or valence effects for vignettes compared to pictures and valence-specific effects on eye movements in reading at the supralexical level.The implicit motivational needs for power, achievement, and affiliation are relevant for sports performance. Due to their hypothesized association with functions of the right hemisphere (McClelland, 1986), they may influence lateralized perceptual and motor processes. And due to their interactions with motive-specific incentives, they may influence performance conditional on the presence of suitable incentives. This preregistered study, conducted mostly online, examines motivational needs using a standard picture-story exercise (PSE) and their associations with indicators of perceptual and motor laterality and sports performance in gymnasts (N = 67). Further it explores how implicit motives interact with suitable motivational incentives in the prediction of sports performance. Results partly confirm a link between indicators of cerebral rightward laterality and implicit motives the implicit affiliation and achievement motives are positively associated with an indicator of emotional-perceptional laterality (chimeric-faces task), but not with an indicator of motor laterality (turning bias). Moreover, the implicit achievement motive was positively correlated with training hours. The implicit affiliation motive was negatively associated with the highest attained competition level. The presence of achievement incentives (perceived control, failure) and affiliation incentives (training together or alone) did not interact with corresponding motives to predict sports performance.This study aimed to investigate the influence of dispositional self-construal on self-related processing. Event-related potentials (ERPs) were recorded for a participant’s own and a famous person’s name in a three-stimulus oddball task. The results showed greater P2 and P3 amplitudes induced by one’s own than by a famous person’s name in both independent and interdependent self-construal groups. However, no N2 amplitude differences were found between the partcipant’s own name and a famous person’s name in either group. Moreover, the strength of the P2 effect (own vs. famous person’s name) was stronger in the independent than in the interdependent self-construal group, whereas the P3 effect was similar between these two groups. Thus, these findings might reflect fast modulation of self-related processing by dispositional self-construal.The collective construct of Team Emotional Intelligence (TEI) has been widely used and discussed. However, although several studies have examined the relationship between individual emotional intelligence and transformational leadership, few reports have explored the TEI of leadership teams. The aim of this study was to develop a scale to measure TEI, developing and validating the T-TMMS in a sample of 1,746 participants grouped into 152 leadership teams. The research design of the study was cross-sectional, and, in order to observe reliability as well as the construct, convergent, and predictive validity of the scale, we conducted an internal consistency analysis, confirmatory factor analysis, as well as a correlation and hierarchical linear regression analysis. The T-TMMS showed a three-factor structure (Attention, Clarity, and Repair), with adequate internal consistency, temporal stability, and convergent validity. We also examined the relationship between TEI and organizational performance. The limitations and implications of this new scale for organizational contexts are discussed.Memories of near-death experiences (NDEs) are recalled as “realer” than memories of other real or imagined events. Given their rich phenomenology, emotionality and consequentiality, it was hypothesized that they could meet some aspects of the definition of flashbulb memories. We aimed to identify and compare the episodic and non-episodic information provided in verbal recollections of NDE, flashbulb, and control autobiographical memories. The phenomenological characteristics and centrality of the memories were also compared. Twenty-five participants who had lived a NDE in a life-threatening situation were interviewed and completed the Memory Characteristics Questionnaires as well as the Centrality of Event Scale for their NDE, a flashbulb and another autobiographical memory used as control. Overall, transcribed NDE verbal recollections included a higher overall amount of details and more internal/episodic information than control autobiographical and flashbulb memories. Moreover, flashbulb memories were associated to a lower intensity of feelings while remembering and a lower personal importance, and are less reactivated and less susceptible to be remembered from a first person perspective compared to NDE and control autobiographical memories. Mdivi-1 Finally, NDE memories are the most central memories to experiencers’ identity, followed by control autobiographical and then by flashbulb memories. These findings corroborate previous studies highlighting the impact and uniqueness of NDE memories.International large-scale assessments, such as the Program for International Student Assessment (PISA), are conducted to provide information on the effectiveness of education systems. In PISA, the target population of 15-year-old students is assessed every 3 years. Trends show whether competencies have changed in the countries between PISA cycles. In order to provide valid trend estimates, it is desirable to retain the same test conditions and statistical methods in all PISA cycles. In PISA 2015, however, the test mode changed from paper-based to computer-based tests, and the scaling method was changed. In this paper, we investigate the effects of these changes on trend estimation in PISA using German data from all PISA cycles (2000-2015). Our findings suggest that the change from paper-based to computer-based tests could have a severe impact on trend estimation but that the change of the scaling model did not substantially change the trend estimates.Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students’ gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research.