This study investigates how reading proficiency in an orthographically opaque foreign language (L2 English) modulates word recognition and decoding strategies of Italian adolescents with and without developmental dyslexia (DD), whose native language orthography is highly transparent. The size of the visual and phonological units that are processed while reading is modulated by the orthographic depth of the language being read. In the case of early biliterate readers, reading strategies are characterized by cross-linguistic transfer. It is an open question whether this is also the case for late biliterate bilinguals, and whether such cross-linguistic modulations are also discernible in the presence of dyslexia-related impairments, such as phonological and visual attentional span deficits. By means of eye-tracking, this study shows that cross-linguistic interactions in the reading system also emerge in late biliterates, though this effect is limited in individuals with DD.

While studies suggest that maternal smartphone use causes disruptions to mother–infant interactions and distress to the infant, little work currently explores how mother–infant dyads co-regulate after periods of technoference, or how different modes of smartphone use impact co-regulation strategies within the dyad. This pilot study used a modified still-face paradigm to explore differential impacts of texting and phone call on mother–infant emotion regulation behavioral strategies after technoference. We recruited 46 mother–infant dyads, living in Scotland, where the infant was aged 3–6 months old. Linear modeling identified that after a phone call, synchronous negative affect significantly increased compared to free play (t(131) = 3.26, p < .01, d = .68), while after texting, synchronous negative affect was significantly higher still (t(131) = 7.03, p < .001, d = 1.47). Conversely, synchronous positive affect significantly reduced after a phone call compared to free play (t(131) = −4.42, p < .001, d = −0.92) and significantly reduced further still after texting (t(131) = −6.69, p < .001, d = −1.40). This has direct implications for maternal support and education, suggesting that communicating using audio functions rather than texting has the potential to reduce experiences of mother–infant negative affect after episodes of technoference.

In two studies of attitudes and beliefs of American adults (N = 482), there is a substantial positive correlation between pro-natural and pro-sustainability, a weak negative correlation between pro-technology and pro-natural, and a moderate positive or negative correlation between pro-technology and pro-sustainability, depending on the way technology is framed. Participants also believe strongly that natural policies are ‘good for’ sustainability. Liberals are substantially more pro-sustainable than conservatives, but both political groups are strongly pro-natural. Most respondents explicitly believe that organic farming is ‘good for sustainability’, and many believe that genetically engineered foods are not good for sustainability. On open-ended explanations for their beliefs about positive linkages between natural and sustainability, respondents’ reasons are frequently vague, very generic, factually incorrect, or irrelevant to sustainability (e.g., claims that genetically modified organisms are unnatural or bad for human health). Respondents are inclined to believe in a positive association, often a causal link, between natural and sustainable, both concepts they favor. Additional results from a British adult sample show that 65% agree with the statement: ‘Generally, more natural things cause more sustainable outcomes.’ This may be an example of causal inference supported by congruent valences.

This study examined the development of bilingual lexical networks in adolescence through word association task and network analysis. Participants were Chinese–English bilinguals in Grade 8 (middle school; aged 13–14 years) and Grade 11 (high school; aged 16–17 years). Networks were constructed based on word association responses separately for each grade and language, and structural properties of networks were computed. Results showed that from Grade 8 to Grade 11, the Chinese networks displayed increased within-group convergence while maintaining overall structural stability and small-world features. In contrast, the English networks expanded in size, with longer average shortest paths, higher local clustering, and greater modularity (Q), reflecting rapid growth and restructuring, while also exhibiting small-world features. Across grades, L1 networks remained larger and more structured than L2 networks, though the gap decreased over time, indicating increasing cross-language similarity. These findings provide new insights into bilingual lexical development during the adolescent years.

We investigated the dual relationship between information and communication technology (ICT) use at work and employee well-being through the framework of the job demands-resources theory. Data were collected from the seventh European Working Conditions Survey (Eurofound), which involved 37 countries and a representative sample of 7,900 workers. The findings revealed that ICT plays a dual role. On one hand, ICT enhances job autonomy, which positively influences work engagement and, subsequently, improves well-being. On the other hand, ICT use increases workload, leading to greater job exhaustion and reduced well-being. Additionally, autonomy was found to be negatively related to exhaustion, offering a secondary positive pathway to well-being. The study also examined the moderator role of employee age. Results showed that age amplifies the negative relationships between ICT use, workload, and well-being. Overall, the study highlights the complex interplay between ICT use at work and employee well-being.