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Articulating What Makes Sense: An Exercise in Clinical Reasoning.
J Gen Intern Med
January 2025
Division of Infectious Diseases, Emory University School of Medicine, 49 Jesse Hill Jr. Drive SE, Atlanta, GA, 30303, USA.
Touch-driven advantages in reaction time but not in performance in a cross-sensory comparison of reinforcement learning.
Heliyon
January 2025
Centre for Tactile Internet with Human-in-the-Loop (CeTI), 6G Life, Technische Universität Dresden, Germany.
Recent research has highlighted a notable confidence bias in the haptic sense, yet its impact on learning relative to other senses remains unexplored. This online study investigated learning behaviour across visual, auditory, and haptic modalities using a probabilistic selection task on computers and mobile devices, employing dynamic and ecologically valid stimuli to enhance generalisability. We analysed reaction time as an indicator of confidence, alongside learning speed and task accuracy.
View Article and Find Full Text PDFMental wellbeing of higher education students in challenging times.
Front Public Health
January 2025
Department of Health Psychology, Medical University of Warsaw, Warsaw, Poland.
Objective: Student age and starting higher education require adaptation to a new physical and psychosocial environment, making the time of studies a highly sensitive period. Current and future generations of students are also likely to face additional global stressors, which potentially exacerbate their mental wellbeing. The aim of the study was to investigate how higher education students' appraisal of the COVID-19 pandemic situation and of their personal resources predict mental wellbeing (anxiety and curiosity).
View Article and Find Full Text PDFCorrigendum: Making sense of a pandemic: reasoning about COVID-19 in the intellectual dark web.
Front Sociol
January 2025
National Consortium for the Study of Terrorism and Responses to Terrorism, University of Maryland, College Park, MD, United States.
[This corrects the article DOI: 10.3389/fsoc.2024.
View Article and Find Full Text PDFLearning to play to learn in pediatric physical therapy.
Front Psychol
January 2025
Chat Lab, Department of Psychology, University of Sussex, Brighton, United Kingdom.
Introduction: Play is a way for children to develop and learn about themselves in conjunction with the world. Using play as part of pediatric physical therapy is broadly recommended. This study investigates this integration of play and seeks to answer the research question: How do pediatric physical therapists (PPT) understand and manage embedding play in pediatric physical therapy with children aged 0-3?
Methods: This is a qualitative study in which we connect to an enactive theoretical framework.
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