strongly influenced by task complexity, with spontaneous and extended discourse eliciting the most pronounced breakdowns. Conclusions: Cluttering reflects a developmental vulnerability in coordinating speech motor, linguistic and executive processes. Understanding cluttering in this way challenges narrow rate-based definitions and supports more nuanced approaches to assessment and intervention. Significant evidence gaps remain, particularly in longitudinal, mechanistic, multilingual and ecologically valid research. This developmental motor–cognitive framework strengthens the conceptual foundations of cluttering and clarifies its relevance to children’s motor development. Full article

Positive relationships with teachers in early childhood are important for many areas of child development and achievement. This article aims to explore the links between teacher–child relationships and children’s executive functions. The study was conducted in one preschool, with a sample of 99 children aged 2 to 6 years. Six teachers assessed the quality of their relationships with the children using the Student–Teacher Relationship Scale (STRS) and the children’s executive functions using the Childhood Executive Functioning Inventory (CHEXI). The results of the study show that the quality of the teacher–child relationship is closely related to the teacher’s perception of the child’s executive function difficulties: a closer, less conflictual relationship is associated with fewer working memory and inhibition difficulties, while a conflictual relationship is associated with greater difficulties in the child’s executive functions. There is no statistically significant difference between boys and girls in terms of the relationship with the teacher and the expression of children’s executive functions, and in both groups, the quality of the relationship with the teacher can predict the child’s executive functions. Age is statistically significant in only one relationship parameter: older children are perceived as closer to the teacher and more likely to seek help. The data obtained from the study encourage further research and add to the growing body of evidence demonstrating the importance of teacher interaction for children’s development and education. Full article

This study presents the on-site public evaluation of Notre-Dame Whispers, a geolocated audio-guided tour that explores the sonic history of the Cathédrale Notre-Dame de Paris. The experience combines binaural reproduction, embodied storytelling, and historically informed soundscapes to immerse visitors in the cathedral’s past auditory environments. Drawing on virtually recreated acoustics, it reconstructs key components of Notre-Dame’s sound heritage, including the medieval construction site, early polyphonic chant, and the contemporary urban soundscape. An on-site evaluation was conducted to assess visitor engagement, usability, and the perceived authenticity of the reconstructed soundscapes. A mixed-methods approach integrated questionnaire responses, semi-structured interviews, and anonymized user analytics collected through the mobile application. Results indicate a high level of immersion, with participants particularly valuing the spatialised audio design and narrative depth. However, challenges were identified regarding GPS-based triggering reliability and the difficulty of situational interpretation in complex spatial environments. These findings offer insights into public reception of immersive heritage audio experiences and inform future developments in digital cultural mediation. Full article

The present longitudinal retrospective study examined in a sample of 123 Greek-speaking children whether the raw score growth in a broad range of oral language and reading skills from Grade 1 to Grade 3 differs among children with persistent reading comprehension difficulties (pRCD; N = 49) identified in Grade 3, those exhibiting a resolving tendency of RCD (rRCD; N = 16), and typically developing (TD; N = 58) children. Children were classified into the respective groups, based on their performance on standardized reading comprehension measures in Grades 1, 2, and 3. They were, also, assessed on phonological awareness, rapid automatized naming (RAN), morphological awareness, vocabulary, word reading accuracy, word reading fluency, and text-reading fluency across the three Grades. Mixed ANOVAs showed that children with pRCD displayed slower growth in morphological awareness, word reading fluency, and text-reading fluency than the other two groups. Children with rRCD did not differ from TD children on these measures, but they exhibited a higher growth on RAN. Both groups of children with RCD outperformed TD children on the growth of phonological awareness and word reading accuracy, whereas no group differences revealed in vocabulary. Our results suggest that more rapid gains in morphological awareness, RAN, word reading fluency, and text-reading fluency over time might be associated with a resolving tendency of reading comprehension difficulties, providing valuable insights for intervention policy. Full article

Background: Self-harm is a growing public health concern and the strongest predictor of suicide in young people (YP). The “Supporting Adolescents with Self-Harm” (SASH) intervention was developed with YP with lived experience and expert clinicians. It involves rapid follow-up after ED attendance and up to six intervention sessions. The intervention has three components: Therapeutic Assessment (TA) of self-harm; an enhanced safety plan (SP); and Solution-Focused Brief Therapy (SFBT). Depending on the YP’s preference, carers can join sessions. Carers can also receive two individual sessions. The clinical and cost-effectiveness of SASH is being evaluated in a randomised controlled trial across nine emergency departments in three NHS Trusts in London, England. A total of 154 YP were recruited between May 2023 and March 2025 and randomised on a 1:1 ratio to SASH alongside Treatment As Usual (TAU) or TAU. A logic model describes the SASH inputs, activities, mechanisms, outcomes and longer-term impacts. The aim of this paper is to (1) illustrate how TA, SP, and SFBT were implemented in practice by presenting intervention materials and session recordings for four YP cases and one carer case and (2) explore how the case study materials/recordings reflect the intervention mechanisms in the SASH logic model. Methods: Each case focused on a different component of the intervention. Intervention materials (TA self-harm diagram and completed SP) and recorded SFBT sessions with four YP and one carer were analysed using a descriptive case study approach. The TA diagram and SP were extracted from medical records. Audio/video recordings of intervention sessions were identified. Recordings of intervention sessions and qualitative interviews were transcribed. Quotes from qualitative interviews with the same participants were included where relevant. Results: Across the four YP cases, some core themes emerged. The role of friendships for young people, particularly at school, was important in both negative and positive ways. Experiencing difficulties with friends at school led to feelings of sadness and stress, which could become overwhelming, leading to thoughts of self-harm (“I just need to hurt myself”), triggering self-harm behaviour. YP described mood changes and signs that they were becoming stressed, which improved their self-awareness and understanding of the link between their feelings and self-harm behaviour. They reflected on what kept them feeling calm and overcoming their fear of burdening others by sharing how they were feeling, as this helped them not to self-harm. They also described difficult feelings stemming from a need to please everyone or needing validation from others. Overcoming these feelings led to less social anxiety and more confidence. This made it easier to go to school and to be more social with friends/student peers, which in turn improved their mood. Conclusions: These case studies demonstrate how YP improved their self-awareness and understanding of the link between feelings and self-harm behaviour and identified personal strategies for managing difficult feelings and situations. The carer case study demonstrates how sessions with carers can facilitate carers better supporting their YP’s mental health. Supporting YP and carers in this way has the potential to reduce the risk of future self-harm. Full article

The transition from secondary to post-secondary levels has been seen as challenging and significant among adolescents, in particular adolescents with disabilities (ADWs). Given the increasing trend of students with disabilities pursuing higher education under the integrated education policy, it is unclear whether these students can receive appropriate support to enhance their learning and career exploration. This study investigated the experiences of ADWs during this transition. A group of 40 adolescents took part individually in a 1 h semi-structured interview. The interview data was analyzed with reference to five levels using an ecological model from microsystem, mesosystem, exosystem, macrosystem and chronosystem. Facilitating factors at each level were extracted, e.g., adequate use of assistive technologies helping them overcome their perceived limitations caused by disabilities, and accommodation in learning and assessments also helped unleash their potentials. However, difficulties were also identified, e.g., poor interaction with academic peers, issues with disability disclosure, and schools’ rigid arrangements. The results from this study corroborate the different systems as suggested by the ecological model and also align with the different components of the taxonomy of transition: (a) student-focused development and planning; (b) family involvement and support; and (c) the importance of interagency collaboration. It was recommended that a supporting network should be established between secondary schools and post-secondary institutions to enhance a smooth transition across different education sectors. Full article

This study examined how negative emotions influence three core components of cognitive control, inhibition, updating, and shifting, as assessed through a Go/No-Go, 2-back, and set-switching task, respectively. Participants performed these three tasks under both negative and neutral emotional conditions. Negative emotions led to slower response times on false-positive trials, suggesting increased interference during inhibitory demands rather than a direct impairment of inhibition. In the 2-back task, accuracy decreased on Non-Match trials under negative emotions, indicating difficulties in updating working memory and disengaging from irrelevant information. In the switching task, participants showed higher error rates under negative emotions regardless of trial type, pointing to a broader decline in performance when cognitive flexibility is required. Correlation analyses indicated that emotion-related effects were associated between updating and shifting, but not with inhibition, suggesting that negative emotions preferentially affect partially overlapping control processes depending on their cognitive demands. These findings highlight that the impact of negative emotions is not uniform across executive functions and underscore the importance of investigating emotion–cognition interactions across multiple domains within individuals. Full article

Background: Studies on the association between cognitive dysfunction and criminality have shown that individuals in prison, particularly repeat offenders and those convicted of violent crimes, tend to exhibit difficulties in cognitive, social, and emotional functioning. The objective of this study was to evaluate and characterize cognitive and executive functioning of incarcerated individuals, while also seeking to understand the impact of incarceration on executive functions. Methods: The sample consisted of 30 participants at various stages of their sentences. Neuropsychological assessments were conducted using cognitive screening tests and tests directed to assess executive functions and decision making. Results: Neurocognitive performance was within normative ranges. Selective associations between sentence duration and specific executive functions were observed, suggesting a relationship with criminal severity indicators. Decision-making also appeared impaired, as no evidence of learning was found and deck selection focused on more disadvantageous decks. Conclusions: These findings a relationship between indicators of criminal severity and specific aspects of executive functioning and decision making, rather than a generalized cognitive impairment. However, these conclusions require further research under this topic in larger and more diverse samples. Full article

Background/Objectives: The Rett Syndrome Behavior Questionnaire (RSBQ) is a widely used caregiver-reported instrument for assessing behavioral and neurological features of Rett syndrome (RTT). However, a validated Korean version has not been available. This study aimed to translate the RSBQ into Korean (K-RSBQ) and to evaluate its psychometric properties in a Korean RTT population. Methods: The RSBQ was translated and back-translated using standardized procedures and refined through a Delphi process. Primary caregivers of individuals with clinically diagnosed RTT completed an online survey including the K-RSBQ and the Childhood Autism Rating Scale (CARS). Test–retest reliability was assessed in a subset of caregivers who completed the questionnaire twice within one week, and inter-rater reliability was evaluated when an additional caregiver was available. Results: Sixty-six primary caregivers participated. The K-RSBQ demonstrated high internal consistency for the total score (Cronbach’s α = 0.912) and moderate-to-high consistency across most subscales. Test–retest reliability for the total score was moderate (weighted κ = 0.594), while inter-rater reliability between primary and secondary caregivers was generally low. The hand behavior subscale showed low and non-significant test–retest reliability. The K-RSBQ total score exhibited a low-to-moderate correlation with the CARS total score, and the general mood subscale showed a moderate correlation with the CARS emotional response item. Caregivers reported minimal difficulty in understanding the questionnaire items. Conclusions: The K-RSBQ demonstrates acceptable internal consistency and test–retest reliability when administered to primary caregivers, with preliminary evidence supporting its construct validity. Although limitations exist regarding criterion validation and inter-rater agreement, the K-RSBQ represents a feasible and culturally adapted tool for assessing RTT-related behavioral features in Korean clinical and research settings. Full article

Background: Sexual dysfunction (SD) affects up to two-thirds of individuals with early-onset Parkinson’s disease (PD), yet it remains underexplored in developing countries where stigma, depression, and treatment side effects may worsen its burden. This study investigated the magnitude and correlation of SD in early-onset PD. Methods: A cross-sectional study included 74 individuals with PD onset at ≤55 years of age. SD was assessed using the Medical Outcomes Study Sexual Functioning Scale, alongside interviews on sexual experiences after initiating PD medication. Prevalence was estimated descriptively, and Spearman’s correlation identified correlates of SD. Results: Half of participants reported SD, including lack of sexual interest (52.7%), difficulty relaxing or enjoying sex (52.7%), and impaired arousal (50%). Among men, 48% experienced erectile problems, while 44% of women reported difficulty achieving orgasm. After starting anti-Parkinson’s medication, 16% noted markedly reduced sexual desire, whereas nearly 10% reported increased desire. In men, SD correlated with levodopa dose (r = 0.411, p < 0.01). In women, SD correlated with stigma (r = 0.389, p < 0.05), depression (r = 0.529, p < 0.01), and anxiety (r = 0.629, p < 0.01). Conclusions: One in two individuals with early-onset PD experiences SD, independent of gender. Findings highlight the need for routine sexual health assessment and careful monitoring of treatment side effects. Interventions targeting stigma, depression, and anxiety are critical to improve sexual well-being in this population. Full article

Background: Effectively managing pain in adults remains challenging, particularly in individuals with cognitive impairment or communication difficulties. Digital technologies, including artificial intelligence (AI)-enabled facial recognition and mobile applications, are emerging as innovative tools to improve the objectivity and consistency of pain evaluation. This scoping review aimed to map the current evidence on digital pain-assessment tools used with adult and older populations, focusing on validity, reliability, usability, and contributions to person-centred care. Methods: The review followed the Joanna Briggs Institute methodology and Arksey and O’Malley framework and was reported in accordance with PRISMA-ScR guidelines. Systematic searches were conducted in PubMed, CINAHL Complete, Medline (ALL), and PsycINFO for English-language studies published from 2010 onwards. Eligible studies included adults (≥18 years) using digital tools for pain assessment. Data extraction and synthesis were performed using Covidence, and findings were analyzed thematically. Results: Of 1160 records screened, ten studies met inclusion criteria. Most research was quantitative and conducted in high-income clinical settings. Five tools were identified: ePAT/PainChek^®, Painimation, PainCAS, Pain Clinical Assessment System, and Active Appearance Model. Four key themes emerged: (1) Validity and Reliability of Digital Pain Assessment Tools; (2) Comprehensive Pain Evaluation Across Contexts (Rest vs. Movement); (3) Usability and Integration into Clinical Practice; (4) Enabling Person-Centred Pain Management and Future Directions. Conclusions: Emerging evidence suggests that facial-recognition-based digital pain-assessment tools may demonstrate acceptable psychometric performance and usability within dementia care settings in high-income countries. However, evidence relating to broader adult populations, diverse care contexts, and low-resource settings remains limited, highlighting important gaps for future research. Full article

Emotion regulation refers to the processes through which people modulate their emotional experiences and expressions, and difficulties in these processes underpin many forms of psychopathology. According to the process model, emotion regulation encompasses five classes of strategies, commonly grouped into antecedent-focused strategies (e.g., cognitive reappraisal) and response-focused strategies (e.g., expressive suppression). These strategies involve both explicit and implicit processes, which can be objectively assessed using physiological indices. The present study examined the effects of startle habituation and vagally mediated heart rate variability (vmHRV) on the use of cognitive appraisal and suppression. Forty-nine college-aged participants were recruited, and their resting heart rate variability (HRV) and response habituation to an auditory startle-eliciting stimulus were measured. Emotion regulation strategies were assessed by a self-report questionnaire. Multiple regressions were used to analyze the effects of startle habituation, vmHRV, and their interaction on emotion regulation strategies. Results indicated that, although suppression was not associated with any physiological indices in the regression models, cognitive reappraisal was predicted by both vmHRV and startle habituation. Notably, vmHRV and startle habituation interacted such that the positive association between vmHRV and cognitive reappraisal emerged only among individuals who exhibited slow startle habituation. These findings have practical implications for the prevention and treatment of psychopathology, as well as for promoting more adaptive emotion regulation in daily life. Full article