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This meant that the ADHD group had increased efficiency of selective attention with higher load, while the SCT group had low efficiency of selective attention even under high loads. These results suggest that the symptoms of "slow" or "distracted" in SCT could be attributed to the reduced speed and efficiency of selective attention in early information processing and the problem can be pronounced in situations with distractors. The results of the study imply that the attention-deficit-like symptoms shown in those with SCT and ADHD can be distinguished in specific stage of information processing.The use of assistance systems aimed at reducing road fatalities is spreading, especially for car drivers, but less effort has been devoted to developing and testing similar systems for powered two-wheelers (PTWs). Considering that over speeding represents one of the main causal factors in road crashes and that riders are more vulnerable than drivers, in the present study we investigated the effectiveness of an assistance system which signaled speed limit violations during a simulated moped-driving task, in optimal and poor visibility conditions. Participants performed four conditions of simulated riding one baseline condition without Feedback, one Fog condition in which visual feedback was provided so as to indicate to the participants when a speed limit (lower than that indicated by the traffic signals) was exceeded, and two post-Feedback conditions with and without Fog, respectively, in which no feedback was delivered. Results showed that participants make fewer speeding violations when the feedback is not provided, after 1 month, and regardless of the visibility condition. Finally, the feedback has been proven effective in reducing speed violations in participants with an aggressive riding style, as measured in the baseline session.Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. [https://www.selleckchem.com/products/Sodium-butyrate.html this website] Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using easily accessible programs and platforms. Four-year-old children's (N = 56) performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits.This article reports on the development of an instrument to measure the perceived stress that results from the use and ubiquity of digital technology in the workplace. Based upon a contemporary understanding of stress and a set of stressors that is a substantial update to existing scales, the Digital Stressors Scale (DSS) advances the measurement of digital stress. Initially, 138 items were constructed for the instrument and grouped into a set of 15 digital stressors. Based on a sample of N = 1,998 online questionnaires completed by individuals representative of the US employed population, the scale was refined using exploratory factor analyses (EFA) and PLS-SEM. The resulting and final scale consists of ten stressor categories reflective of one higher-order construct and a total of 50 items. Through a nomological network that includes important outcome variables of digital stress (emotional exhaustion, innovation climate, job satisfaction, user satisfaction) it was then demonstrated that the DSS provides substantial explanatory power, particularly related to emotional exhaustion and user satisfaction. Thus, the DSS constitutes a state-of-the-art self-report instrument to measure the extent of distress appraisal related to digital technologies in the workplace and helps to explain further how and why information and communication technologies can lead to adverse outcomes in individuals, thereby providing the starting point for job related organizational interventions.Self-efficacy is an important predictor of learning and achievement. By definition, self-efficacy requires a task-specific assessment, in which students are asked to evaluate whether they can solve concrete tasks. An underlying assumption in previous research into such assessments was that self-efficacy is a one-dimensional construct. However, empirical evidence for this assumption is lacking, and research on students' performance suggests that it depends on various task characteristics (e.g., the representational format). The present study explores the potential multi-dimensionality of self-efficacy in the topic of linear functions. More specifically, we investigate how three task characteristics - (1) the representational format, (2) embedding in a real-life context, or (3) the required operation - are related to students' self-efficacy. We asked 8th and 9th graders (N = 376) to evaluate their self-efficacy on specific linear function tasks which systematically varied along the three dimensions of task characteristics. Using confirmatory factor analysis, we found that a two-dimensional model which includes the task characteristic of real-life context (i.e., with vs. without a real-life context) fitted the data better than other two-dimensional models or a one-dimensional model. These results suggest that self-efficacy with linear functions is empirically separable with respect to tasks with vs. without a real-life context. This means that in their self-evaluation of linear function tasks students particularly rely on whether or not the linear function task is embedded in a real-life context. This study highlights the fact that even within a specific content domain students' self-efficacy can be considered a multi-dimensional construct.