Search Results (431)

“Immature” or “late-maturing” neurons exist in layer II of the cerebral cortex (cortical immature neurons; cINs) and within the amygdaloid complex (subcortical immature neurons; scINs). These cells remain in a prolonged state of arrested development yet retain the ability to resume maturation and to functionally integrate into neural circuits. Both cINs and scINs are abundant in large-brained mammals with respect to small-brained, lissencephalic rodents. In previous reports, using a comparable method for quantification in diverse mammals, including mice, chimpanzees, and other species, we showed positive correlation of immature neuron cell density with brain size and gyrencephaly. Here, we quantified the cINs and scINs in the cerebral cortex and amygdala of young adult rhesus macaques to determine how they compare to phylogenetic variation. Our results further demonstrate the existence of covariance between cIN density and both increasing brain size and neocortical expansion, as well as the specialized increase of scINs in the amygdala of primates. These findings support the emerging view that immature neurons may represent a reservoir of undifferentiated (stem cell-independent) neuronal cells for the widely expanded cortices and amygdala of mammals endowed with high-order cognitive functions and complex sociality. The detailed mapping of cortical and subcortical immature neurons in a primate often used in translational research sets the foundation for deeper, functional studies aimed at understanding human brain plasticity. Full article

The present study investigates the semantic structure, dominant themes, and temporal evolution of research on giftedness in early childhood through a comparative topic modeling approach. A final analytic sample (n = 518) of peer-reviewed journal articles indexed in the Scopus and Web of Science databases was analyzed. Three topic modeling methods, Latent Dirichlet Allocation (LDA), Structural Topic Modeling (STM), and BERTopic, were systematically compared using multiple evaluation metrics. BERTopic demonstrated the strongest overall performance, producing approximately 11% higher coherence than STM and approximately 34% higher coherence than LDA. In terms of diversity, it achieved 14% to 17% greater thematic variety and, according to the Gini coefficient, revealed a 58% to 60% more balanced thematic distribution. BERTopic-based analyses identified five major thematic axes: Socio-Linguistic Development and Family Context, Psychometric Intelligence, Identification, and Cognitive Differences, Program Access, Identification, and Educational Equity, Early Academic Skills and Cognitive Development, and Creativity, Higher-Order Thinking, and Enrichment Programs. Thematic mapping and topic similarity analysis were used to examine the semantic structure of the field, while linear regression-based trend analysis over the 1918–2026 publication period showed that family context, socio-linguistic development, and equity-related themes have gained increasing importance over time, whereas psychometric identification largely maintained its central position within the field. These findings indicate that the field is moving toward a more inclusive, semantically grounded, and equity-oriented perspective. However, they should be interpreted in light of the study’s reliance on article abstracts, the sensitivity of BERTopic clustering parameters, and the use of linear trend modeling. Full article

This study maps the intellectual structure and thematic evolution of buy now, pay later (BNPL) research published between 2010 and 2025, with particular attention to how impulsive buying and post-purchase regret are positioned within the broader BNPL knowledge domain. Drawing on an integrated bibliometric science mapping and focused behavioral synthesis approach, the study first mapped a broad Scopus dataset of BNPL-related digital consumer credit and deferred payment research published between 2010 and 2025. This dataset was used for performance analysis and VOSviewer-based science mapping. A second, narrower PRISMA-guided screening process was then applied to identify empirical studies that directly examined BNPL-related behavioral and psychological outcomes, resulting in 13 studies retained for focused qualitative synthesis. The bibliometric findings show that BNPL scholarship expanded sharply after 2020, with research concentrated in marketing, consumer behavior, fintech, and digital commerce outlets. The science mapping results reveal a fragmented field structured around digital finance adoption, impulsive consumption, consumer vulnerability, and emerging ethical and regulatory concerns. The systematic synthesis further indicates that BNPL-related mechanisms, including installment framing, urgency cues, perceived affordability, and reduced payment salience, are consistently associated with impulsive buying tendencies. However, post-purchase regret remains underexamined and is rarely modeled as a distinct emotional outcome. By integrating bibliometric evidence with behavioral synthesis, this study clarifies how BNPL research has developed, where conceptual fragmentation remains, and why future studies should connect digital payment design, cognitive distortions, impulsive purchasing, and post-purchase emotional consequences within more comprehensive theoretical models. The study contributes by offering a structured research agenda for advancing responsible BNPL scholarship, consumer protection, and future digital finance research. Full article

The integration of collaborative robots into industrial environments requires rigorous safety validation under the Power and Force Limiting (PFL) regime. This review article systematically maps the technological and normative development of certified Pressure and Force Measurement Devices (PFMDs) and experimental biofidelic instruments for Physical Human–Robot Interaction (pHRI) between the years 2011 and 2026. A quantitative screening of 68 studies revealed a publication peak in impact metrology in 2021. This peak occurred with a five-year latency after the release of the ISO/TS 15066 technical specification. Although global interest in collaborative robotics steadily grows, the publication trend indicates a gradual shift in scientific focus from reactive testing toward proactive prevention. A methodological deconstruction of four Research Questions (RQs) identifies persistent limitations in safety evaluation. The findings demonstrate that the internal structure of conventional sensors induces nonlinear shock filtering and parasitic oscillations (RQ1). Furthermore, the rigid fixation of test stands generates unrealistic pressure spikes. This physical limitation forces a transition to flexible and pendulum-based configurations (RQ2). Commercial flat films physically fail due to sensor saturation and introduced stiffness. Such failures accelerate the development of conformable electronic skins (e-skins) and multimodal test manikins (RQ3). To ensure interlaboratory reproducibility within the current ISO 10218-2:2025 standard, the text defines imperative metrological parameters. These parameters strictly include frequency response, calibration protocols, and volumetric mapping of inertial masses (RQ4). Furthermore, the analysed publications were systematically stratified into distinct technological categories, strictly reflecting their primary engineering domains, ranging from empirical metrological evaluation and sensor hardware design to advanced numerical modeling. Finally, the vision for future research anticipates a definitive shift toward proactive anti-collision technologies, encompassing Artificial Intelligence (AI), machine vision, and Augmented Reality/Virtual Reality/Mixed reality (AR/VR/MR). Future methodologies must also consider demographic anisotropies and the cognitive fatigue of the human operator. Full article

The rapid expansion of artificial intelligence in the educational field has configured a broad, dynamic, and constantly evolving research domain. Nevertheless, there remains a need to systematically analyze the evolution of its pedagogical approaches and to identify the conceptual dimensions that structure recent scientific production. For this purpose, a systematic literature review was conducted following the PRISMA protocol, based on searches in Web of Science and Scopus. The final corpus consisted of 235 articles, analyzed using bibliometric and semantic techniques in R, including bibliometrix, tidyverse, and ggplot2, complemented by co-occurrence maps developed with VOSviewer. The thematic classification was carried out through an inductive analysis based on clusters and emerging patterns. The results reveal a progressive transition from technocentric approaches toward more complex and integrative pedagogical perspectives. The semantic analysis made it possible to identify four structuring dimensions of the field: critical, ethical, literacy-oriented, and humanistic. Recent literature also shows a growing emphasis on teacher education, academic integrity, and cognitive coexistence between humans and intelligent systems. These findings indicate that artificial intelligence not only introduces technological innovations but is also reconfiguring the epistemological and pedagogical foundations of contemporary education, demanding conceptual frameworks capable of articulating its ethical, cognitive, and formative implications. Full article

This study investigated undergraduates’ conceptualization of systems thinking (ST). An open-ended question was administered pre- and post-course. Pre-test findings revealed limited conceptualization, with most students unable to articulate core ST attributes. Post-course responses showed reasonable improvement, with seven key attributes—interconnectedness, feedback, causality, systems boundary, mapping, emergent behaviour, and synthesis—emerging to varying extents in their responses. While nearly all students indicated interconnectedness and mapping, fewer mentioned feedback and systems boundary, indicating these as higher-order cognitive skills. A continuum was also developed to categorize students’ conceptualization from inadequate to canonical; this also indicated that only a few students demonstrated engagement with the key attributes of ST. Novel analytical approaches such as attributes prevalence tables, attributes continuum, and evolution of threshold concepts have contributed to different modes for exploring ST in the responses. Findings underscore the complexity of ST and the challenges in fostering holistic conceptualization. Overall, the study highlights a nuanced engagement with the attributes of ST from the intervention and suggests that further work is necessary to better foster these among the students. Full article

Background/Objectives: Dementia and cognitive decline place increasing demands on healthcare systems, rehabilitation services, long-term care, and community-based prevention. Structured exercise training is a promising strategy for adults at risk of cognitive decline, but it remains unclear how intervention studies integrate cerebrovascular and cognitive outcomes in ways that can inform clinical translation, rehabilitation planning, and exercise prescription. Methods: This scoping review followed PRISMA-ScR guidance. PubMed/MEDLINE and Scopus were searched for peer-reviewed English-language studies published from 2010 to 2026, supplemented by reference list checking and citation chasing. Eligible studies were human intervention studies involving structured exercise training and at least one cerebrovascular, vascular, brain-related, or cognitive outcome. Studies were mapped by exercise modality, population risk profile, grouped outcome domain, and outcome-integration category. Results: Fifty-four studies were included. A central finding was the vascular cognitive integration gap: only 7 studies assessed both cerebrovascular and cognitive outcomes within the same intervention design, whereas 38 studies reported cognitive outcomes only and 9 reported cerebrovascular or vascular outcomes only. Aerobic training formed the most developed evidence cluster for direct cerebrovascular outcomes, whereas other modalities were more often represented in cognition-focused studies but less frequently included direct cerebrovascular measures. Conclusions: Current evidence is limited by a major vascular cognitive integration gap. Because most exercise intervention studies separate cerebrovascular and cognitive outcomes, the field cannot yet determine whether exercise-induced cerebrovascular adaptations correspond to cognitive improvements in the same participants. Future trials should combine cerebrovascular assessment, domain-specific cognitive testing, dose reporting, adherence monitoring, safety reporting, feasibility evaluation, and mechanistic biomarkers to support more precise exercise prescription for dementia risk mitigation and cognitive health promotion. Full article

Spanish–English bilingual learners in U.S. dual language and bilingual education programs develop Spanish orthographic competence while receiving literacy instruction across two writing systems that differ in phonological transparency, orthographic depth, and grammatical marking. This study examined experts’ perceptions of the clarity, instructional coherence, pedagogical relevance, applicability, and refinement priorities of a pedagogical framework for Spanish orthographic development in contexts where Spanish is used as a language of instruction and literacy. The framework conceptualizes Spanish orthographic decision-making as the coordinated activation of phonological mapping, orthographic–grammatical reasoning, and visual–lexical retrieval within biliteracy development. Using a qualitative evaluative design, the study analyzed open-ended questionnaire and interview data from 44 experts in bilingual education and Spanish literacy-related fields. Findings show broad convergence regarding the framework’s clarity, instructional coherence, and relevance for bilingual contexts. Participants emphasized pre-dictation preparation, explicit metalinguistic analysis, visual-memory activation and retrieval routines, and cross-linguistic comparison between Spanish and English. They also identified refinement priorities, including classroom-ready examples, clearer articulation of error and autocorrection, and stronger integration with reading, writing, and oracy practices. This study positions Spanish orthographic instruction as a cognitively guided biliteracy practice and identifies design principles for strengthening orthographic, metalinguistic, and cross-linguistic instruction in bilingual programs. Full article

Internal state terms (ISTs) include words describing emotions, thoughts, volitions, obligations, desires, and perceptions. This scoping review aimed to map and synthesize evidence regarding the production of ISTs in individuals with Autism Spectrum Disorder (ASD) without intellectual disability and to investigate the effects of age, gender, Theory of Mind (ToM) skills, and elicitation tasks on their production. A literature search was conducted manually and electronically in Scopus, ScienceDirect, ERIC, and PubMed, identifying 29 peer-reviewed empirical studies published between 2006 and 2025. Findings were heterogeneous. Some studies reported lower IST production in individuals with ASD compared to neurotypical controls, whereas others found differences only in specific IST categories, mainly cognition and emotion terms, or reported no significant group differences. Findings regarding gender, ToM skills, and elicitation tasks were mixed. In both groups, older participants produced more ISTs than younger participants; however, developmental trajectories suggested that emotion and cognition terms were particularly challenging for individuals with ASD, who required more time to acquire them than their typically developing (TD) peers. Furthermore, TD participants produced significantly more ISTs when narrating people’s everyday interactions, whereas communication context did not appear to influence IST production in individuals with ASD. Research examining IST production in preschoolers and adults with ASD remains limited, and little is known about the developmental trajectories of ISTs in this population. Full article

Aligning information technology (IT) workforce demands with educational assessments is essential for bridging skills gaps; yet, no prior corpus maps IT task reasoning to Programme for International Student Assessment (PISA) proficiency levels. This paper introduces a large language model (LLM)-powered framework aligning IT competencies with PISA 2022 and the OECD (Organisation for Economic Co-operation and Development) Learning Compass 2030, drawing on O*NET v30.2 (Occupational Information Network), ESCO (European Skills, Competences, Qualifications, and Occupations) v1.2.1, PISA descriptors and OECD definitions. The framework operates in two stages: Stage 1 aligns 562 IT task statements with minimum PISA 2022 proficiency levels via LLM annotation and cross-model validation; and Stage 2 extends this mapping to the OECD Learning Compass 2030 through the semantic clustering of task embeddings and a bidirectional gap analysis of 95 ESCO transversal skills. Using Gemini 2.5 Flash, 562 tasks are annotated with minimum PISA levels across Mathematical, Reading, and Science literacy (first stage). Annotation reliability is assessed through a five-model cross-validation against a blind human domain expert (treated as a reference benchmark, not a gold standard) on a stratified 100-task sample (17.8% of the corpus), with agreement ranging from fair (Gemini 2.5 Flash, κ = 0.29) to moderate (Claude Haiku 4.5, κ = 0.50; LLaMA 3.3 70B, κ = 0.44). A bias-correction sensitivity analysis confirms that distributional findings remain stable after accounting for the primary annotator’s systematic overestimation, and OLS-calibrated alignment against O*NET ability ratings provides directional plausibility support. Validated tasks are embedded and clustered into 25 technical profiles via K-Means, each classified against OECD dimensions. The framework is extended to 95 ESCO transversal skills in 24 clusters. Bidirectional analysis reveals that, while every PISA proficiency level is engaged by at least one transversal cluster, 33% of these clusters, covering creative, ethical, social–emotional, and dispositional competencies, fall entirely outside PISA’s cognitive scope. This boundary mapping identifies where the PISA-based alignment is valid and where complementary tools are required for a full readiness assessment. Full article

Social media platforms increasingly function as informal education systems for programming learning, yet the systemic support structures these environments provide remain poorly understood. We analyzed 40,004 comments from programming tutorial videos on a major social media platform (2016–April 2025) to identify patterns of learner support needs at scale. Using BERTopic, we identified twelve discussion themes. We then consolidated these themes into a learner-needs typology based on their dominant support functions: instructional-oriented needs, operational support needs, and knowledge-constructionneeds. We mapped this typology onto the Community of Inquiry (CoI) framework to assess its explanatory coverage. This mapping revealed a critical systemic gap. Operational support needs, covering environment configuration, tool integration, dependency management, and technical troubleshooting, constituted the largest category (44.53% of theme-level discourse), exceeding both knowledge-construction needs (28.42%) and instructional-oriented needs (26.95%). Learners repeatedly described these infrastructure-level challenges as disrupting their attempts to engage with content, execute code for testing ideas, and coordinate with peers, yet these operational readiness needs are not fully specified by CoI’s traditional presences. Social presence did not emerge as a standalone theme at the topic-modeling level; rather, social cues were often embedded within task-oriented troubleshooting. Based on these findings, we propose Technical Presence as a context-sensitive extension to the CoI framework, defined as the extent to which a learning community enables operational readiness through accessible infrastructure support and collaborative troubleshooting. As an infrastructural support condition, Technical Presence supports operational readiness within tool-dependent, practice-based learning: when learners report infrastructure failure, the conditions for enacting instructional design, cognitive inquiry, and peer collaboration are correspondingly weakened. These findings carry implications for content creators, platform developers, and education system designers seeking to strengthen the infrastructural foundations of technology-enhanced learning at scale. Full article

The authentication of Algerian honey represents a critical challenge for the valuation of national biological patrimony. The present review provides a comprehensive synthesis of existing literature regarding Algerian honeys, emphasizing their diverse botanical origins and complex chemical profiles across seven distinct biogeographical regions, while proposing an innovative Foodomics and AI-driven roadmap to secure geographic authenticity and sustainable rural development. Such evidence underscores the necessity of transitioning from this classical analytical framework toward the emerging ‘Foodomics’ paradigm. By integrating advanced technologies like DNA metabarcoding and molecular fingerprinting, the establishment of a proposed ‘digital passport’ is proposed as a strategic solution to secure Protected Geographical Indications (PGI). Beyond technical innovation, this evolution is presented as a vital socio-economic necessity to ensure the sustainability of rural beekeeping and the international competitiveness of the industry. Ultimately, bridging established data with a molecular roadmap ensures that the biological prestige of this natural heritage is preserved for future generations. Beyond chemical and botanical analyses, this roadmap also incorporates Chemometric Modeling as a cognitive system. By applying techniques such as self-organizing maps (SOMs) and principal component analysis (PCA). This combination ensures highly accurate classification and supports the implementation of a sustainable digital passport system for the local honey industry. Full article

Robotic assistive devices, such as exoskeletons, are increasingly employed in walking rehabilitation. Therefore, the measurement of both movement kinematics and cognitive workload is important to understand this human–robot interaction in real-world contexts. To address this need this study presents the validation of a framework integrating inertial motion capture (Xsens) and eye-tracking sensor (Pupil Neon) within a Mixed Reality (Meta Quest 3) architecture. We developed an overground dual-task paradigm in which holographic numbers appear in the user’s peripheral vision. This setup actively stimulates visuospatial attention while quantifying kinematic and cognitive output. To validate the framework, the protocol has been tested on 30 healthy subjects across repeated exoskeleton training sessions. Statistical analyses revealed that the Coefficient of Multiple Correlation (CMC) and Spectral Arc Length (SPARC), calculated on the shank angular velocity, together with the Step Length Variability, exhibited significant time effects (p < 0.01), mapping the transition toward automated gait. Concurrently, pupillometric data demonstrated a measurable reduction in neurocognitive demand; specifically, the Task-Evoked Pupillary Response (TEPR) decreased significantly across progressive training sessions (p < 0.05). With this work, we validated a measurement protocol that aims to provide a novel methodology for objectively evaluating motor and cognitive adaptation in wearable assistive devices. Full article

Modern flight decks incorporate advanced automation and real-time data systems to improve safety and efficiency. However, maintaining situational awareness under a high workload remains a critical challenge, particularly when attentional resources are stretched. This study investigates how adaptive interfaces, using real-time eye-tracking data, can help pilots maintain their concentration and stay aware of all indications on large-area displays. To this end, we developed a gaze-responsive display that monitors whether the pilot has visually focused on objects displayed on a moving map. When the system detects that the pilot has not noticed an object on the map, it automatically adjusts the interface, highlighting the missed object, thus helping to prevent critical information from being overlooked. The interface was evaluated in a controlled simulation study with 34 participants. By capturing pilots’ gaze behaviour, the system reveals how attention shifts under workload and how adaptive visual cues can complement natural scanning patterns. Participant feedback indicated that adaptive behaviour provided supportive guidance without imposing additional cognitive load. Overall, the study highlights the potential of adaptive gaze-based interfaces to enhance attention strategies and contribute to more resilient situational awareness in aviation. Full article

Empathy toward animals has received increasing attention because of its relationship to prosocial attitudes, conservation engagement, and environmental concern. Despite growing interest, the way empathy toward animals is measured varies widely across disciplines and applied contexts, making it difficult to compare findings or assess the strength of existing instruments. This paper examines the measurement landscape of empathy toward animals by identifying and describing tools used in both academic research and conservation practice. A search of Web of Science yielded 2155 unique records, resulting in a final sample of 65 peer-reviewed studies with empathy assessment instruments published between 2000 and 2025. These were supplemented by 42 instruments shared by members of the Advancing Conservation through Empathy for Wildlife (ACE for Wildlife^®) Network, one of the largest known networks of professionals focused on enhancing and evaluating empathy toward animals. Across these sources, we observe substantial variation in how empathy is operationalized, including differences in construct emphasis, focal species, intended audiences, and attention to reliability and validity. Academic studies primarily use surveys emphasizing affective empathy toward mammals, whereas practitioner-developed tools are more diverse and often assess cognitive and motivational dimensions across cohort groups. In mapping differences in approaches, we identify persistent gaps and provide suggestions to better align scholarly and applied assessment tools. Full article