Synthesis

This research was planned to assess and identify the impact of multiple intelligences on students’ learning styles at university level in public sector universities Rawalpindi. The research used two approaches about theoretical frameworks for conducting this study. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. The second theoretical framework was based on students’ learning styles given by Grasha-Riechman (2002) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. The researcher used quantitative approach to conduct the study. The researcher adopted two questionnaires based on theoretical frameworks. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. There were total 45 items, each dimensions were consisting of 5 items. The second theoretical framework was based on students’ learning styles given by Grasha-Riechman (2002) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. Each dimensions were consisting of 10 items and there were 60 items in total. This research was planned to assess and identify the impact of multiple intelligences on students’ learning styles at university level in public sector universities Rawalpindi. The research used two approaches about theoretical frameworks for conducting this study. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. The second theoretical framework was based on students’ learning styles given by Baneshi, Tezerjani, and Mokhtarpour (2014) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. The researcher used quantitative approach to conduct the study. The researcher adopted two questionnaires based on theoretical frameworks. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. There were total 45 items, each dimensions were consisting of 5 items. The second theoretical framework was based on students’ learning styles given by Baneshi et al. (2014) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. Each dimensions were consisting of 10 items and there were 60 items in total. Convenient sampling technique was used to collect the data. After collecting data, the researcher used SPSS to enter the data and run test according to the objectives. The researcher used individual scores and regression analysis in SPSS to achieve the targeted objectives. It is recommended that teachers should encourage students to explore and develop their multiple intelligence in ways that align with their personal interests and strengths. This can help students to become more self-aware and confident learners.

This study investigates contextual triggers of family conflicts, as portrayed in Folake Amanfo’s Celebrity Marriage and Caliph Uzar’s After Knot. Aspects of pragmatic theory and context model served as the framework. Findings showed that six discursive contexts are foregrounded as triggers of family conflicts. The contexts – speculative assumption, rebuttal argument, communication gap, emotional insecurity, aggressive complaint and blame shift –realize verbal, physical, financial, and sexual family conflicts. Speculative assumption which enhances family conflict is realized through cognitive, linguistic, and social macro contexts. Rebuttal argument stimulates conflict through high voice pitch (VCE) and metaphor (MPH). Communication gap triggers conflict through (wrong) inference and linguistic context. Emotional insecurity necessitates family conflict through cognitive and linguistic contexts. Aggressive complaints and blame shift, as prompters of family conflict, are enhanced by metaphor, linguistic and social contexts. Participants within the family interactions make inferences to create and sustain family conflict.

Literature has been showing a growing interest on the research of psychedelics and their possible medical and therapeutic benefits. Due to its geographic position and other sociocultural factors, ayahuasca, a beverage of Amazonian origin, is a psychedelic that stands out in Brazil. Historically used by different indigenous peoples and, in the last century, by members of certain religious groups, Ayahuasca is gradually becoming more present also in large urban centers. The Brazilian Government, in a resolution from 2010, encourages the Brazilian scientific community to further engage on the research of the beverage, investigating its safety and its possible therapeutic effects. In order for that to happen it is paramount to study not only the isolated substance but also the relationship between the beverage and the individual who drinks it (set) and its context of use, both social and physical (setting). As we haven't found any systematic research on the effects of the setting on the use of Ayahuasca, this study aims to elaborate a measurement scale to the social and physical context of Ayahuasca use. To do so, a literature review was carried out together with interviews on 19 users from different backgrounds and different consumption experience, to define the constructs "social context and physical context of Ayahuasca use". A script was built to conduct the semi-structured interviews, and the answers was analyzed through the thematic categorical analysis. The results were used to elaborate five themes, with 15 subthemes. Based on these theme, six factors were elaborated with 33 items, and were and sent to nine judges to analyze its content and structure. 29 obtained favorable opinion, two were rejected, and one was suggested modifications. With the items that obtained a favorable opinion and with the item reviewed, an online questionnaire was prepared to obtain more data for the investigation for evidence of validity of the instrument by EGA and CFA. The EGA identified six dimensions, which partially corresponded to the theorized model (Leadership, Decoration, Infrastructure, Comfort, Instruction and Social). The CFA revealed that, with three items removed, the proposed theoretical model fit significantly better than the model proposed by the EGA, providing arguments for the first (2 / df = 1,967; CFI = 0.972; TLI = 0.969; RMSEA = 0.059; WRMR = 1.087). Our findings present evidence of validity of a new instrument, with implications for future research on the influence of the setting during the experience with ayahuasca, and can serve as a basis for expanding the investigation of the setting also in the use of psychedelics in general.

Neurodidactics has emerged as a rapidly developing interdisciplinary field positioned at the intersection of pedagogy, neuroscience, psychology, and cognitive science. As an applied branch of pedagogical science, neurodidactics seeks to translate empirical findings about brain functioning into evidence-based instructional strategies that enhance learning efficiency, cognitive development, and emotional engagement. This article provides a comprehensive analytical review of contemporary scholarly literature on neurodidactics, focusing on its conceptual foundations, methodological paradigms, empirical evidence, and pedagogical implications. Drawing on a systematic analysis of peer-reviewed articles published between 2020 and 2025, the study identifies dominant theoretical models, evaluates applied neurodidactic interventions, and critically examines their effectiveness across different educational contexts. The findings demonstrate that neurodidactics significantly contributes to learner-centered pedagogy by optimizing cognitive load, fostering neuroplasticity, and integrating emotional-cognitive regulation into instructional design. However, the analysis also reveals methodological inconsistencies, risks of neuro-mythologization, and challenges related to teacher training and implementation fidelity. The article concludes by proposing an integrative neurodidactic framework for applied pedagogy and outlining future research directions aligned with Scopus-quality academic standards.

Understanding how urban environments affect people’s cognition, emotions, and perceptions can help urban practitioners create public spaces that support active mobility, health and social equity. This requires researchers from different disciplines to collaborate across disciplinary boundaries and integrate insights from fields such as psychology, neuroscience, and urban studies. Emerging fields such as neurourbanism explore how urban environments shape behaviour, perception, and emotional and cognitive responses. However, interdisciplinary research also poses substantial conceptual, methodological and practical challenges: differences in epistemologies, research paradigms, and communication norms require new ways of thinking, learning and working together. This paper reflects on these challenges and opportunities from the perspective of an urban researcher who works in an interdisciplinary space between cognitive sciences and urban planning. Drawing on this experience, I reflect on what it means to work across disciplinary boundaries and discuss the challenges of 1) understanding interdisciplinary foundations, 2) conducting research, and 3) disseminating interdisciplinary research. These reflections aim to support researchers and practitioners in navigating interdisciplinary pathways and to advance the understanding and application of neurourbanism in the collective effort to design healthier urban environments.

In the past decade, decision neuroscience and neuroeconomics have developed many new insights in the study of decision making. This review provides an overarching update on how the field has advanced in this time period. Although our initial review a decade ago outlined several theoretical, conceptual, methodological, empirical, and practical challenges, there has only been limited progress in resolving these challenges. We summarize significant trends in decision neuroscience through the lens of the challenges outlined for the field and review examples where the field has had significant, direct, and applicable impacts across economics and psychology. First, we review progress on topics including reward learning, explore-exploit decisions, risk and ambiguity, intertemporal choice, and valuation. Next, we assess the impacts of emotion, social rewards, and social context on decision making. Then, we follow up with how individual differences impact choices and new exciting developments in the prediction and neuroforecasting of future decisions. Finally, we consider how trends in decision-neuroscience research reflect progress toward resolving past challenges, discuss new and exciting applications of recent research, and identify new challenges for the field. This article is categorized under: Psychology > Reasoning and Decision Making Psychology > Emotion and Motivation.

This article provides an overview of the main tendencies and ideas in the embodied mind paradigm in the expanding field of modern cognitive science. The focus is not on the biological and neurological aspects of cognitive science, rather the article demonstrates how basic concepts and theories from cognitive science have influenced linguistics, sociology, the understanding of art and creativity, film and film perception, as well as our understanding of historical film narratives and mediated memories. Although these areas of humanities and social science may seem unrelated, this article demonstrates how the embodied mind paradigm has actually forged links between separate scientific disciplines. Cognitive science and the embodied mind theory have created a stronger interdisciplinary connection between cognitive understanding in social science and humanities. Metaphors and image schema, the way our brain relies on narrative structures, the dynamic ability of the brain to blend old and new schemas, and the unparalleled creativity of the brain are all part of the approaches of the cognitive social science and humanities to social interaction, communication and creativity described here. The article also discusses the relationship between the more universal dimensions of the human mind and the question of cultural and social variations. The argument here is that a cognitive and more universal theory of human beings is not the same as determinism. On the contrary, when we understand our universal commonalities and the basic functions of our embodied mind we will also be better placed to understand cultural and social differences and variations.

One key aspect of the Anthropocene is the inherent disparities between the Global North and the Global South. These differences manifest in the causes and impacts of pollution, climate change, and species extinctions, but are they also present in the ways we write about the Anthropocene? We examine 77 peer‐reviewed papers spanning 2009–2019 that explicitly feature conservation in an Anthropocene context. We compare these papers to a control group of papers that feature conservation but do not engage specifically with the Anthropocene literature. We found that both “Anthropocene” and “conservation” papers include a disproportionately large number of authors with affiliations in the Global North, despite half of the research taking place in the Global South. Moreover, this overrepresentation occurs regardless of author position or journal impact factor. We find that 84% of Anthropocene articles and 91% of conservation articles occurring in the Global North had a first author from the country of study, as opposed to only 55% of Anthropocene articles and 62% of conservation articles from the Global South. Studies occurring in the Global North almost always had at least one coauthor from the country of study (96% of Anthropocene articles and 97% of conservation articles). In contrast, only 81% of Anthropocene articles and 83% of conservation articles occurring in the Global South had any local coauthors. We used two text‐mining algorithms to characterize the authorship networks and topics occurring in Anthropocene and conservation papers. These analyses showed that while both groups are interdisciplinary, Anthropocene papers had more distributed authorship networks and greater linkages across topics, and therefore have a flatter “topic surface” than the conservation papers. Our work suggests that conservation research programs that are explicitly grounded in the Anthropocene as a theoretical framework are more likely to reach across disciplinary lines.

This Research Topic was launched to serve as a compendium of forward-looking contributions from basic and applied research, outlining recent developments, novel ideas, and directions within the fastgrowing field of Performance Science. This interdisciplinary research field encompasses topics and approaches from diverse domains, and provides insights into fundamental skills, psychological and physiological mechanisms, and outcomes of performance activities and experiences (e.g., Cotterill, 2017;Mugford & Cremades, 2018;Murphy, 2012). Scientific advances in Performance Science foster performance by enabling the development of innovative interventions tailored towards aspects of education, training, health, and well-being across domains of human performance (e.g., Bégel, Demos, & Palmer, 2024;Sevdalis & Wöllner, 2016;Williamon, 2004).The 17 contributions comprise: 13 Original Research articles, two Opinion articles, one Hypothesis and Theory article, and one Review article. Collectively, these articles showcase the breadth and depth of Performance Science, by providing insights into human performance across a broad spectrum of activities and contexts. The intersection of scientific disciplines (e.g., psychology, cognitive science, human movement science, musicology, anthropology, medicine), performance domains (e.g., sport, music, dance, education), and scientific methodologies (e.g., neurophysiological, psychophysical, behavioral) pursues evidence-based knowledge with relevance for scientists and practitioners alike. The disparate nature of these component disciplines and the widespread applications in contexts far beyond academia make Performance Science a radically interdisciplinary area of human knowledge (e.g., Collins, Abbott, & Richards, 2011;Danielsen, Paulsrud, & Hansen, 2023;Tod & Eubank, 2020).The featured contributions can be classified into four thematic areas (Figure 1): Performance foundation (i.e., individual differences and skills); Performance preparation (i.e., teaching and learning); Performance execution (i.e., delivery and interaction with co-performers and audiences);and Performance context (i.e., historical, societal, and cultural contexts within which performance is embedded). We will now introduce these one by one.-Please insert Figure 1 about here-Individuals come to performance situations equipped with their own backgrounds and skills.Contributions in this category focus on timing behavior in rhythmic tasks, acoustics of vocal performance styles, and the neuroscience of academic performance. nights, which may be alleviated by persistent use of BEMER therapy.A number of contributions focus on aspects of actual performance delivery. These involve interactions between co-performers and between performers and audiences, with an emphasis on flow and bodily expression. show that the settings perceived as least together relate to extreme differences between the spectral components of the sound. In addition, compared to canon, singing in unison promotes more periodic movements, more open upper-body posture, and more distance from the music stand.How performance is defined, how it is achieved, and how it is assessed strongly depend on the context in which it manifests. Several studies focus on the historical, societal, and cultural environments that underpin performances. The present collection illustrates the diversity and creativity of research approaches within the advancing field of Performance Science. The interconnected thematic areas of foundation, preparation, execution, and context depicted in Figure 1 can serve as a conceptual framework for research within different performance domains, be it music, dance, sport, or education. Individual differences and skills, teaching and learning, implementation and interaction dynamics, and contextual characteristics can all be considered essential components in the conceptual architecture of performance. This applies to novices as well as to expert performers. Furthermore, the fact that performance domains are directly related to everyday contexts and experience naturally imbues Performance Science research with high degrees of ecological validity, and applicability in wider contexts and across individuals.To investigate such complexity, future research will benefit from transdisciplinary dialogue across scientific domains and thematic areas. The current collection represents merely a glance into the possible future of Performance Science (cf. Filho & Basevitch, 2021). This glance is far from exhaustive; for example, research on performance in the healthcare sector, the workplace or sport coaching was not fully represented. Yet, we envision that theoretical frameworks, methodologies, and findings from the Performance Science domains covered in this Research Topic may also prove useful within these knowledge areas (cf. Aoyagi et al., 2012;Sandars et al., 2022;Schiavio et al., 2019). Finally, although the contributions to this Research Topic focus mostly on achieving specific

Older adults represent the fastest-growing age group in the global north and are among the most affected by digital inequality. This study investigates the most important factors related with Internet use among older adults in Switzerland. Hereby, the individual context (i.e., gender, age, education, income, preretirement PC use) is found to be responsible for Internet access and frequency of use, while the support by an individual’s social context is related with inequalities regarding skills, diversity of use, and beneficial outcomes. Our theoretical framework suggests a systematic typology of four distinct relationships between dimensions of inequality. Empirical evidence for maintaining (e.g., income), reinforcing (e.g., age), mitigating (e.g., gender), and modifying relationships (e.g., encouragement by friends and family) support this framework and implications for future research and policy interventions are discussed. It becomes evident that the relationships between the dimensions are crucial for any setting in which digital inequalities are found on multiple dimensions. Given the steady innovation of new technologies and online services, the relevance of a multidimensional perspective is likely to increase.

Connell’s ‘Southern Theory’ calls for intellectuals in the ‘Global North’ ‘to start learning in new ways, and in new relationships’ with and from scholars in the ‘Global South’ in order to better understand the subjects of our research. This, exactly, is the motivation of this paper. In working with, and drawing, on a large, comparative research programme about young people and youth policy in some of the Middle East and North African (MENA) countries (the POWER2YOUTH research project), we explore what can be learned for sociologically-oriented Youth Studies in the ‘Global North’ through collaborative research in the ‘Global South’. The paper brings together research and theory from different disciplines/fields as well as from different regions/states so as to consider how we might better research and theorize about ‘youth’ (as a socially constructed life-phase) and about the empirical realities of young people’s lives (as they play out in social, political, cultural and economic contexts). Consequently, the paper discusses five themes or issues that we see as important for Youth Studies in the ‘Global North’: the variation in dominant state/social constructions of ‘youth’; the plurality of social divisions amongst youth; the different meanings of insecurity for young people; the flaws in human capital-based youth policies; and the significance of informal and non-standard work for young people. In conclusion, we summarize our arguments and underscore the value of a political economy perspective in Youth Studies.

This paper presents an adaptive framework to personalise open learning environments. The design of the framework has been grounded in cognitive science and learning principles. The theory of learning styles, and more specifically the model of Felder and Silverman, has been considered and applied. The developed framework has two main functions. First, it automatically identifies the learners’ learning styles by tracking their behaviours and interactions with the provided learning objects. Secondly, it provides adaptive navigational support based on the identified learning styles. Sorting learning materials based on learners’ preferences and hiding the least preferred materials are the two techniques of navigational support that have been applied in the proposed framework. Detailed descriptions of the framework functionalities and different components are presented in this paper. Future piloting and evaluation will test and verify this proposed framework.

Using cannabis in solitary contexts is associated with greater cannabis use problems than using cannabis in social contexts. However, it remains unclear why solitary use predicts greater problems. Consistent with a social learning perspective, the current study examined whether cannabis use motives mediated the association between context of cannabis use and negative consequences. We also examined whether cannabis type (concentrates vs. flower) moderated the relation between context of use and motives. Recreational college cannabis users (n = 387) reported their frequency of using cannabis alone or with others, motives for cannabis use, negative cannabis consequences, and type of cannabis typically used. Solitary cannabis use was associated with greater global negative consequences through coping motives (β = 0.26, SE = 0.10, 95% CI [0.10, 0.43]). Cannabis type did not moderate relations between context and motives, despite concentrate users reporting more frequent cannabis use, more frequent solitary use, and greater consequences than flower users. Frequent cannabis use in solitary contexts was associated with greater negative cannabis consequences, both directly and indirectly via coping motives. Efforts to reduce frequent use of cannabis in solitary contexts, particularly for the purpose of coping, may be beneficial in reducing negative consequences.

The most well-known and widely cited literature in the multidisciplinary field of childhood studies has been undertaken by scholars based in the Global North, who have produced theoretical frameworks and conceptualisations about childhood frequently deployed by Northern and Southern scholars alike. These are often based on priorities developed in Northern academic institutions, sometimes in response to funding calls by grant-making agencies also based in the North. As a result, when Southern scholars contribute to the dominant childhood studies literature, a field of study in which the majority of well-known articles tend to be published in Northern-based Anglophone journals, their contributions stand mainly as empirical variations of mainstream Northern theories whose scholarship foregrounds theoretical and methodological frameworks designed with particular childhoods in mind. The resulting outcome is that Global South childhoods – in their plurality and diversity – do not contribute epistemically to the construction of a transnational childhood scientific discourse. This ultimately limits the quality of global childhood studies and hinders the development of more conceptually sophisticated, eventually divergent, theoretical frameworks that can account for multiplicity and diversity in childhoods. Therefore, this volume sought to explore locally driven perspectives of childhoods in diverse contexts in the South for the purpose of gaining insights into the knowledge that can be produced about Southern childhoods when research is driven by priorities, demands, and needs of locales in the Global South.

Pragmatics involves a complex interplay among language, language users, and context of use. We use language to achieve a variety of communicative goals—to introduce yourself on the first day of school, to present a new product at a company meeting, to negotiate household choirs with your spouse, or to decline telemarketers’ solicitations. For all these goals, our success depends on how we use language effectively and appropriately in the given social context. For example, an indirect refusal like “This isn’t a good time” might work to refuse a telemarketer for the first time, but on repeated occasions, we might be more direct, saying “I’m not interested. Put me on the do-not-call list.” Our choice of linguistic forms is bound to context—settings, occasions, roles, and topics of conversation. Pragmatic knowledge involves knowing which forms to use in what context, and understanding how our linguistic choice affects others’ perceptions and reactions. Given the complexity involved in pragmatics, one can easily imagine that acquiring pragmatic knowledge in a second (or any additional) language is a challenging task. The form-context connections are unique to individual languages and cultures. Second language learners (hereafter L2 learners) need to learn cultural norms that shape how people communicate in the L2 community, as well as L2-specific means of communication. While the challenge of pragmatic acquisition is clear, one element that can assist the process is direct instruction. Focused instruction on pragmatics can be effective, as research findings generally show that instructed L2 learners tend to outperform their non-instructed counterparts in the amount and quality of pragmatic knowledge acquired. A number of studies have supported this trend across different theoretical frameworks, instruction and assessment methods, and contexts of instruction. This article presents selective references of those studies. The article is organized according to three broad topics: (1) Theories and Methods of Instruction, (2) Measures of Instructional Outcomes, and (3) Contexts of Instruction. Under each topic, several subtopics are presented, along with their representative references.