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L2 learners’ activation of stereotypical gender information in antecedent-reflexive dependency
No full textNighttime pressure therapy in the management of patients with lymphedema:a scoping review
No full textObjective:To review the application of pressure therapy in the nighttime management of patients with lymphedema，and to provide references for nighttime management of patients with lymphedema. Methods:According to the scoping review methodology，a systematic search was conducted across 6 databases including CNKI，Wanfang Database，VIP，CBM，PubMed．The search time was from the establishment of the database to January 2026．The literature was screened according to inclusion and exclusion criteria，and the information in the literature was independently extracted and summarized by 2 researchers．Results:A total of 18 articles were included. The main application form of night-time pressure therapy for lymphedema patients was wearable devices. The evaluation indicators mainly included physiological indicators, patient satisfaction, health-related quality of life, and device performance. Conclusion:Nighttime pressure therapy is effective and feasible in the application of lymphedema, which can alleviate the degree of lymphedema and improve the quality of life of patients. However, in the future, it is necessary to further optimize the existing nighttime compression treatment plan, strengthen multidisciplinary collaboration, and jointly promote the construction of a new precise intervention plan for lymphedema patients
AI-Assisted Perspective-Taking in Politics: Evidence from an Ideological Turing Test
No full textThis project examines whether AI assistance improves individuals’ ability to generate political arguments for positions they do not personally hold. Using an Ideological Turing Test design, participants write arguments under experimentally assigned conditions (including AI-assisted and control conditions), and independent evaluators rate their agreement with these arguments. We test whether AI assistance increases the probability that opposing-side arguments are rated as credible by genuine proponents of the target position. The findings will inform debates about perspective-taking, polarization, and the persuasive capabilities of generative AI
A scoping review of digital interventions for Long COVID
No full textAccording to the National Institute for Health and Care Excellence (NICE) guidelines, long COVID is defined as the persistence of post-viral symptoms lasting from four weeks to beyond twelve weeks following an acute COVID-19 infection. Long COVID is characterised by a wide range of debilitating symptoms; over 100 have been identified, including muscle pain, severe fatigue, post-exertional malaise, sleep disturbances, breathlessness, as well as neurological and cognitive impairments.
Given the severe fatigue experienced by those with Long COVID, digital interventions may be a potential way to support condition management. Therefore, the current scoping review aims to synthesise research within this area
Self-Report Convergent Validity Framework: Preregistration Amendment 1 (Supplement to Exhaustion-Induced Regulatory Transitions in Athletes)
No full textThis registration is a pre-specified amendment to an existing preregistration https://osf.io/hk32d/overview?view_only=a577d4b31e5748a6a2541a1ffd209c8f]. It specifies how self-report measures of regulatory capacity (BFI-2-S, ERQ, ACSI-28) and threat appraisal (PFAI-25) are predicted to converge with behavioral outputs from the GGBN Situational Judgment Test. Five confirmatory hypotheses, four falsification criteria, and six sensitivity analyses are specified at N = 22 cross-system data, with no cross-system validation analyses conducted. See attached supplement for complete specification
A within-subject study to investigate the influence of Virtual Reality on subsequent episodic memory
No full textAnimal studies have shown that exploring a novel environment facilitates learning (e.g., Davis, 2004). According to two influential models (Düzel et al., 2010; Lisman & Grace, 2005), novelty triggers dopamine release in the substantia nigra and the ventral tegmental area, which in turn promotes hippocampal learning by lowering the threshold for long-term potentiation. This novelty-induced neuroplasticity operates both during exposure to the novel environment and for up to 10 minutes afterward (Straube et al., 2003). There is even evidence suggesting the possibility of longer-term effects (Tang & Zou, 2002).
In humans, novelty also appears to enhance learning (Tulving & Kroll, 1995), but the available evidence remains limited, particularly regarding the long-term beneficial effects of novelty exposure on learning. Slightly more than a decade ago, Schomaker et al. (2014) showed that exploring a novel virtual environment led to better recall performance on a verbal memory task administered after exploration, compared to exploring a familiar environment.
Since then, several studies have reported contradictory findings (e.g., Quent & Henson, 2022). In our team, we failed to replicate this effect using similar experimental designs (see Aaron et al., 2024; Servais et al., 2024). Instead, these studies revealed a session order effect: participants showed better memory performance after the first session in which they explored a virtual reality environment, regardless of whether the environment was novel or familiar.
We therefore turned our attention to the effect of virtual reality itself on memory. In a previous study, we showed that memory performance was better after exploring a virtual environment compared to watching a documentary about a natural environment (Servais & Bastin, 2025). However, this study included potential confounding variables, such as active exploration (VR) versus passive viewing (watching a documentary).
The aim of the present study is to better understand how virtual reality influences learning in humans. We hypothesize that virtual reality constitutes a novel experience, distinct from everyday activities, and that it may represent a specific form of novelty that positively influences memory during initial exposure.
To do so, participants will take part in three sessions conducted within a 15-day period. The order of the sessions will be counterbalanced across participants:
- Session 1: Participants will actively explore a virtual environment (one of the Meta VR Nature Trek environments) using an Oculus Rift virtual reality headset. Following exploration, participants will complete a memory task (learning a list of 20 words presented using OpenSesame, followed by immediate free recall after a brief 2-minute simple mental arithmetic distractor task). After the memory test, participants will complete a questionnaire developed at ULiège to assess the sense of presence experienced during virtual reality. They will also complete a cybersickness questionnaire, as well as a series of questionnaires assessing different aspects of the exploration (motivation, emotions, perceived novelty of the environment, novelty of the technology used, interest, etc.).
- Session 2: Participants will explore another Meta VR Nature Trek environment, but this time in a desktop version displayed on a computer screen (i.e., without the VR headset). After exploration, participants will complete a memory task similar to that of Session 1, using a different word list. They will then complete the same questionnaires as in Session 1.
- Session 3: Participants will watch a video recording of the exploration of another Meta VR Nature Trek environment (passive viewing on a computer screen). After viewing, participants will complete a memory task similar to those in Sessions 1 and 2, using a different word list. They will then complete the same questionnaires as in Sessions 1 and 2.
If active exploration of a novel environment improves learning for subsequent non-related material, we expect memory performance (i.e., the number of words recalled) to be higher after exploring an environment using a virtual reality (VR) headset and exploring an environment on a computer desktop compared to passively watching a recorded video of an exploration. Moreover, if the VR itself boosts memory beyond the active exploration of a novel environment, we expect memory performance to be higher after exploring a novel environment in a VR headset compared to exploring an environment on a computer desktop
Stats Proposal -- Implementation Intentions
No full textTask completion is essential to everyday life, and even more so in academic and clinical settings. Many individuals, however, struggle to overcome motivational barriers despite intending to complete responsibilities. This study examines whether psychoeducation on implementation intentions can improve task completion among undergraduate students in a CBT workshop. Drawing on prior research conducted in relation to the intention-behavior gap, involving The Theory of Planned Behavior, Motivational Interviewing, and activation energy, this study explores the follow-through on assigned tasks due to concrete behavioral planning. Participants (N=52) will attend a three-day workshop introducing CBT principles with included homework exercises. Using a within-subjects design, homework completion rates will be calculated prior to and after psychoeducation in implementation intentions. Homework completion rates will be compared with a paired-samples t-test analysis. Effect sizes and confidence intervals will be reported with a significance level of alpha 0.05 (a=0.05). It is anticipated that the participants will have higher homework completion rates once introduced to implementation intentions when compared to their baseline rates. The results of this study will contribute to replicated findings in understanding the intention-behavior gap and improve adherence to assigned tasks
Abstract
No full textTask completion is essential to everyday life, and even more so in academic and clinical settings. Many individuals, however, struggle to overcome motivational barriers despite intending to complete responsibilities. This study examines whether psychoeducation on implementation intentions can improve task completion among undergraduate students in a CBT workshop. Drawing on prior research conducted in relation to the intention-behavior gap, involving The Theory of Planned Behavior, Motivational Interviewing, and activation energy, this study explores the follow-through on assigned tasks due to concrete behavioral planning. Participants (N=52) will attend a three-day workshop introducing CBT principles with included homework exercises. Using a within-subjects design, homework completion rates will be calculated prior to and after psychoeducation in implementation intentions. Homework completion rates will be compared with a paired-samples t-test analysis. Effect sizes and confidence intervals will be reported with a significance level of alpha 0.05 (a=0.05). It is anticipated that the participants will have higher homework completion rates once introduced to implementation intentions when compared to their baseline rates. The results of this study will contribute to replicated findings in understanding the intention-behavior gap and improve adherence to assigned tasks.
Keywords: implementation intentions, theory of planned behavior, activation energy, motivational interviewing, volitional strategie
Antipsychotic-Associated Obsessive-Compulsive Symptoms and Obsessive-Compulsive Disorder: A Scoping Review of Mechanisms, Comparative Epidemiology, and Clinical Implications
No full textThis project is a scoping review that maps and synthesizes the human evidence on obsessive-compulsive symptoms (OCS) and obsessive-compulsive disorder (OCD) emerging during antipsychotic exposure, with particular attention to second-generation antipsychotics and clozapine. Antipsychotic medications are used to treat psychotic and mood disorders and, in selected cases, as augmentation for treatment-resistant OCD; however, multiple study designs (case reports/series, cross-sectional studies, cohorts, pharmacovigilance analyses, and clinical trials reporting adverse events) suggest that antipsychotic treatment can be associated with new-onset OCS, exacerbation of pre-existing OCS, or syndromic OCD.
The purpose of this review is to: (1) map the scope and distribution of evidence across antipsychotic agents and study designs; (2) characterize clinical phenomenology and indicators supporting a causal relationship (including time to onset, dose at onset, and dechallenge/rechallenge patterns); and (3) summarize reported management strategies and outcomes (for example, dose reduction, switching antipsychotics, selective serotonin reuptake inhibitor addition, cognitive behavioral therapy, and other approaches). Evidence will be identified through searches of major bibliographic databases, targeted grey literature sources (including pharmacovigilance resources where applicable), and forward/backward citation searching. Two reviewers will screen and chart data using a standardized extraction framework; findings will be synthesized descriptively via evidence mapping tables and narrative synthesis. Because this is a scoping review, formal risk-of-bias assessment will not be used to exclude studies; instead, key limitations will be noted narratively.
Expected outcomes include an evidence map by antipsychotic agent, summary of reported prevalence/signal patterns by evidence type, and identification of major gaps (for example, inconsistent outcome definitions, limited prospective data, and limited evidence for newer agents). The outputs are intended to inform clinical awareness, guide hypothesis generation, and support future systematic reviews or prospective studies on prevention and management of antipsychotic-associated OCS/OCD
How Mental Vividness and Reading Determine Empathy
No full textThe goal of this investigation is to determine whether the interaction of mental vividness and reading determine participants’ levels of empathy. It is important to investigate if mental vividness plays a role in the current constructed theory of empathetic gain from reading since it can help validate and understand the construct more deeply. If mental vividness and reading have no effect on empathy then the theory may need to be reworked, and if mental vividness and reading influences empathy then the theory would have been validated to a greater extent