ANALYSIS OF THE RELATIONSHIP BETWEEN DECISION MAKING SKILLS AND PROBLEM SOLVING SKILLS OF PRIMARY SCHOOL STUDENTS

Decision making and problem solving skills are two important issues resulting with students’ succsess. The aim of this research was to examine the relationship between primary school students' decision making skills and problem solving skills. The sample of research, which was carried out through the relational survey model, consisted of 331 third and fourth grade primary school students in Istanbul. The research data were collected through “Problem Solving Inventory for Children” and “The Scale of Decision Making Skills for Primary School Students”. The research data were analyzed with descriptive statistics, Pearson correlation analysis and simple regression analysis. According to the results of correlation analysis, it was determined that there was a positive significant relationship between decision making skills and problem solving skills of primary school students. It was concluded that decision making skills of students were significant predictors of their problem solving skills. As a result, it can be said that students' decision making skills affects problem solving skills moderately and positively

Contributions of expected sensory and affective action effects to action selection and performance: Evidence from forced- and free-choice tasks

Action Contro

Associations between autistic traits, depression, social anxiety and social rejection in autistic and non-autistic adults

Autistic people frequently experience negative judgements from non-autistic people, often fuelled by misconceptions that autistic people lack empathy. Understanding responses to negative social judgement among autistic people is crucial because of the potential negative impact on wellbeing and future interactions. We investigated the role of autistic traits, social anxiety, and depression on behavioural indices of social rejection in 20 autistic (AUT; 11 males) and 40 non-autistic (N-AUT; 21 males) university students. Participants completed the Social Judgement Task (SJT) where they predicted whether they were liked by another person, then received feedback on whether those evaluations were correct. Participants also completed an Age Judgement Task (AJT) where they estimated the age of the pictured person. The AUT group had lower positive expectation scores, meaning less tendency to predict being liked. Across the whole sample, higher social anxiety predicted greater tendency to anticipate rejection from others, not autistic traits. These findings suggest early experiences of rejection might lead to a negative self-bias in autistic people and emphasise the importance of using a transdiagnostic approach by showing that social anxiety rather than autistic traits is associated with expectation of social rejection

OPINIONS OF TEACHERS ON PROFESSIONAL LOSS AND GAINS DURING THE PANDEMIC

This study aims to evaluate the professional losses and gains of teachers who continue their teaching activities within the scope of emergency distance education during the pandemic. The study was carried out as phenomenological research, one of the qualitative research methods. The purposeful sampling method was used to determine the research sample, one of the non-random sampling methods. The research sample consists of 57 teachers who work in Afyonkarahisar city centre between 2022- 2023. The data were collected with "Semi-Structured Interview Forms" prepared by the researchers and analysied through descriptive analysis, one of the qualitative data analysis methods. The findings show that the participants have some losses and gains in the cognitive development area, while they mostly have professional losses in the affective area. In this process, some teachers stated that they have losses regarding social development, while others emphasized that they have gains. In addition, the teachers stated that they have experienced some losses in their professional field knowledge, the methods and techniques they used in the learning environment, and the methods and techniques they used in the measurement-evaluation process. Finally, the participants stated that their technology and digital literacy skills have increased significantly during the pandemic. This shows that there are positive and negative changes in the professional skills and proficiency levels of teachers during the pandemic. As a result of the study, the studies to be carried out on the subject can be deepened by considering the teachers' areas of expertise separately

Learning from the Experts: Evaluating a Participatory Autism and Universal Design Training for University Educators

Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an Autism and Universal Design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across 5 countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g., autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally.Output Status: Forthcomin

Social Motivation in Adults with Autism: A Multi-method Approach

Social difficulties are suggested to be at the core of Autism Spectrum Disorders (ASD), and they persist into adulthood regardless of cognitive functioning and language abilities. The Social Motivation Theory (Chevalier et al., 2012) is proposed to explain social difficulties in ASD. The current thesis aimed to investigate social behaviour in relation to social motivation in adults with and without ASD. To this end, Study 1 and 2 utilized experimental paradigms to understand behavioural and psychophysiological correlates of social exclusion and social judgements in ASD and neurotypical (NT) adults. Using the Cyberball paradigm in Study 1, the experience of social exclusion was similar in the NT and ASD group, and physiological responses to exclusion did not reveal clear group differences. Using the Social Judgement Task in Study 2, it was found that while NT participants showed a clear cardiac slowing to unexpected social rejection, the autistic group showed this slowing in response to negative feedback more generally. Moreover, in both experimental studies, there was significant variability of psychophysiological responses both within and between groups. For all participants, high social anxiety was associated with heightened feelings of exclusion (Study 1) and higher expectations of rejection (Study 2). The second part of the thesis focused on autistic testimony to understand social experiences of autistic and neurotypical adults. Study 3 demonstrated that autistic university students reported social challenges as well as academic strengths at university. Study 4 emphasized substantial individual differences in social motivation using self-report questionnaires. Older age and higher autistic traits predicted lower social motivation in both autistic and neurotypical adults, however, alexithymia played an additional role in social motivation in the ASD group only. Moreover, subgroups within ASD were defined using cluster analysis based on social motivation, social skills, and social anxiety. Finally, friendship experiences were investigated by combining questionnaire data with qualitative insights (Study 5). Results showed that many autistic adults reported a desire to make friends despite challenges in social communication. Overall, this mixed-methods thesis emphasized that there are not clear social motivation deficits in autistic adults and there is significant variability in social motivation within ASD, which might be associated with factors such as social skills and social anxiety

Cross coupling reactions catalyzed by (NHC)Pd(II) complexes

WOS: 000365507600002This review is focused on new developments reported during the last 3 years concerning the catalytic performances of in situ formed or preformed NHC Pd(II) complexes (NHC: N-heterocyclic carbene) for cross-coupling reactions such as Heck Mizoraki (often shortened to the Heck reaction), Kumada, Negishi, Suzuki Miyaura (often shortened to the Suzuki reaction), Sonogashira and Hiyama couplings, and the Buchwald-Hartwig aminations, which are extremely powerful in the formation of C-C and C-heteroatom bonds. Due to the great number of publications and limited space here, we made a special attempt to compile the relevant data in tables, which we hope will serve as a guide for chemists interested in these reactions. The syntheses of the precatalysts and the generally accepted reaction mechanisms are also briefly described

Social Attention and Emotional Responsiveness in Young Adults With Autism

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