This scoping review of conceptualizations of fundamentalism scrutinizes the concept's domain of application, defining characteristics, and liability to bias. We find fundamentalism in four domains of application: Christianity, other Abrahamic religions, non-Abrahamic religions, and non-religious phenomena. The defining characteristics which we identify are organized into five categories: belief, behavior, emotion, goal, and structure. We find that different kinds of fundamentalisms are defined by different characteristics, with violent and oppressive behaviors, and political beliefs and goals being emphasized for non-Christian fundamentalisms. Additionally, we find that the locus of fundamentalism studies is the Global North. Based on these findings, we conclude that the concept is prone to bias. When conceptualizing fundamentalism, three considerations deserve attention: the mutual dependency between the domain of application and the specification of defining characteristics; the question of usefulness of scientific concepts; and the connection between conceptual ambiguity and the risk of bias in the study of fundamentalism.

Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.

While the Talmian dichotomy between satellite-framed and verb-framed languages has been amply studied for motion events, it has been less discussed for locative events, even if Talmy considers these to be included in motion events. This paper discusses such locative events, starting from the significant cross-linguistic variation among Dutch, French, and English. Dutch habitually encodes location via cardinal posture verbs (CPVs; ‘SIT’, ‘LIE’, ‘STAND’) expressing the orientation of the Figure, French prefers orientation-neutral existence verbs like être ‘be’ and English – unlike for motion events – straddles the middle with a marked preference for be but the possibility to occasionally rely on CPVs. Through the analysis of recognition performances and gazing behaviours in a non-verbal recognition task, this study confirms a (subtle) cognitive impact of different linguistic preferences on the mental representation of locative events. More specifically, they confirm the continuum suggested by Lemmens (2005, Parcours linguistiques. Domaine anglais (pp. 223–244). Publications de l’Université St Etienne.) for the domain of location with French on the one extreme and Dutch on the other with English in-between, behaving like French in some contexts but like Dutch in others.

Children’s processing and comprehension of metonymy have received little attention in the developmental literature, which has mainly focused on children’s acquisition of metaphor abilities. However, it has been found that metonymy production and comprehension precede metaphor production and comprehension (Falkum et al., 2017; Nerlich et al., 1999; Pérez-Hernández & Duvignau, 2016; Runblad & Annaz, 2010). Nerlich et al. (1999) suggest that metonymic relations are exploited in overextensions produced by children up to age 2;5 and call these “compelled metonymic overextensions”. At this very early age, a child’s vocabulary is still relatively small, and this compels them to extend already known words to cope with their increasing communicative needs. These overextensions are, however, in most cases not random, as some type of associative relation (e.g., cause–effect, object–act, container–content, etc.) between the concepts referred to can be identified. This study focuses on the metonymic relations exploited by 18 Afrikaans-speaking infants and toddlers (between the ages of 0;6 and 2;0) in their early overextensions. The metonymic relations as described by Norrick (1981) as well as Radden and Kövecses (1999) are employed in the analysis. A total of 207 out of 1371 one-word utterances were identified as compelled metonymic overextensions and 11 types of metonymic relations could be identified as underlying these utterances. This study illustrates that the metonymic relations identified in such young children’s early language provide insight and understanding into how they categorise and associate various concepts with each other.

Words used to describe emotion are influenced by experience, context and culture; nevertheless, research studies often constrain participant response options. We explored the influence of response options on how people conceptualise emotion words in two cross-sectional studies. In Study 1 participants rated the degree to which a large set of emotion words (n = 497) fit five basic emotion categories – Happy, Sad, Angry, Fearful, Neutral. Twenty-four words that fit well within these categories were included in Study 2. In Study 2 response options were expanded to include two additional basic emotions (Disgust, Joy), and six complex emotions (Amusement, Anxiety, Contentment, Irritated, Pride, Relief). Only half of the Study 1 words were categorised into the same emotion categories in Study 2. An increase in diversity of ratings for both positive and negative valenced words suggested overlaps in people’s conceptualisations of emotion words. Results suggest potential benefits of providing research participants complex emotion categories of varying intensity, which may better reflect people’s nuanced conceptualisations of emotion. Future research exploring varied response options may provide further insight into how people categorise and differentiate emotion words.

This article provides guidance on the management of challenging behaviours (CBs) in dementia care, and introduces concepts from positive behavioural support not usually applied to dementia. While the use of formulations has received a lot of attention in recent years, the mechanisms of how to apply the formulation-led interventions requires more consideration. In order to assist caregivers to deliver effective interventions we need to have a better understanding of the CBs we are attempting to manage, and also produce management strategies with clearer goals. Ideally we would also want caregivers to be able to describe the skills they employ in a coherent manner in order to facilitate self-reflection and to be able to pass on their skills to junior colleagues. This paper attempts to fulfil these needs by integrating two new models with philosophies already used in dementia care. In terms of new concepts, the first is the Arousal Cycle, which gives caregivers an awareness of the five phases of a typical CB (wellbeing, trigger, escalation, CB, and recovery phase). In relation to the second, the Traffic Light analogy examines CBs in terms of four management stages: primary prevention, secondary prevention, reactive strategies, and calming strategies. It is proposed that we distinguish between these stages when composing our formulations and care plans, and thereby produce better targeted interventions. By the end of the paper the reader will have been presented with material integrating concepts from the fields of dementia and intellectual impairment, and been introduced to new ways of managing CBs.

Food photographs are widely used as instruments to estimate portion sizes of consumed foods. Several food atlases are available, all developed to be used in a specific context and for a given study population. Frequently, food photographs are adopted for use in other studies with a different context or another study population. In the present study, errors in portion size estimation of bread, margarine on bread and beverages by two-dimensional models used in the context of a Belgian food consumption survey are investigated. A sample of 111 men and women (age 45–65 years) were invited for breakfast; two test groups were created. One group was asked to estimate portion sizes of consumed foods using photographs 1–2 d after consumption, and a second group was asked the same after 4 d. Also, real-time assessment of portion sizes using photographs was performed. At the group level, large overestimation of margarine, acceptable underestimation of bread and only small estimation errors for beverages were found. Women tended to have smaller estimation errors for bread and margarine compared with men, while the opposite was found for beverages. Surprisingly, no major difference in estimation error was found after 4 d compared with 1–2 d. Individual estimation errors were large for all foods. The results from the present study suggest that the use of food photographs for portion size estimation of bread and beverages is acceptable for use in nutrition surveys. For photographs of margarine on bread, further validation using smaller amounts corresponding to actual consumption is recommended.