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Space and numbers are closely linked to each other in the human mind and brain. These bidirectional links may be the end product of innate biases and/or developmental, educational, and acculturation processes. Whatever their origin may be, there is no doubt that space-number relationships are influenced by linguistic and other cognitive determinants in adults. Biological development, refinement of domain-general abilities like inhibition, working memory capacity, reasoning skills, embodied representations underlying spatial and/or numerical processes may create a basis for formation or restructuring of the links between space and numbers. In modern societies, all this happens in parallel to enculturation encompassing linguistic factors (e.g., reading / writing direction; grammatical number forms), cognitive factors that are not or only partially related to language (e.g., working memory, inhibition) and those that are explicitly related to formal math education and culture (e.g., teaching a number line, individually, culturally or religiously (dys-)preferred numbers like 3, 8, 12, or 13). However, such processes neither begin nor end with adulthood, but continue developing through the lifespan. The associations between space and numbers seems to vary across lifetime development: some space-number relationships become weaker with age so that it is easier to inhibit processing of irrelevant spatial / numerical features in conflicting stimuli. On the other hand, some space number associations are strengthened in lifetime development, possibly due to longer exposure to cultural factors, as well as due to decrease in efficiency of inhibition mechanism. A better theoretical distinction is needed to differentiate the development of different types of space-number relationships over the lifetime. For instance, an important distinction in such models is the distinction between directionality of space-number relations (e.g., SNARC effect) and extension of spatial and numerical magnitudes, such as conflicts between spatial and numerical codes in Approximate Number System (ANS) tasks, where different numerosities (and hence different visually corresponding aspects) have to be compared.

Spatial-numerical association --- number processing --- spatial biases --- cognitive development --- Spatial-numerical association taxonomy

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Space and numbers are closely linked to each other in the human mind and brain. These bidirectional links may be the end product of innate biases and/or developmental, educational, and acculturation processes. Whatever their origin may be, there is no doubt that space-number relationships are influenced by linguistic and other cognitive determinants in adults. Biological development, refinement of domain-general abilities like inhibition, working memory capacity, reasoning skills, embodied representations underlying spatial and/or numerical processes may create a basis for formation or restructuring of the links between space and numbers. In modern societies, all this happens in parallel to enculturation encompassing linguistic factors (e.g., reading / writing direction; grammatical number forms), cognitive factors that are not or only partially related to language (e.g., working memory, inhibition) and those that are explicitly related to formal math education and culture (e.g., teaching a number line, individually, culturally or religiously (dys-)preferred numbers like 3, 8, 12, or 13). However, such processes neither begin nor end with adulthood, but continue developing through the lifespan. The associations between space and numbers seems to vary across lifetime development: some space-number relationships become weaker with age so that it is easier to inhibit processing of irrelevant spatial / numerical features in conflicting stimuli. On the other hand, some space number associations are strengthened in lifetime development, possibly due to longer exposure to cultural factors, as well as due to decrease in efficiency of inhibition mechanism. A better theoretical distinction is needed to differentiate the development of different types of space-number relationships over the lifetime. For instance, an important distinction in such models is the distinction between directionality of space-number relations (e.g., SNARC effect) and extension of spatial and numerical magnitudes, such as conflicts between spatial and numerical codes in Approximate Number System (ANS) tasks, where different numerosities (and hence different visually corresponding aspects) have to be compared.

Science: general issues --- Psychology --- Spatial-numerical association --- number processing --- spatial biases --- cognitive development --- Spatial-numerical association taxonomy

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The monograph answers questions about the perception and viewpoints of languages and language varieties among high school students from Slovakia and Slovenia. With the help of surveys and language cards general linguistic, socioand psycholinguistic knowledge, stereotypes, preferences and identifications with languages and language varieties are analyzed quantitatively and qualitatively. The analyses show the following results: Slovene and Slovak as L1 of most high school students have a prestigious position, with high school students from Slovene strongly identifying with (traditional) regions. Neighboring countries and languages are less important in the linguistic world of high school students, although at the same time, a kind of hidden multilingualism can be observed. High school students from both countries share the same stereotypes about some European languages, and they agree with the same prejudices, even Eurocentric ones. Aesthetically, they prefer Romance languages, and they have little general linguistic and psycholinguistic knowledge as well as relatively little sociolinguistic knowledge. Based on all the results, recommendations for language and school policy in both countries have been made.

Secondary schools --- secondary school students; general linguistic phenomena and processes; sociolinguistics; psycholinguistics; stereotypes; biases; aestetic preferences; identifikations with languages; Sprachkarten, recommendations

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Settings, such as patient-centered medical homes, can serve as ideal places to promote interprofessional collaboration among healthcare providers (Fjortoft et al., 2016). Furthermore, work together by teams of interprofessional healthcare students (Van Winkle, 2015) and even practitioners (Stringer et al., 2013) can help to foster interdisciplinary collaboration. This result occurs, in part, by mitigating negative biases toward other healthcare professions (Stringer et al., 2013; Van Winkle 2016). Such changes undoubtedly require increased empathy for other professions and patients themselves (Tamayo et al., 2016). Nevertheless, there is still much work to be done to foster efforts to promote interprofessional collaboration (Wang and Zorek, 2016). This work should begin with undergraduate education and continue throughout the careers of all healthcare professionals.

Interdisciplinary Communication --- Mitigating biases --- Competency based education --- DELIBERATE PRACTICE --- critical thinking and reflection --- interprofessional education --- Empathy --- Multidisciplinary teams --- patient centered care

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"Do you derail yourself or do you propel yourself toward success? Your decisions lead to your destiny. You can make good decisions or bad decisions. These decisions are very often based on your mindset. Recognizing the power of your mindset is essential to reaching your destiny. Your mindset includes your goals, values, beliefs, and mode of work. It provides the framework for how you think, how you behave, and why you make decisions. Understanding your mindset puts you in control of your life. The 21st century world of work requires workers to make good and relevant decisions. This book contains thought-provoking insights into your decisions that drive your success. It speaks to anyone who would like to create and navigate a personal environment for individual success toward a desired destiny."--

Success in business --- Psychological aspects. --- Mindset of awareness. --- Intentional mindset. --- Controlling mindset. --- Beliefs and biases. --- Narrative. --- Inquiry. --- Lifelong learning. --- Autonomous work. --- Autonomy and learning. --- Mode of work. --- Stakeholders. --- A knowledge mindset. --- Origins of mindset. --- Knowledge environments. --- Functions of mindset. --- Goals. --- Values. --- Beliefs. --- Biases.