Awe and Wonder in Scientific Practice: Implications for the Relationship Between Science and Religion

This paper examines the role of awe and wonder in scientific practice. Drawing on evidence from psychological research and the writings of scientists and science communicators, I argue that awe and wonder play a crucial role in scientific discovery. They focus our attention on the natural world, encourage open-mindedness, diminish the self (particularly feelings of self-importance), help to accord value to the objects that are being studied, and provide a mode of understanding in the absence of full knowledge. I will flesh out implications of the role of awe and wonder in scientific discovery for debates on the relationship between science and religion. Abraham Heschel argued that awe and wonder are religious emotions because they reduce our feelings of self-importance, and thereby help to cultivate the proper reverent attitude towards God. Yet metaphysical naturalists such as Richard Dawkins insist that awe and wonder need not lead to any theistic commitments for scientists. The awe some scientists experience can be regarded as a form of non-theistic spirituality, which is neither a reductive naturalism nor theism. I will attempt to resolve the tension between these views by identifying some common ground

Socioeconomic status, linguistic skills and language background differentially relate to preschoolers’ emotional and behavioural profile

Background: Proximal and distal factors interact to shape children’s development and well-being. The present study aimed to examine socioeconomic status (SES), linguistic skills, and language background as concurrent predictors of socio-emotional and behavioural outcomes in heritage bilingual and monolingual children attending preschool. Methods: Parents of 1810 children (mean age = 63.42 months ± 7.36), attending preschool in Italy, completed the Four Factor Index of SES and the Strengths and Difficulties Questionnaire (SDQ). Teachers (n = 99) completed a questionnaire on children’s linguistic skills and emotional and behavioural profiles. A subsample of 995 children was administered an expressive vocabulary task in Italian. Results: Regression analyses showed that linguistic skills were the only concurrent predictor of conduct problems, as well as the dominant predictor of hyperactivity/impulsivity, peer problems, and better prosocial behaviour. SES was negatively related to ADHD traits, peer problems, and prosocial behaviour. Finally, heritage bilingualism background was associated, although not as a primary predictor, with increased emotional problems, peer relationship problems, and lower teacher-rated emotional and behavioural skills. However, it was the main factor positively associated with prosocial behaviour. Conclusions: The implications of these findings for research in this area and for educational policy are discussed, highlighting the need for a multidimensional perspective that includes linguistic skills and SES in the assessment of children’s emotional and behavioural outcomes

Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

Many studies have explored how Language-Minority Bilingual Children (LMBC) read and comprehend, while the way they learn to spell and write has received less attention. This study aimed to assess a comprehensive profile of spelling and writing skills in LMBC, comparing performances of 4th and 5th grade bilingual (n = 74) and monolingual (n = 131) children in word and nonword reading and multilevel spelling and writing tasks (word, nonword and passage dictation, and written narrative production). Furthermore, we explored the role of linguistic and cognitive predictors (nonverbal Intellectual Quotient, verbal knowledge, morphosyntactic comprehension, nonword repetition) in spelling and writing outcomes. Our findings showed that overall LMBC did not reach a monolingual-like proficiency in spelling by the end of primary school, while they were similar to monolinguals in reading tasks and were able to produce written narratives with adequate macrostructure, syntactic complexity, and lexical variety. Moreover, morphosyntactic comprehension predicted spelling in both groups. Nonverbal intelligence and verbal knowledge predicted spelling skills only for the bilingual group. With regards writing skills, morphosyntactic comprehension emerged as a predictor exclusively in the bilingual group. These results are discussed with reference to educational and clinical implications

The effect of school design on users' responses: A systematic review (2008-2017)

This systematic review focused on the effect of the educational environment design on students and teachers performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students learning and wellbeing

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers

Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research

A Multi-Informant Approach Testing an Expanded Home Numeracy Mode

The role of home numeracy activities in the development of numeracy skills is receiving growing interest, although some mixed results highlight the need to consider models that include different contextual variables. The present study was aimed at investigating, using a multi-method and multi-informant approach, how parents' educational levels, parents' numerical attitudes, home numeracy, and expectations toward their offspring's numeracy attitudes concurrently predict children's early numeracy abilities as measured with early numeracy tasks and through teachers' evaluations. The sample includes 430 preschoolers, their parents, and 56 teachers. The children's early numeracy competence was assessed using digit recognition and digit-quantity association tasks and via a proxy-report questionnaire administered to their teachers. The parents were then administered a questionnaire investigating their educational levels, home numeracy activities, math attitudes, and expectations toward their child's numeracy ability. The results of the structural equation models revealed that both children's performance in numeracy tasks and the teachers' evaluation of their math skills were directly predicted by their parents' educational levels. In contrast, the parents' math attitudes were indirect predictors via the mediation of home numeracy. These results contribute to understanding the relationships between the investigated environmental variables and the children's early math skills. Additionally, the implications for early family-based interventions are discussed

Origin of the large dispersion of magnetic properties in nanostructured oxides: FexO/Fe3O4 nanoparticles as a case study

The intimate relationship in transition-metal oxides between stoichiometry and physiochemical properties makes them appealing as tunable materials. These features become exacerbated when dealing with nanostructures. However, due to the complexity of nanoscale materials, establishing a distinct relationship between structure-morphology and functionalities is often complicated. In this regard, in the FexO/Fe3O4 system a largely unexplained broad dispersion of magnetic properties has been observed. Here we show, thanks to a comprehensive multi-technique approach, a clear correlation between magneto-structural properties in large (45 nm) and small (9 nm) FexO/Fe3O4 core/shell nanoparticles that can explain the spread of magnetic behaviors. The results reveal that while the FexO core in the large nanoparticles is antiferromagnetic and has bulk-like stoichiometry and unit-cell parameters, the FexO core in the small particles is highly non-stoichiometric and strained, displaying no significant antiferromagnetism. These results highlight the importance of ample characterization to fully understand the properties of nanostructured metal oxide

Estimating the Reproducibility of Experimental Philosophy

Responding to recent concerns about the reliability of the published literature in psychology and other disciplines, we formed the X-Phi Replicability Project (XRP) to estimate the reproducibility of experimental philosophy (osf.io/dvkpr). Drawing on a representative sample of 40 x-phi studies published between 2003 and 2015, we enlisted 20 research teams across 8 countries to conduct a high-quality replication of each study in order to compare the results to the original published findings. We found that x-phi studies – as represented in our sample – successfully replicated about 70% of the time. We discuss possible reasons for this relatively high replication rate in the field of experimental philosophy and offer suggestions for best research practices going forward

Analytical comparison of various Egyptian soils, clays, shales, and some ancient pottery by neutron activation

as a basis for classiftcation of clays and for tracing the origin of the parent materials used in pottery manufacturing, Nine pottery specimens were analyzed as a very preliminary test of the potential of correlation between clay and pottery compositions. (LK

COVID-19 Impact on Substance Use (Tobacco, Alcohol, Cannabis) and Stress in Medical Students

The COVID-19 pandemic has led to unprecedented challenges globally, impacting various aspects of daily life, including education. This study examines the effects of the pandemic on stress levels and substance use among Italian medical students. Two independent surveys were conducted: 388 medical students were interviewed before the epidemic, and 222 medical students a year after the COVID-19 epidemic began. Results revealed significant changes in stress levels, with a reduction in mild stress and an increase in severe stress during the post-pandemic period, rising from 23% (95% CI: 19%-28%) to 46% (95% CI: 39%-52%). While tobacco smoking prevalence remained stable (25% vs 27%), the proportion of students exhibiting high levels of nicotine dependence increased (3.64%) compared to the period before the pandemic (1.80%). Alcohol consumption rates remained consistent (66%), with no significant differences in the distribution of risky alcohol consumption between the two periods (p = 0.535). Surprisingly, there was a significant decrease in cannabis use post-pandemic (16% vs 6%), though problematic use among users persisted (49% vs 46%). Multivariable analysis confirmed associations between stress and tobacco smoking (AdjOR = 1.98, 95% CI: 1.11-3.53; p = 0.020), as well as alcohol consumption (AdjOR = 1.71, 95% CI: 1.01-2.89; p = 0.047). Furthermore, male students were more likely to engage in alcohol (AdjOR = 2.16, 95% CI: 1.47-3.19; p < 0.001) and cannabis use (AdjOR = 1.79, 95% CI: 1.07-3.00; p = 0.027). The study highlighted the complex interplay between stress and substance use among medical students, underscoring the importance of targeted interventions to address stress-related substance use and support the well-being of medical students, particularly in the context of the COVID-19 pandemic. Further research should explore longitudinal trends and the effectiveness of interventions in mitigating stress-related substance use among this vulnerable population