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The investigation of similarities and differences in the mechanisms of verbal and visuospatial creative thinking has long been a controversial topic. Prior studies found that visuospatial creativity was primarily supported by the right hemisphere, whereas verbal creativity relied on the interaction between both hemispheres. However, creative thinking also involves abundant dynamic features that may have been ignored in the previous static view. Recently, a new method has been developed that measures hemispheric laterality from a dynamic perspective, providing new insight into the exploration of creative thinking. In the present study, dynamic lateralisation index was calculated with resting‐state fMRI data. We combined the dynamic lateralisation index with sparse canonical correlation analysis to examine similarities and differences in the mechanisms of verbal and visuospatial creativity. Our results showed that the laterality reversal of the default mode network, fronto‐parietal network, cingulo‐opercular network and visual network contributed significantly to both verbal and visuospatial creativity and consequently could be considered the common neural mechanisms shared by these creative modes. In addition, we found that verbal creativity relied more on the language network, while visuospatial creativity relied more on the somatomotor network, which can be considered a difference in their mechanism. Collectively, these findings indicated that verbal and visuospatial creativity may have similar mechanisms to support the basic creative thinking process and different mechanisms to adapt to the specific task conditions. These findings may have significant implications for our understanding of the neural mechanisms of different types of creative thinking.

Objectives We aimed to develop and validate a new scale of future thinking and adolescent mental health—the Adolescent Future Thinking Rating Scale (AFTRS). Methods A provisional AFTRS was developed from interviews with 19 adolescents. It was completed by three samples: exploratory (n = 161) aged 16–21 years, who also completed established measures of future thinking, cognitive risk factors, depression and anxiety; replication (n = 209) aged 16–25 years; and test‐retest (n = 102) aged 17–23 years. The reliability, convergent, predictive, and discriminant validity were examined. Results Exploratory factor analyses identified the AFTRS‐18 and AFTRS‐12. Both had three sub‐scales: (i) Concerns about Maladaptive Future Thinking, (ii) Future Positivity, and (iii) Ability to Visualise the Future. Established future thinking measures were combined into two factors: Negative Future Emotions (Cognitive Triad Inventory—View of Future and Beck's Hopelessness Scale) and Immediacy Preference (Consideration of Future Consequences and Quick Delay Questionnaire). The AFTRS‐18 and AFTRS‐12 were similarly associated with both factors and with depression/anxiety. Internal consistency and test‐retest reliability were high. Conclusions The AFTRS‐12 and AFTRS‐18 are reliable and valid measures of the three key dimensions of adolescent future thinking and mental health. The first subscale remained significant in predicting depression and anxiety after controlling for general cognitive risks.

Focusing on the distance between magnitudes as the starting point to investigate the mechanism of relation detection and its contribution to mathematical thinking, this study explores the precision of neural representations of numerical distance and their impact on children's arithmetic performance. By employing neural decoding techniques and representational similarity analysis, the present study investigates how accurately the brain represents numerical distances and how this precision relates to arithmetic skills. Twenty‐nine school‐aged children participated, completing a dot number comparison task during fMRI scanning and an arithmetic fluency test. Results indicated that neural activation patterns in the intra‐parietal sulcus decoded the distance between the presented pair of dots, and higher precision in neural distance representation correlates with better arithmetic performance. These findings suggest that the accuracy of neural decoding can serve as an index of neural representation precision and that the ability to precisely encode numerical distances in the brain is a key factor in mathematical abilities. This provides new insights into the neural basis of mathematical cognition and learning. By utilizing representational similarity analysis and neural decoding techniques, the study found that the fidelity of neural decoding can serve as an index of neural representation precision of distance, and this precision predicts task performance and mathematical arithmetic proficiency in children.

Internalizing symptoms such as elevated stress and sustained negative affect can be important warning signs for developing mental disorders. A recent theoretical framework suggests a complex interplay of empathy, theory of mind (ToM), and negative thinking processes as a crucial risk combination for internalizing symptoms. To disentangle these relationships, this study utilizes neural, behavioral, and self‐report data to examine how the interplay between empathy, ToM, and negative thinking processes relates to stress and negative affect. We reanalyzed the baseline data of N = 302 healthy participants (57% female, Mage = 40.52, SDage = 9.30) who participated in a large‐scale mental training study, the ReSource project. Empathy and ToM were assessed using a validated fMRI paradigm featuring naturalistic video stimuli and via self‐report. Additional self‐report scales were employed to measure internalizing symptoms (perceived stress, negative affect) and negative thinking processes (rumination and self‐blame). Our results revealed linear associations of self‐reported ToM and empathic distress with stress and negative affect. Also, both lower and higher, compared to average, activation in the anterior insula during empathic processing and in the middle temporal gyrus during ToM performance was significantly associated with internalizing symptoms. These associations were dependent on rumination and self‐blame. Our findings indicate specific risk constellations for internalizing symptoms. Especially people with lower self‐reported ToM and higher empathic distress may be at risk for more internalizing symptoms. Quadratic associations of empathy‐ and ToM‐related brain activation with internalizing symptoms depended on negative thinking processes, suggesting differential effects of cognitive and affective functioning on internalizing symptoms. Using a multi‐method approach, these findings advance current research by shedding light on which complex risk combinations of cognitive and affective functioning are relevant for internalizing symptoms. We used a multi‐method approach to disentangle risk combinations for internalizing symptoms. Quadratic effects of empathy‐ and theory of mind‐related brain activation on internalizing symptoms depended on negative thinking, highlighting the importance of a nuanced exploration of individual differences and interactions when examining vulnerability to internalizing symptoms.

Pre-service teachers rarely engage in evidence-informed reasoning when they are confronted with problematic classroom situations. We argue that interventions that target pre-service teachers’ acquisition of evidence-informed reasoning skills should be informed by research that compares pre-service teachers’, in-service teachers’, and educational researchers’ evidence-informed reasoning. We asked N = 55 pre-service teachers, in-service teachers, and educational researchers to think aloud about a written classroom scenario and complete a retrospective interview on their evidence-informed reasoning. Results indicate that educational researchers describe problematic events more often than pre- and in-service teachers but do not seem to differ on a number of other reasoning activities. However, educational researchers more often refer to academic knowledge than preand in-service teachers. Pre- and in-service teachers do not seem to differ from each other, neither with respect to their reasoning activities nor concerning their use of academic knowledge. Additional qualitative analyses illustrate these findings. (DIPF/Orig.) Lehramtsstudierende gehen selten evidenzorientiert vor, wenn sie mit problematischen Unterrichtssituationen konfrontiert sind. Wir argumentieren, dass Interventionen, die auf eine Förderung evidenzorientierter Denkfertigkeiten bei Lehramtsstudierenden abzielen, auf Ergebnissen vergleichender Forschung zu den Denkprozessen von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler:innen basieren sollten. Wir baten N = 55 Lehramtsstudierende, Lehrkräfte und Bildungswissenschaftler*innen, über ein schriftliches Unterrichtsszenario laut nachzudenken und an einem retrospektiven Interview zur Rekonstruktion ihrer evidenzorientierten Denkprozesse teilzunehmen. Die Ergebnisse zeigen, dass Bildungswissenschaftler:innen Situationen häufiger als Lehramtsstudierende und Lehrkräfte beschreiben, sich von diesen aber nicht in anderen evidenzorientierten Denkprozessen unterscheiden. Jedoch beziehen sich Bildungswissenschaftler:innen in ihren Analysen häufiger auf bildungswissenschaftliches Wissen als Lehramtsstudierende und Lehrkräfte. Lehramtsstudierende und Lehrkräfte unterscheiden sich hinsichtlich ihrer Denkaktivitäten und Verwendung bildungswissenschaftlichen Wissens nicht voneinander. Die Ergebnisse werden durch weiterführende qualitative Analysen illustriert. (DIPF/Orig.)

Background People from Black African Diaspora Communities (BAFDC) experience poorer health outcomes and are persistently under‐represented in health and care research. There is limited understanding about how to support their greater inclusion and participation. Objectives Explore secondary data providing insights for the co‐development of a realist theory of inclusion and participation for people from BAFDC in health and care research in the United Kingdom. Drawing on these theories, co‐produce a realist review with a diverse range of people from BAFDC. Methods A realist approach underpinned the study. Pawson's five steps to a realist approach were taken to shape the review, identify relevant sources, extract the data and then analyse and synthesise to inform an overarching programme theory. Initial programme theories (IPTs) were developed through context (C), mechanism (M), outcome (O) configurations (CMOCs). Main Results The review identified 43 relevant documents. Synthesis of evidence from the documents resulted in 8 IPTs and 17 CMOCs helping to understand and explain the inclusion and participation of people from BAFDC. Four key thematic clusters emerged: (1) Health and care research as a White space, (2) Trust deficit: the expansiveness of broken trust, (3) Implicit and complicit bias and (4) Processes that affect inclusion and participation. Findings were underpinned by five existing mid‐range theories (MRTs) around central concepts of candidacy, social dominance, networks, narratives and racism that guided analysis and synthesis, supporting conceptualisation of CMOCs. An overarching programme theory was developed. Conclusion The review identifies how the influence of perspectives, attitudes and beliefs held by individuals or groups about people from BAFDC operates in health and care research, resulting in exclusion, lack of trust and deficit thinking. The findings should be used to inform interventions aimed at increasing inclusion and participation of people from BAFDC. Patient or Public Contribution The co‐production group comprised a diverse range of individuals from within the health and care research system with different lived experiences of being Black. They contributed to the entire review process, including the development of initial programme theories and retroductive thinking and interpretation of the evidence. Clinical Trial Registration Not applicable.

This review article aims to provide an overview of accident models and incident analysis techniques in the context of radiation oncology. Accident models conceptualize the mechanisms through which accidents occur. Chain‐of‐event models and systemic models are two main categories of accident models and differ in how accident causation is portrayed. Chain‐of‐event models focus on the linear sequence of events leading up to an accident, whereas systemic models emphasize the nonlinear relationships between the components in a complex system. The article then introduces various incident analysis techniques, including root cause analysis (RCA), London Protocol, AcciMap, and Causal Analysis Based on Systems Theory (CAST), which are based on these accident models.  The techniques based on the chain‐of‐event model can be effective in identifying causal factors, safety interventions, and improving safety.  The other techniques based on the systemic models inherently facilitate an examination of how the influence of personal conditions, environmental conditions, and information exchange between different aspects of a system contributed to an accident.  To improve incident analysis, it is essential to translate unsafe human behavior into decision‐making flaws and the underlying contextual factors. Where resources allow, it is also crucial to systematically link frontline contributions to organizational and societal aspects of the system and incorporate expertise in safety science and human factors into the analysis team.  The article also touches on related concepts such as Perrow's Normal Accident Theory (NAT), Functional Resonance Analysis Method (FRAM), and Bowtie Analysis, which are not based on specific accident models but have been used for safety improvement in radiation oncology. Overall, different incident analysis techniques have strengths and weaknesses. Taking a systems approach to incident analysis requires a shift from linear thinking to a more nuanced understanding of complex systems. However, the approach also brings unique value and can help improve safety as radiation oncology further gains complexity.

Current thinking about long-term memory in the cortex is focused on changes in the strengths of connections between neurons. But ongoing structural plasticity in the adult brain, including synapse formation/elimination and remodelling of axons and dendrites, suggests that memory could also depend on learning-induced changes in the cortical ‘wiring diagram’. Given that the cortex is sparsely connected, wiring plasticity could provide a substantial boost in storage capacity, although at a cost of more elaborate biological machinery and slower learning.

This was a non‐blinded, single‐centre, randomized, controlled clinical trial that compared the effectiveness of direct observation of procedural skills (DOPSs)with traditional assessment methods in pressure injury (PI) care skills. The study population included 82 nursing professionals randomly assigned to the study group (n = 41) and the control group (n = 41). Both groups of nurses underwent a 6‐month training in PI care skills and were subsequently evaluated. The main outcome variables were the PI skill operation scores and theoretical scores. Secondary outcome variables included satisfaction and critical thinking abilities. Independent sample t‐tests and chi‐square tests were used to assess differences between the two groups of nurses. The results showed no statistically significant difference in PI skill operation scores between the two groups of nurses (p > 0.05). When comparing the PI theoretical scores, the study group scored higher than the control group, and this difference was statistically significant (p < 0.05). In terms of satisfaction assessment, the study group and the control group showed differences in improving self‐directed learning, enhancing communication skills with patients, improving learning outcomes and increasing flexibility in clinical application (p < 0.05). When comparing critical thinking abilities between the two groups of nurses, there was no statistically significant difference at the beginning of the training, but after 3 months following the training, there was a statistically significant difference between the two groups (p < 0.01).The results indicated that the DOPS was effective in improving PI theoretical scores, increasing nurse satisfaction with the training and enhancing critical thinking abilities among nurses.

“Food systems” as a concept draws upon systems thinking and facilitates a transdisciplinary approach to address the complexity of delivering the Sustainable Development Goals in developed and developing food regimes. Extant literature has used a food supply chain/systems approach to evaluate sources of food loss and waste (FLW) and their impact on food accessibility and therefore nutrient availability. The maximization of nutrients available to a growing global population is a critical aspect in the sustainable agenda and it is acknowledged that the continued augmentation of food produce is no longer the sole solution. However, there is a drive for greater efficiency, not simply in the resources deployed, but in the utilization of the food produced. This paper argues that FLW are not the only sources of nutrient loss within a supply chain and that there is a loss of nutrient density as the food progresses through the supply chain with the deterioration of nutrients in food within the food supply chain. It is argued here that in parallel to the management of loss and waste, there is a further need for a research agenda to explore the reality of loss of nutrient density holistically as it passes from farm to fork, building on the existing scientific research at each tier within the supply chain.