This data set contains the replication data and supplements for the article "Knowing, Doing, and Feeling: A three-year, mixed-methods study of undergraduates’ information literacy development." The survey data is from two samples: - cross-sectional sample (different students at the same point in time) - longitudinal sample (the same students and different points in time)Surveys were distributed via Qualtrics during the students' first and sixth semesters. Quantitative and qualitative data were collected and used to describe students' IL development over 3 years. Statistics from the quantitative data were analyzed in SPSS. The qualitative data was coded and analyzed thematically in NVivo. The qualitative, textual data is from semi-structured interviews with sixth-semester students in psychology at UiT, both focus groups and individual interviews. All data were collected as part of the contact author's PhD research on information literacy (IL) at UiT. The following files are included in this data set: 1. A README file which explains the quantitative data files. (2 file formats: .txt, .pdf)2. The consent form for participants (in Norwegian). (2 file formats: .txt, .pdf)3. Six data files with survey results from UiT psychology undergraduate students for the cross-sectional (n=209) and longitudinal (n=56) samples, in 3 formats (.dat, .csv, .sav). The data was collected in Qualtrics from fall 2019 to fall 2022. 4. Interview guide for 3 focus group interviews. File format: .txt5. Interview guides for 7 individual interviews - first round (n=4) and second round (n=3). File format: .txt 6. The 21-item IL test (Tromsø Information Literacy Test = TILT), in English and Norwegian. TILT is used for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item. This test is a "KNOW-measure," intended to measure what students know about information literacy. (2 file formats: .txt, .pdf)7. Survey questions related to interest - specifically students' interest in being or becoming information literate - in 3 parts (all in English and Norwegian): a) information and questions about the 4 phases of interest; b) interest questionnaire with 26 items in 7 subscales (Tromsø Interest Questionnaire - TRIQ); c) Survey questions about IL and interest, need, and intent. (2 file formats: .txt, .pdf)8. Information about the assignment-based measures used to measure what students do in practice when evaluating and using sources. Students were evaluated with these measures in their first and sixth semesters. (2 file formats: .txt, .pdf)9. The Norwegain Centre for Research Data's (NSD) 2019 assessment of the notification form for personal data for the PhD research project. In Norwegian. (Format: .pdf)

Companion DATA

Title: Using social media and personality traits to assess software developers' emotional polarity

Authors: Leo Moreira Silva Marília Gurgel Castro Miriam Bernardino Silva Milena Santos Uirá Kulesza Margarida Lima Henrique Madeira

Journal: PeerJ Computer Science

Github: https://github.com/leosilva/peerj_computer_science_2022

The folders contain:

Experiment_Protocol.pdf: document that present the protocol regarding recruitment protocol, data collection of public posts from Twitter, criteria for manual analysis, and the assessment of Big Five factors from participants and psychologists. English version.

/analysis analyzed_tweets_by_psychologists.csv: file containing the manual analysis done by psychologists analyzed_tweets_by_participants.csv: file containing the manual analysis done by participants analyzed_tweets_by_psychologists_solved_divergencies.csv: file containing the manual analysis done by psychologists over 51 divergent tweets' classifications

/dataset alldata.json: contains the dataset used in the paper

/ethics_committee committee_response_english_version.pdf: contains the acceptance response of Research Ethics and Deontology Committee of the Faculty of Psychology and Educational Sciences of the University of Coimbra. English version. committee_response_original_portuguese_version: contains the acceptance response of Research Ethics and Deontology Committee of the Faculty of Psychology and Educational Sciences of the University of Coimbra. Portuguese version. committee_submission_form_english_version.pdf: the project submitted to the committee. English version. committee_submission_form_original_portuguese_version.pdf: the project submitted to the committee. Portuguese version. consent_form_english_version.pdf: declaration of free and informed consent fulfilled by participants. English version. consent_form_original_portuguese_version.pdf: declaration of free and informed consent fulfilled by participants. Portuguese version. data_protection_declaration_english_version.pdf: personal data and privacy declaration, according to European Union General Data Protection Regulation. English version. data_protection_declaration_original_portuguese_version.pdf: personal data and privacy declaration, according to European Union General Data Protection Regulation. Portuguese version.

/notebooks General - Charts.ipynb: notebook file containing all charts produced in the study, including those in the paper Statistics - Lexicons and Ensembles.ipynb: notebook file with the statistics for the five lexicons and ensembles used in the study Statistics - Linear Regression.ipynb: notebook file with the multiple linear regression results Statistics - Polynomial Regression.ipynb: notebook file with the polynomial regression results Statistics - Psychologists versus Participants.ipynb: notebook file with the statistics between the psychologists and participants manual analysis Statistics - Working x Non-working.ipynb: notebook file containing the statistical analysis for the tweets posted during work period and those posted outside of working period

/surveys Demographic_Survey_english_version.pdf: survey inviting participants to enroll in the study. We collect demographic data and participants' authorization to access their public Tweet posts. English version. Demographic_Survey_portuguese_version.pdf: survey inviting participants to enroll in the study. We collect demographic data and participants' authorization to access their public Tweet posts. Portuguese version. Demographic_Survey_answers.xlsx: participants' demographic survey answers ibf_pt_br.doc: the Portuguese version of the Big Five Inventory (BFI) instrument to infer participants' Big Five polarity traits. ibf_en.doc: translation in English of the Portuguese version of the Big Five Inventory (BFI) instrument to infer participants' Big Five polarity traits. ibf_answers.xlsx: participantes' and psychologists' answers for BFI

We have removed from dataset any sensible data to protect participants' privacy and anonymity. We have removed from demographic survey answers any sensible data to protect participants' privacy and anonymity.

Critical thinking is a common aim for higher education students, often described as general competencies to be acquired through entire programs as well as domain-specific skills to be acquired within subjects. The aim of the study was to investigate whether statistics-specific critical thinking changed from the start of the first semester to the start of the second semester of a two-semester statistics course, where the curriculum contains learning objectives and assessment criteria related to critical thinking. The brief version of the Critical Thinking scale (CTh) from the Motivated Strategies of Learning Questionnaire addresses the core aspects of critical thinking common to three different definitions of critical thinking. Students rate item statements in relation to their statistics course using a frequency scale: 1 = never, 2 = rarely, 3 = sometimes, 4 = often, and 5 = always. Participants were two consecutive year-cohorts of full-time Bachelor of Psychology students taking a two-semester long statistics course placed in the first two semesters. Data were collected in class with a paper-pencil survey 1 month into their first semester and again 1 month into the second. The study sample consisted of 336 students (ncohort 1 = 166, ncohort 2 = 170) at baseline, the follow-up was completed by 270 students with 165 students who could be matched to their baseline response. To investigate the measurement properties of the CTh scale, item analysis by the Rasch model was conducted on baseline data and subsequently on follow-up data. Change scores at the group level were calculated as the standardized effect size (ES) (i.e., the difference between baseline and follow-up scores relative to the standard deviation of the baseline scores). Data fitted Rasch models at baseline and follow-up. The targeting of the CTh scale to the student sample was excellent at both timepoints. Absolute individual changes on the CTh ranged from −5.3 to 5.1 points, thus showing large individual changes in critical thinking. The overall standardized effect was small and negative (−0.12), with some variation in student strata defined by, gender, age, perceived adequacy of math knowledge to learn statistics, and expectation to need statistics in future employment.

Companion DATA

Title:

Using social media and personality traits to assess software developers’ emotions

Authors:

Leo Moreira Silva

Marília Gurgel Castro

Miriam Bernardino Silva

Milena Nestor Santos

Uirá Kulesza

Margarida Lima

Henrique Madeira

Journal:

PeerJ Computer Science

------------------------------------------------------------

The folders contain:

/analysis

analyzed_tweets_by_psychologists.csv: file containing the manual analysis done by psychologists

analyzed_tweets_by_participants.csv: file containing the manual analysis done by participants

analyzed_tweets_by_psychologists_solved_divergencies.csv: file containing the manual analysis done by psychologists over 51 divergent tweets' classifications

/dataset

alldata.json: contains the dataset used in the paper

/ethics_committee

committee_response.pdf: contains the acceptance response of Research Ethics and Deontology Committee of the Faculty of Psychology and Educational Sciences of the University of Coimbra.

committee_submission_form.pdf: the project submitted to the committee.

consent_form.pdf: declaration of free and informed consent fulfilled by participants.

data_protection_declaration.pdf: personal data and privacy declaration, according to European Union General Data Protection Regulation.

/notebooks

General - Charts.ipynb: notebook file containing all charts produced in the study, including those in the paper

Statistics - Lexicons and Ensembles.ipynb: notebook file with the statistics for the five lexicons and ensembles used in the study

Statistics - Linear Regression.ipynb: notebook file with the multiple linear regression results

Statistics - Polynomial Regression.ipynb: notebook file with the polynomial regression results

Statistics - Psychologists versus Participants.ipynb: notebook file with the statistics between the psychologists and participants manual analysis

Statistics - Working x Non-working.ipynb: notebook file containing the statistical analysis for the tweets posted during work period and those posted outside of working period

/surveys

Demographic_Survey.pdf: survey inviting participants to enroll in the study. We collect demographic data and participants' authorization to access their public Tweet posts

Demographic_Survey_answers.xlsx: participants' demographic survey answers

ibf_pt_br.doc: the Portuguese version of the Big Five Inventory (BFI) instrument to infer participants' Big Five polarity traits

ibf_answers.xlsx: participantes' and psychologists' answers for BFI

Experiment Protocol.pdf: file containing the explanation of the experiment protocol.

------------------------------------------------------------

We have removed from dataset any sensible data to protect participants' privacy and anonymity.

We have removed from demographic survey answers any sensible data to protect participants' privacy and anonymity.

Data for a Brief Report/Short Communication published in Body Image (2021). Details of the study are included below via the abstract from the manuscript. The dataset includes online experimental data from 167 women who were recruited via social media and institutional participant pools. The experiment was completed in Qualtrics.Women viewed either neutral travel images (control), body positivity posts with an average-sized model (e.g., ~ UK size 14), or body positivity posts with a larger model (e.g., UK size 18+); which images women viewed is show in the ‘condition’ variable in the data.The data includes the age range, height, weight, calculated BMI, and Instagram use of participants. After viewing the images, women responded to the Positive and Negative Affect Schedule (PANAS), a state version of the Body Satisfaction Scale (BSS), and reported their immediate social comparison with the images (SAC items). Women then selected a lunch for themselves from a hypothetical menu; these selections are detailed in the data, as are the total calories calculated from this and the proportion of their picks which were (provided as a percentage, and as a categorical variable [as used in the paper analyses]). Women also reported whether they were on a special diet (e.g., vegan or vegetarian), had food intolerances, when they last ate, and how hungry they were.

Women also completed trait measures of Body Appreciation (BAS-2) and social comparison (PACS-R). Women also were asked to comment on what they thought the experiment was about. Items and computed scales are included within the dataset.This item includes the dataset collected for the manuscript (in SPSS and CSV formats), the variable list for the CSV file (for users working with the CSV datafile; the variable list and details are contained within the .sav file for the SPSS version), and the SPSS syntax for our analyses (.sps). Also included are the information and consent form (collected via Qualtrics) and the questions as completed by participants (both in pdf format).Please note that the survey order in the PDF is not the same as in the datafiles; users should utilise the variable list (either in CSV or SPSS formats) to identify the items in the data.The SPSS syntax can be used to replicate the analyses reported in the Results section of the paper. Annotations within the syntax file guide the user through these.

A copy of SPSS Statistics is needed to open the .sav and .sps files.

Manuscript abstract:

Body Positivity (or ‘BoPo’) social media content may be beneficial for women’s mood and body image, but concerns have been raised that it may reduce motivation for healthy behaviours. This study examines differences in women’s mood, body satisfaction, and hypothetical food choices after viewing BoPo posts (featuring average or larger women) or a neutral travel control. Women (N = 167, 81.8% aged 18-29) were randomly assigned in an online experiment to one of three conditions (BoPo-average, BoPo-larger, or Travel/Control) and viewed three Instagram posts for two minutes, before reporting their mood and body satisfaction, and selecting a meal from a hypothetical menu. Women who viewed the BoPo posts featuring average-size women reported more positive mood than the control group; women who viewed posts featuring larger women did not. There were no effects of condition on negative mood or body satisfaction. Women did not make less healthy food choices than the control in either BoPo condition; women who viewed the BoPo images of larger women showed a stronger association between hunger and calories selected. These findings suggest that concerns over BoPo promoting unhealthy behaviours may be misplaced, but further research is needed regarding women’s responses to different body sizes.

This database is comprised of 951 participants who provided self-report data online in their school classrooms. The data was collected in 2016 and 2017. The dataset is comprised of 509 males (54%) and 442 females (46%). Their ages ranged from 12 to 16 years (M = 13.69, SD = 0.72). Seven participants did not report their age. The majority were born in Australia (N = 849, 89%). The next most common countries of birth were China (N = 24, 2.5%), the UK (N = 23, 2.4%), and the USA (N = 9, 0.9%). Data were drawn from students at five Australian independent secondary schools. The data contains item responses for the Spence Children’s Anxiety Scale (SCAS; Spence, 1998) which is comprised of 44 items. The Social media question asked about frequency of use with the question “How often do you use social media?”. The response options ranged from constantly to once a week or less. Items measuring Fear of Missing Out were included and incorporated the following five questions based on the APS Stress and Wellbeing in Australia Survey (APS, 2015). These were “When I have a good time it is important for me to share the details online; I am afraid that I will miss out on something if I don’t stay connected to my online social networks; I feel worried and uncomfortable when I can’t access my social media accounts; I find it difficult to relax or sleep after spending time on social networking sites; I feel my brain burnout with the constant connectivity of social media. Internal consistency for this measure was α = .81. Self compassion was measured using the 12-item short-form of the Self-Compassion Scale (SCS-SF; Raes et al., 2011). The data set has the option of downloading an excel file (composed of two worksheet tabs) or CSV files 1) Data and 2) Variable labels. References: Australian Psychological Society. (2015). Stress and wellbeing in Australia survey. https://www.headsup.org.au/docs/default-source/default-document-library/stress-and-wellbeing-in-australia-report.pdf?sfvrsn=7f08274d_4 Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology and Psychotherapy, 18(3), 250-255. https://doi.org/10.1002/cpp.702 Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36(5), 545-566. https://doi.org/10.1016/S0005-7967(98)00034-5

Drug consumption database with quantified categorical attributes. DescriptionDB.pdf contains detailed description of database.

Eklund, R., Gerdfeldter, B., & Wiens, S. (2019). Effects of a Manual Response Requirement on Early and Late Correlates of Auditory Awareness. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02083We manipulated the manual response requirement (response and no-response) in an auditory detection task while we recorded electroencephalography. Event-related potentials (ERPs) were computed from these data.AAN4_OSF_Register Auditory Awareness Negativity.pdf contains the preregistration at open science framework (osf).https://doi.org/10.17605/OSF.IO/ZW8Q7rawdata_2019_AAN4_*_**_bdf.zip contains the raw eeg data files (subjects * to **) that were recorded with a biosemi system (www.biosemi.com). The files can be opened in MNE-Python. https://www.nmr.mgh.harvard.edu/mne/stable/index.htmlAAN4_MNE.zip contains all the Python scripts that were used to process the ERP data and the final, preprocessed individual data files. They can be opened with MNE-Python.AAN4_Python.zip contains the python scripts for the main task. They need python (https://www.python.org/) and psychopy (http://www.psychopy.org/)AAN4_beh_data_and_R_scripts.zip contains the behavioral data and R scripts to process the behavioral data. https://www.r-project.org/.AAN4_Supplementary.zip contains:JASP_AAN4_amps.html: Exploratory Bayesian analyses for response versus no-response for AAN (160 to 260 ms), LP (350 to 550 ms), and LPexp (350 to 450 ms).Motivation_for_the_preregistered_electrode_selection.pdf: Explains rationale for electrode selection.Simulation_AANr_minus_AANn.PNG: Results for the simulation of Bayesfactors for the AAN difference of response minus no-response.Simulation_LPr_minus_LPn.PNG: Results for the simulation of Bayesfactors for the LP (350 to 550 ms) difference of response minus no-response.Simulation_LPr_minus_LPn_shorter_interval.PNG: Results for the simulation of Bayesfactors for a shorter LP (350 to 450 ms) difference of response minus no-response.Supp_Figure_erps.jpeg: Figure showing the ERPs to tones for the different conditions.Supp_Figure_visual_components.jpeg: Figure showing the topographies of the visual component for all conditions.source_localization_videos folder: Videos of source estimates for aware minus unaware critical trials and aware control trials.data_driven_analysis folder: Contains analyses with data-driven electrode selection. Electrodes_used_for_data_driven_analysis.txt: List of electrodes used for the data-driven analysis Supp_Figure_data_driven.jpeg: Figure of the data-driven electrode selection for the topographies for AAN and LP. Table_data_driven.docx: ERP results for the data-driven electrode selection. JASP_AAN4_amps_data_driven.html: Bayesian analyses for the data-driven electrode selection.

The perceived gender ratio of 422 role nouns was evaluated by Chinese- (N = 80), Finnish- (N = 77), and Russian-speaking (N = 135) students using an 11-point rating scale with counterbalanced scale anchors. Data were collected online between 2015 and 2019, via an anonymous self-administered questionnaire. This dataset contains nine files; one PDF/A containing all of the role nouns used and their per-language translations, one PDF/A containing screenshots showing an example of the norming questionnaire (with English used as the example language), one raw data CSV file per language, one PDF/A containing the by-role and by-language results obtained in the study, one RStudio code allowing for easy replication of how the analysis was conducted, one .txt file containing this code, and one readme.txt file.

The data includes comprehensive final exam scores from the treatment and control group after a semester-long testing method was given to the treatment group. The students' ACT scores are included for analyzing similarities in the groups.

This view filters on US Census variables for field of bachelor degree reported for Mesa and other local comparison city's and Maricopa County. The American Community Survey (ACS) 1-year Estimates are source of information. For grouping of Majors Into Broad and Detailed Fields, see Appendix A at https://www2.census.gov/library/publications/2012/acs/acs-18.pdf

Science and Engineering include: Computers, mathematics, and statistics Biological, agricultural, and environmental sciences Physical and related science Psychology Social sciences Engineering Multidisciplinary studies

Science and engineering related includes nursing, architecture, math teacher

Arts, Humanities and other include: Literature and languages Liberal arts and history Visual and performing arts Communications

The teaching-learning of the psychological discipline involves teacher-student interactions, which are structured under different criteria of didactic performance in the various practices of psychological teaching. The present research was conducted under the interbehavioral model of didactic performance that includes seven didactic criteria of teacher performance and six criteria of student didactic performance. Forty-nine regular teachers and 541 students from the Faculty of Psychology of a public university in Lima participated. The teachers answered an online self-assessment questionnaire about their performance on seven didactic criteria, and the students also answered an online self-assessment questionnaire about their performance on six didactic criteria. The results showed significant but negative correlations between the teacher's didactic performance in Illustration and Evaluation with all the students' didactic performances, and a significant and positive relationship of the teacher's didactic performance in Didactic Planning with all the students' didactic performances. Likewise, it was found that the didactic performance of the self-assessed students was significantly predicted by the level of studies in which the subject is taught (basic or initial, intermediate or advanced), by the teacher's performance in Didactic Planning, Competence Exploration, Evaluation, and by the teacher's experience in teaching psychology.

IntroductionThis study investigates the effectiveness of simulation combined with video-assisted feedback as a pedagogical approach to improve linguistic competence, metacognitive awareness, and professional communication skills in psychology students learning English.MethodsA mixed-methods research design was employed involving 80 psychology students who participated in three iterative simulation cycles consisting of briefing sessions, recorded simulations, and structured video-assisted debriefings. Quantitative data were collected through a validated Likert-scale questionnaire and analyzed using Gaussian Graphical Models (GGM) to examine evolving relationships among professional experience, language proficiency, teamwork, motivation, and perceived utility of video-based feedback. Qualitative data were gathered from reflective reports, open-ended questions, and video observations and analyzed through thematic analysis.ResultsInitial findings indicated students primarily focused on overcoming linguistic barriers, perceiving language proficiency as a critical challenge. This indicates that language concerns were a primary impediment, potentially distracting from their ability to fully engage with the simulation’s learning objectives, such as mastering psychological terminology or practicing active listening skills. However, as the simulation cycles progressed, video-assisted feedback became central, with students actively seeking it to improve their interview techniques and diagnostic accuracy. This suggests that students increasingly viewed feedback as a valuable tool for self-assessment and skill development. For instance, qualitative data showed they began specifically requesting feedback on their ability to establish rapport with simulated clients and formulate accurate diagnoses, demonstrating increased metacognitive reflection. Thematic analysis of reflective reports corroborated these quantitative findings. Students’ comments shifted from initial anxieties about language to focused requests for feedback on specific professional skills. For example, students noted how watching their videos helped them identify nonverbal cues that conveyed empathy or areas where their questioning techniques could be improved, directly impacting their ability to regulate their learning and enhance professional performance.DiscussionThe findings underline the importance and effectiveness of integrating simulation with structured video-based feedback, demonstrating a clear shift from initial concerns about linguistic competence toward advanced metacognitive self-regulation and professional collaboration. These outcomes provide empirical support for simulation-based pedagogies and offer practical implications for educational practices in psychology curricula.

The linear model often serves as a starting point for applying statistics in psychology. Often, formal training beyond the linear model is limited, creating a potential pedagogical gap because of the pervasiveness of data non-normality. We reviewed 61 recently published undergraduate and graduate textbooks on introductory statistics and the linear model, focusing on their treatment of non-normality. This review identified at least eight distinct methods suggested to address non-normality, which we organize into a new taxonomy according to whether the approach: (a) remains within the linear model, (b) changes the data, and (c) treats normality as informative or as a nuisance. Because textbook coverage of these methods was often cursory, and methodological papers introducing these approaches are usually inaccessible to non-statisticians, this review is designed to be the happy medium. We provide a relatively non-technical review of advanced methods which can address non-normality (and heteroscedasticity), thereby serving a starting point to promote best practice in the application of the linear model. We also present three empirical examples to highlight distinctions between these methods' motivations and results. The paper also reviews the current state of methodological research in addressing non-normality within the linear modeling framework. It is anticipated that our taxonomy will provide a useful overview and starting place for researchers interested in extending their knowledge in approaches developed to address non-normality from the perspective of the linear model.

Meta-analysis is of increasing importance as this quantitative synthesis technique has the potential to summarize a tremendous amount of research evidence, which can help making evidence-based decisions in policy, practice, and theory. This paper examines the single-case meta-analyses within the Education and Psychology fields. The amount of methodological studies related to the meta-analysis of Single-Case Experimental Designs (SCEDs) is increasing rapidly, especially in these fields. This underscores the necessity of a succinct summary to help methodologists identify areas for further development in Education and Psychology research. It also aids applied researchers and research synthesists in discerning when to use meta-analytic techniques for SCED studies based on criteria such as bias, mean squared error, 95% confidence intervals, Type I error rates, and statistical power. Based on the summary of empirical evidence from 18 reports identified through a systematic search procedure, information related to meta-analytic techniques, data generation and analysis models, design conditions, statistical properties, conditions under which the meta-analytic technique is appropriate, and the study purpose(s) were extracted. The results indicate that three-level hierarchical linear modeling is the most empirically validated SCED meta-analytic technique, and parameter bias is the most prominent statistical property investigated. A large number of primary studies (more than 30) and at least 20 measurement occasions per participant are recommended for usage of SCED meta-analysis in Education and Psychology fields.

Research on lexical bundles (LBs) has explored various academic domains; however, the field of psychology has received comparatively less attention. This study aims to address this gap by contrastively investigating the use of LBs in two sub-corpora: videotaped lectures and textbook chapters. Four-word bundles that meet a predetermined set of selection criteria are elicited and subsequently analyzed both structurally and functionally. The results indicate significant variation in the number of bundle types and tokens between the two registers, with the spoken register exhibiting a much broader variety of LBs than the written register. Structural analysis reveals that clausal constructions predominantly characterize LBs in the spoken psychology register, whereas phrasal patterns are more common in the written register. Additionally, the functional analysis highlights that stance bundles constitute the most prevalent category in the academic lecture corpus, while referential bundles emerge as the largest functional category in the academic texts. This variation reinforces the widely accepted notion that LBs are sensitive to register differences. Pedagogically, the study provides English for Specific Purposes instructors with data-based lists of LBs that can be integrated into classroom activities or tailored to develop instructional materials on academic writing and speech. Given that LBs are classified into distinct structural and functional groups, moreover, instructors can draw on the two lists for more register-focused, awareness-raising activities that help psychology students approximate an expert-like writing style.

Open data: Electrophysiological correlates of in-vivo and virtual reality therapy in spider phobia

1. Title of Dataset: Open data: Electrophysiological correlates of in-vivo and virtual reality therapy in spider phobia

2. Author Information Principal Investigator Contact Information Name: Stefan Wiens Institution: Department of Psychology, Stockholm University, Sweden Internet: https://www.su.se/profiles/swiens-1.184142 Email: sws@psychology.su.se

3. Date of data collection: Subjects (N = 70 patients and N = 53 controls) were tested between 2015-sep-30 and 2016-jan-15.

4. Geographic location of data collection: Department of Psychology, Stockholm, Sweden

5. Information about funding sources that supported the collection of the data: Marcus och Amalia Wallenbergs minnesfond (2019-0102)

SHARING/ACCESS INFORMATION 1. Licenses/restrictions placed on the data: CC BY 4.0 2. Links to publications that cite or use the data: Wiens, S., Eklund, R., Szychowska, M., Miloff, A., Cosme, D., Pierzchajlo, S., & Carlbring, P. (2022). Electrophysiological correlates of in vivo and virtual reality exposure therapy in spider phobia. Psychophysiology. https://doi.org/10.1111/psyp.14117 3. Links to other publicly accessible locations of the data: N/A 4. Links/relationships to ancillary data sets: N/A 5. Was data derived from another source? No 6. Recommended citation for this dataset: Eklund R., & Wiens S. (2022). Open data: Electrophysiological correlates of in-vivo and virtual reality therapy in spider phobia. Stockholm: Stockholm University. https://doi.org/10.17045/sthlmuni.14891607

DATA & FILE OVERVIEW The files contain the raw data, scripts, and results of main and supplementary analyses of the electroencephalography (EEG) study reported in the main publication. VR_spider_LMM.html, VR_spider_LMM_exclude_target_trials.html, VR_spider_analyze_clinical_data: Main results files (also included in R_scripts.zip) supplement_CritiqueOfLeutgebStudies.pdf: Critique of previous studies supplement_PilotStudy.pdf: Description of pilot study data_bids.zip: EEG data in bids format MNE-python.zip: MNE-python scripts to preprocess EEG data together with preprocessed data R_scripts.zip: R scripts to analyze the EEG mean amplitudes and behavioral data

Therapy dogs in educational settings have gained increase traction in recent years. Despite its potential benefits and popularity, there remain concerns of perceived risks such as sanitation, allergies, and safety issues, as well as a lack of guidelines, regulations and support resources available to school staff. Research is further lacking into the implementation process of therapy dog programs in educational settings. To construct a set of recommendations for school staff to achieve successful implementation of a therapy dog program, the present study investigated the perceived facilitative and impeding factors when implementing a therapy dog program. A total of 13 school staff and 2 coordinators from therapy dog organisations took part in an open-ended online survey and/or a semi-structured interview over the phone, with the aim of gathering their perspectives of implementing a therapy dog program in schools. The thematic analysis of the data indicated facilitative factors such as program flexibility, whole-school support, the need for communication and training for all staff, as well as dog welfare. Successful implementation of therapy dogs in an education setting appear to revolve around (1) flexibility of the dog therapy program to target school's needs, (2) qualities of program instigator, (3) whole-school support, (4) communication, training and education, (5) considerations for dog's welfare. Key barriers identified included a high workload, lack of guidelines on processes, lack of support from the school community, as well as the need for better understanding of the role of a therapy dog. The results highlighted the importance of a whole-school effort when implementing a therapy dog program, as well as the need for guidelines for assessing school readiness, key factors for consideration, and strategies to overcome challenges associated with program implementation.

Background: There is increasing use of psychotherapy apps in mental health care.Objective: This mixed methods pilot study aimed to explore postgraduate clinical psychology students' familiarity and formal exposure to topics related to artificial intelligence and machine learning (AI/ML) during their studies.Methods: In April-June 2020, we conducted a mixed-methods online survey using a convenience sample of 120 clinical psychology students enrolled in a two-year Masters' program at a Swiss University.Results: In total 37 students responded (response rate: 37/120, 31%). Among respondents, 73% (n = 27) intended to enter a mental health profession, and 97% reported that they had heard of the term “machine learning.” Students estimated 0.52% of their program would be spent on AI/ML education. Around half (46%) reported that they intended to learn about AI/ML as it pertained to mental health care. On 5-point Likert scale, students “moderately agreed” (median = 4) that AI/M should be part of clinical psychology/psychotherapy education. Qualitative analysis of students' comments resulted in four major themes on the impact of AI/ML on mental healthcare: (1) Changes in the quality and understanding of psychotherapy care; (2) Impact on patient-therapist interactions; (3) Impact on the psychotherapy profession; (4) Data management and ethical issues.Conclusions: This pilot study found that postgraduate clinical psychology students held a wide range of opinions but had limited formal education on how AI/ML-enabled tools might impact psychotherapy. The survey raises questions about how curricula could be enhanced to educate clinical psychology/psychotherapy trainees about the scope of AI/ML in mental healthcare.

In current telerobotics and telemanipulator applications, operators must perform a wide variety of tasks, often with a high risk associated with failure. A system designed to generate data-based behavioural estimations using observed operator features could be used to reduce risks in industrial teleoperation. This paper describes a non-invasive bio-mechanical feature capture method for teleoperators used to trial novel human-error rate estimators which, in future work, are intended to improve operational safety by providing behavioural and postural feedback to the operator. Operator monitoring studies were conducted in situ using the MASCOT teleoperation system at UKAEA RACE; the operators were given controlled tasks to complete during observation. Building upon existing works for vehicle-driver intention estimation and robotic surgery operator analysis, we used 3D point-cloud data capture using a commercially available depth camera to estimate an operator’s skeletal pose. A total of 14 operators were observed and recorded for a total of approximately 8 h, each completing a baseline task and a task designed to induce detectable but safe collisions. Skeletal pose was estimated, collision statistics were recorded, and questionnaire-based psychological assessments were made, providing a database of qualitative and quantitative data. We then trialled data-driven analysis by using statistical and machine learning regression techniques (SVR) to estimate collision rates. We further perform and present an input variable sensitivity analysis for our selected features.