心理学 | SCI期刊专刊截稿信息3条

全文截稿: 2023-07-24

影响因子: 1.682

网址：
https://www.journals.elsevier.com/infant-behavior-and-development

The fundamental impact of early life experiences in shaping lifelong behavior has been the focus of research in animal models such as C-elegans, zebrafish, rats, prairie voles, non-human, and human primates. This focus has led to insights into the molecular neurobiology (cellular, neural, endocrine) underpinning the influence of maternal and paternal care on development which has led to the rise of a new field of enquiry - the neurobiology of human attachment. Here we see the power of a multidisciplinary approach, building on the emergence of powerful new tools available for human research such as neuroimaging, neuroendocrinology, epigenetics, and all manner of ‘omics’ that is beginning to lay down an evidence base for a predictive neurobiological basis of human attachment. In this special issue, we want to further examine, what role can be given to human affective touch in the building of attachment relationships in infancy and throughout life. We invite empirical, theoretical, and review papers that address (potential) links between human affective touch and attachment, based on neurobiological and/or psychophysiological underlying mechanisms.
We are especially interested in studies that give a critical reappraisal of current attachment theories based on physiological, (epi)genetical, neurobiological and other ‘omics’ as well as research in children and (young) adults that links human affective touch with early developmental underlying mechanisms.
Guest editors:
Francis McGloneJohn Moores University, Liverpool, UKEmail: [email protected]
Martine Van PuyveldeJohn Moores University, Liverpool, UKEmail: [email protected]

全文截稿: 2023-08-01

影响因子: 1.916

网址：
https://www.journals.elsevier.com/learning-and-individual-differences

Numeracy and mathematics skills have very important consequences for individuals. They are not only linked to academic achievement and career opportunities, but they are also associated with mental and physical health, and even chances of arrest and incarceration. Individual differences in mathematics performance are already present when children start school, and the gap between high and low achievers widens greatly during compulsory education. This special issue offers a novel perspective on the sources of individual differences in mathematics by uncovering the contributions of cognitive, motivational, socio-economic and educational influences to the development of exceptionally low and exceptionally high mathematics performance.
Guest editors:
Dr. Kinga MorsanyiLoughborough University, Loughborough, UKDr. Brenda JansenUniversity of Amsterdam, Amsterdam, the NetherlandsDr. Terry Tin-Yau WongThe University of Hong Kong, Hong KongProf. Denes SzucsUniversity of Cambridge, UKDr. Xiao ZhangThe University of Hong Kong, Hong Kong
Special issue information:
Numeracy and mathematics skills have very important consequences for individuals. They are not only linked to academic achievement and career opportunities, but they are also associated with mental and physical health, and even chances of arrest and incarceration (Hudson, Price & Gross, 2009; Parsons & Bynner, 2005). Individual differences in mathematics performance are already present when children start school (e.g., Claessens & Engel, 2013), and the gap between high and low achievers widens greatly during the course of compulsory education. For example, according to the PISA assessment of 2015 (OECD, 2016), the gap between the highest and lowest achieving 15-year-olds in mathematics in England is equivalent to around eight years of schooling.
Dyscalculia (specific learning disorder in mathematics) is a condition that affects between 3-6% of the population (e.g., Kaufmann & von Aster, 2012). Nevertheless, currently it is notoriously under-diagnosed (Morsanyi, van Bers, McCormack & McGourty, 2018), and also a relatively under-researched condition (e.g., Bishop, 2010). There is even less research on mathematical giftedness (Myers, Carey & Szűcs, 2017), although interest in this topic has increased recently (e.g., Leikin, 2020).
To the best of our knowledge no article collection, or no review paper so far investigated the two ends of the mathematics ability continuum together, even though the two research areas have many research questions in common. These include: to what extent can mathematics difficulties and mathematical giftedness be explained by domain-general versus domain-specific processes? (e.g., Leikin, 2021; Mishra, A., & Khan, 2023; Wong, Ho, & Tang, 2014); what role do affective (e.g., Devine, Hill, Carey, & Szűcs, 2018) and demographic characteristics play in their development?; to what extent do they remain stable across time? (e.g., Chan & Wong, 2020); and from what age can they be detected?
This special issue will offer a novel perspective on the sources of individual differences in mathematics by uncovering the contributions of cognitive, motivational, socio-economic and educational influences to the development of exceptionally low and exceptionally high mathematics performance. These investigations have practical significance because if the factors contributing to very high and very low performance in mathematics differ, different interventions should be utilized to realize the potentials of the students at different positions of the mathematics ability spectrum.
Given that school starting age differs across countries, and international assessments, such as the TIMSS and the PISA show that there are sizeable differences in the mathematics achievement of pupils from different countries, we will investigate these questions by taking an international perspective, and comparing different educational and cultural contexts (including studies from Austria, Belgium, China, Israel, the United Kingdom, the United States and Singapore). This way, we will be able to assess the robustness of these findings from an international perspective.
The proposed special issue fits very well with the journal’s scope, with its focus on the sources of individual differences in a core academic skill. We are also offering a novel perspective by directly comparing findings regarding low- and high-achieving students.
Manuscript submission information:
If you are interested, please send a brief expression of interest including a tentative title, author list, and abstract to Dr. Kinga Morsanyi at [email protected]. We will evaluate all expression of interest and invite submission of full papers.
Abstract submission deadline: August 01, 2023

全文截稿: 2023-12-01

影响因子: 1.916

网址：
https://www.journals.elsevier.com/learning-and-individual-differences

The recent emergence and expansion of methods that allow modeling heterogeneity, individual differences and students’ profiles has allowed new opportunities for research and applications. In particular, person-centered, person-specific, and idiographic methods aim to go beyond one-size-fits all and model the differences, profiles, or latent subgroups across persons and groups. As such, person-specific and centered methods pave the way for personalized, accurate, and precise education. Recent advancements in these methods have expanded the repertoire of tools and data collection methods which could help deliver more consistent results. More importantly, these advancements could answer the pressing question of what works for who and when.
This special issue aims to address novel areas of research that discuss heterogeneity, individual differences, idiographic research, and related areas of research that advance our understanding of learning, teaching, and learners.
Guest editors:

Dr. Mohammed SaqrUniversity of Eastern Finland, Joensuu, Finland

Dr. Sonsoles López-PernasUniversity of Eastern Finland, Joensuu, Finland

Dr. Leonie V.D.E. VogelsmeierTilburg University, Tilburg, The Netherlands
Special issue information:
The emphasis on the “self” or the “person” has been a central concept in several learning theories, methodologies, and approaches for decades and the literature is awash with notions of personalized, adaptive, and student-centered education. Nonetheless, research is commonly conducted using variable-centered methods where data is collected from a “group of others'' to derive generalizable laws. In the said variable-centered methods, the average is considered a “norm” where everyone is considered to fit the average yardstick. Deviations from the average are, to some extent, viewed as irregularities rather than natural manifestations of individual differences. Yet, the central average is barely representative of the breadth of human diversity. An accumulating body of evidence is mounting that humans are heterogeneous with different profiles of behaviors, attitudes, and variable response to intervention. On the other hand, person-centered methods have for long allowed investigating individual differences. Recently, the range of available person-centered methods have vastly increased, coupled with improving rigor and potentials. Therefore, person-centered methods are increasingly endorsed to model heterogeneity and individual differences across a vast range of empirical designs.
Person-specific (or idiographic) methods constitute another related type of method that aims to accurately and precisely model the individual person, create person-specific models, and devise unique parameters for each individual. In idiographic models, data is collected from individuals across time to map the dynamic variations of their own behavior. Modeling the person —where the process takes place— paves the way for personalized, accurate, and precise education. The recent advancement in such methods, the expanding repertoire of tools and data collection methods could help deliver more consistent results, and —more importantly— answer the pressing question of what works for who, and when?
This special issue aims to address the novel areas of research that address heterogeneity, individual differences, idiographic research, and related areas of research that discuss, model, or advance our understanding of learning, teaching and learners. The special issue welcomes all submissions using quantitative person-specific statistical methods, studies that model or dis-entangle within from between student variance. Methods that emphasize individual modeling, such as person-centered methods, idiographic methods, or person-specific models, are particularly encouraged to submit their contributions.
The following topics are suggested, however,

Studies that apply, test, or advance idiographic, N = 1, person-specific or within-person methods using quantitative, statistical or inferential statistics.
Studies that use experience sampling methods, ecological momentary assessment, ambulatory assessment, multimodal or intensive data collection methods to study or model within-person variations.
Studies that address the heterogeneity of students’ behaviors, attitudes, or responses to intervention.
Studies addressing personalization of education through modeling individual differences.
Studies that address, compare, or contrast between-person versus within-person differences.
Studies that develop, test, or discuss person-specific teaching or intervention methods from an individual differences perspective in the learner.
Studies that address or discuss ethical or privacy issues related to individual differences, heterogeneity, or person-specific methods.
Studies that address intra-individual dynamics, trajectories, or life-course.