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The relationship between family socioeconomic status and cultural background on the career self-determination of Chinese and Kazakhstani students

IntroductionThe primary objective of this quantitative cross-cultural study is to precisely investigate how multi-dimensional objective family capital, subjective social status, and cultural values are jointly associated with the career agency of youth. Career self-determination is crucial for youth development, yet the factors associated with it are culturally specific. Grounded in Self-Determination and Social Cognitive Career Theories, this study aims to explore these complex relationships.MethodsThis study examines the interplay of family socioeconomic status (SES) and cultural values regarding the career self-determination of 1,020 students in China and Kazakhstan via a structured survey. Data were analyzed using structural equation modeling (SEM), multi-group comparisons, and relative weight analysis (RWA).ResultsKey findings reveal a significant structural difference in the association of family capital, rooted in differing national contexts (involutionary competition vs. reliance on relational networks). For Chinese youth, economic capital is the primary factor associated with career self-determination, whereas for Kazakhstani youth, social capital is paramount. Furthermore, the study establishes that subjective social class perception acts as a key psychological mediator in the relationship between objective family capital and career self-determination. While traditional values exhibit a direct negative association with self-determination across both cultures, they do not moderate the SES association.DiscussionThese findings enrich career development theories by highlighting their contextual boundaries in non-Western transitional societies and offer vital, culturally-sensitive guidance for youth career counseling policy within the “Belt and Road” initiative.

Correction: The relationship between patterns of artificial intelligence use, academic resilience, and burnout among graduate students in special education departments at Saudi universities

Acceptable risk as a psychological judgment: risk perception, trust, and fairness

Acceptable risk is often defined in technical, regulatory, or ethical terms. Yet people do not decide that a risk is acceptable simply by estimating probabilities or expected harms. Judgments of acceptability are also shaped by how a hazard is perceived, whether those responsible for managing it are trusted, and whether exposure is regarded as fair. This mini review brings together research on risk perception, trust, and fairness to show how acceptable-risk judgments are formed within interpersonal configurations of exposure, control, and justification. The framework distinguishes primarily self-regarding risks, other-controlled risks, and collectively governed or mandated risks, arguing that these configurations affect the relative salience of perceived threat, institutional credibility, and legitimacy. This perspective helps explain why technically similar risks may be tolerated, contested, or rejected across settings. It also identifies implications for future research on risk communication, public judgment, and the psychology of legitimacy.

Scientific agency in preschool STEM: a play-based developmental model

Early childhood STEM is often justified through future achievement or described through activities and materials, yet these accounts do not fully explain how playful exploration becomes child-authored inquiry. This article develops a conceptual account of scientific agency in preschool STEM: a young child’s situated capacity to influence how a phenomenon is questioned, investigated, interpreted, and revisited with others. The argument addresses a gap in activity-centered and outcome-oriented accounts of early STEM, which often document exposure, engagement, or intervention effects without specifying when hands-on experience becomes epistemic participation. The proposed Play-Based STEM Agency Model is a theoretically derived framework rather than the result of a single empirical intervention. It synthesizes early childhood pedagogy, constructivist and sociocultural learning theory, curiosity research, embodied cognition, and science education work on inquiry practices. The model proposes a recursive pathway in which play-based STEM inquiry creates accessible uncertainty; uncertainty invites epistemic curiosity; embodied investigation makes ideas testable through action and material feedback; and meaning-making connects experience with comparison, representation, explanation, and revision. Scientific agency emerges when children’s contributions shape the direction of inquiry and are recognized by teachers and peers. By specifying mechanisms, moderators, and boundary conditions, the model generates testable hypotheses and offers process-sensitive indicators for research, teacher education, and assessment in preschool STEM.

From strain to estrangement: the role of personality in predicting parent-child relational outcomes

IntroductionParent-child estrangement is a prevalent yet understudied phenomenon, with existing research largely emphasizing circumstantial and cultural explanations while overlooking the potential role of personality. Guided by Five-Factor Theory, the present study examined whether Big Five personality traits and their lower-order aspects predict estrangement outcomes among parents and adult children within strained relational contexts.MethodsUsing a cross-sectional survey design, participants (N = 520; 368 parents, 152 adult children) were recruited from an online parent-child estrangement support community and completed measures of demographic characteristics, estrangement status (operationalized via frequency of contact and communication), and personality (Big Five Aspects Scale). Binary logistic regression analyses were conducted separately for parents and adult children, controlling for relevant demographic variables.ResultsAmong parents, higher extraversion significantly predicted increased odds of being estranged by an adult child. Among adult children, higher openness significantly predicted reduced odds of initiating estrangement. No other personality traits were significant predictors in either group. With respect to demographic variables, higher educational attainment among adult children was associated with reduced odds of estrangement.DiscussionThese findings suggest that personality traits help explain why similar relational contexts culminate in estrangement for some individuals but not others. Consistent with Five-Factor Theory, results support the proposition that basic tendencies are associated with characteristic adaptations, such as relational expectations, cognitive appraisals, and conflict styles, which are associated with estrangement-related behaviors. By identifying personality as a theoretically grounded and previously unexamined contributor, this study supports the development of more integrative models of estrangement that incorporate traits, culture, and circumstance.

Beyond ethics and aesthetics: perceived lay theory violations and agency disruption in AI-generated art

The use of AI to generate art has sparked responses ranging from fascination to anger and resistance, raising fundamental questions about the nature of creativity and human artistic identity. This paper argues that the devaluation of AI-generated work stems in part from disruptions to culturally ingrained lay theories of creativity. These intuitive frameworks link artistic value to human creative performance, particularly the perceived “spark” of embodied insight and a coherent history of generative human agency. Unlike traditional creative processes, AI is perceived as proceduralizing the associative processes underlying creative insight, producing artifacts in which the link between the creative performance and the artistic outcome is no longer readily reconstructible. This shift generates a psychological gap: observers may recognize the aesthetic quality of an artifact while struggling to anchor it to a coherent human generative process. Drawing on frameworks of agency mapping, artistic communication, and appraisal-based emotion, the analysis shows how AI disrupts the mechanisms that audiences rely on to value and categorize art. Rather than tracking surface cues in the artifact, these mechanisms depend on reconstructing a human creative performance that links intention, process, and outcome into a unified generative history. When this reconstruction fails, artifacts no longer reliably satisfy mechanisms such as magical contagion, the extended self, the artistic design stance, and communicative inference, all of which depend on perceiving a human mind as the originating source of creative action. This structural breakdown elicits two core emotional responses: aesthetic anger, triggered by violations of expectations about human creative authorship, and ontological unease, arising from the simulation of uniquely human creative processes by a non-biological system. The paper further examines organizational framings of AI-generated art—as Tool, Collaborator, or Threat—highlighting how these interpretations attempt to stabilize uncertainty in agency reconstruction. Understanding these cognitive and emotional dynamics clarifies why AI-generated art provokes resistance even when its outputs are aesthetically compelling.

Coping with uncertainty in college: a TMIM-based study on incoming first-year university students

Guided by the Theory of Motivated Information Management (TMIM), this study examines how Chinese incoming first-year university students (N = 417) manage pre-enrollment uncertainty through information seeking. Data were analyzed using structural equation modeling. Results show that uncertainty discrepancy positively predicts anxiety. Anxiety was positively associated with outcome expectancy but negatively associated with efficacy expectancy. Both cognitive appraisals significantly predict information-seeking behavior. Furthermore, information overload serves as a moderator that strengthens the relationship between anxiety and outcome expectancy. Finally, consumption-oriented new media literacy exerts differentiated moderating effects: it enhances the impact of efficacy expectancy on information seeking while reducing the influence of outcome expectancy. By integrating information overload and consumption-oriented new media literacy into the TMIM framework, this study reveals how incoming first-year university students manage uncertainty in complex information environments.

Psychological safety in sport: validation of the French Sport Psychological Safety Inventory (SPSI-FR)

IntroductionPsychological safety is increasingly recognized as a key determinant of athletes’ wellbeing and sustainable performance, particularly in youth sport. Despite growing interest in the construct, validated tools to measure it remain largely limited to English contexts. This study thus aimed to validate a French translation of the Sport Psychological Safety Inventory (SPSI).Materials and methodsA sample of 210 francophone elite youth athletes aged between 14 and 25 (Mage = 18.2, SD = 2.26; 68.6% female) from a wide range of sports completed an online survey in 2024.ResultsA confirmatory factor analysis, replicating the original three-factor structure of the SPSI (the factors being “mentally healthy environment”, “mental health literacy” and “low self-stigma”) showed good model fit (RMSEA = 0.076, SRMR = 0.034, CFI = 0.990, and TLI = 0.986) and strong internal consistency (α = 0.87; ω = 0.93). Furthermore, demonstrating good convergent and divergent validity, the scores of the French SPSI correlated positively with psychological wellbeing (r = 0.41) and quality of the coach–athlete relationship (r = 0.39), and negatively with interpersonal violence in sport (r = −0.22). Gender invariance was demonstrated, as neither scalar measurement nor latent mean scores differed between boys and girls.DiscussionThese findings support the SPSI-FR as a reliable and valid measure of psychological safety in francophone sport contexts for both girls and boys. Its robust psychometric properties enable its use to monitor athlete wellbeing, assess intervention outcomes, and examine associations between psychological safety, mental health, and other sport environment variables.

From challenge-skills balance to wellbeing in sports: the role of team identification and flow

This study investigated the psychological mechanisms linking challenge-skills balance to psychological wellbeing among team-sport athletes, considering team identification and flow experience as the fundamental drivers of this relationship. A sample of 281 team-sport athletes completed an online survey comprising measures of challenge-skill balance, team identification, flow, and wellbeing. Results supported the hypothesized model: Athletes who perceived their competencies as congruent with competitive demands reported stronger team identification, which in turn was related to deeper flow experiences. Flow was then associated with wellbeing, mediating the effect of team identification. These findings highlight the interconnected role of cognitive resources, social identity processes, and optimal experiential states in sustaining athletes’ psychological wellbeing.

How school climate influences teacher innovation: the chain mediation role of teacher autonomy and self-efficacy

IntroductionTeacher innovation is a key manifestation of teachers’ professional competence and is essential for school development and student learning. Although previous research has identified a positive association between school climate and teacher innovation, the underlying mechanisms remain insufficiently explored, particularly in the Chinese context.MethodsDrawing on psychological empowerment theory, this study examines the relationship between school climate and teacher innovation and tests a sequential mediation model involving teacher autonomy and self-efficacy. Data were collected from 3,976 secondary school teachers in Shanghai, China, using the TALIS 2018 database. Structural equation modeling was employed for data analysis.ResultsThe results indicate that school climate has a significant positive effect on teacher innovation. In addition, teacher autonomy and self-efficacy sequentially mediate this relationship, forming a chain pathway: School Climate → Teacher Autonomy → Self-Efficacy → Teacher Innovation. Specifically, a positive school climate enhances teacher autonomy, which subsequently strengthens teachers’ self-efficacy and ultimately promotes innovative behavior.DiscussionThese findings clarify the mechanisms linking school climate to teacher innovation and extend psychological empowerment theory by highlighting the sequential interplay between autonomy and competence in shaping teachers’ innovative behavior.

Parental mediation profiles across six European countries: a person-centered analysis using three-wave longitudinal data

BackgroundParents use diverse strategies to mediate children's digital media use, yet prior research has largely examined them in isolation using variable-centered approaches. The few person-centered studies use single-country samples and have not validated longitudinal profile stability.MethodsLatent profile analysis (LPA) and latent transition analysis (LTA) were applied to three-wave longitudinal data from the ySKILLS project (six European countries: Estonia, Finland, Germany, Italy, Poland, Portugal; ages 11–20), using Mplus 8.3 with robust maximum likelihood (MLR) and full-information maximum likelihood (FIML) for missing data. The analytic sample comprised N = 9,881 participants with valid data on at least one mediation indicator across waves (W1 N = 5,675; W2 N = 6,238; W3 N = 5,472); the cross-sectional EFA used N = 5,833 (W1, eight items). Two standardized composites (restrictive, enabling mediation) served as LPA indicators; a monitoring item was reserved for external validation. Cross-national distributions were tested with χ2 and Cramér's V; distal outcomes (six wellbeing variables) with the BCH method; stability and country moderation via three-wave and multi-group LTA (measurement invariance).ResultsThree profiles emerged: Disengaged (40.2%), Moderate Balanced (35.4%), and Active All-Round (24.4%). Profile validity was confirmed against monitoring (F(2, 5,410) = 910.80, p < .001, η2 = 0.252). Prevalence varied significantly across countries (χ2 (10) = 365.63, p < 0.001, Cramér's V = 0.179): Estonia had the most Disengaged adolescents (58.4%; ASR = +13.4), Portugal the most Active All-Round (33.6%; ASR = +8.5). BCH analyses revealed a threshold rather than gradient pattern: Disengaged adolescents showed less favorable outcomes than both Moderate and Active profiles, which differed less consistently. Multi-group LTA revealed uniform drift toward Disengaged across all six countries from W1 to W3 (2-year net increases: +12.1–+25.2 pp), with Disengaged highly absorbing in every country (one-wave stability: 0.830–0.965).ConclusionParental mediation strategies co-occur in interpretable configurations that vary across cultures and developmental stages. Disengaged adolescents showed less favorable outcomes than those whose parents engaged at any level (threshold pattern), supporting basic engagement over its absence. The absorbing nature of disengagement across all six countries underscores the need for universal early-adolescence interventions before it consolidates.

Structuring the AI-enabled home learning environment: a gatekeeper model of digital capital, trust, and relational support

IntroductionAs AI tools increasingly enter family life, parents function as gatekeepers who may shape whether AI becomes part of a governable learning ecology or remains an unregulated convenience. This study examined how family background, digital capital, AI-related beliefs, and relational support are associated with parental behavioral intention and willingness to pay in the AI-enabled home learning environment.MethodsWe surveyed 585 Chinese parents of children from preschool through secondary school, and 567 valid responses were analyzed. An associational structural path model with observed composite variables was estimated, linking socioeconomic status, household AI use, parental digital literacy, cultural capital, AI trust, privacy concerns, algorithmic awareness, parental mediation, and home-school collaboration to behavioral intention and willingness to pay.ResultsHousehold AI use was positively associated with parental digital literacy but did not consistently relate to broader digital capital or governance readiness. Socioeconomic status was associated with downstream support primarily through parental digital literacy, which was related to higher trust and, via relational supports, to behavioral intention. Willingness to pay was interpreted more cautiously as a financial-intention outcome. The model explained more variance in behavioral intention than in willingness to pay, and subgroup analyses indicated broadly comparable structural patterns across sample-defined lower- and higher-SES groups.DiscussionThese findings suggest that equity-oriented AI-in-education initiatives should prioritize parents' digital capability, calibrated trust, and relational infrastructures that enable families to govern, not merely consume, AI in children's learning. Because the data are cross-sectional, the findings should be interpreted as associations rather than causal pathways.

Flourishing in individuals undergoing maintenance hemodialysis in Shanghai: a Latent Profile Analysis

ObjectiveThis study aimed to reveal the profiles of the flourishing in undergoing maintenance hemodialysis (MHD) and to investigate influencing factors guided by the principles of Social Support Resource Theory.MethodsA total of 376 MHD patients were recruited between October and November 2022. The study used the PERMA Profiler of Chinese Version, Regulatory Emotional Self-Efficacy Scale, Perceived Social Support Scale, and Simplified Coping Style Questionnaire for data collection. Latent Profile Analysis was used to identify flourishing subgroups, and multiple regression analyses were used to explore the associations between latent profiles and sociodemographic and psychosocial characteristics.ResultsThree distinct profiles were identified: the “Low Flourishing-Low Meaning” profile [n = 77 (20.48%)]; “Moderate Flourishing-Low Accomplishments” profile [n = 153 (40.69%)]; and the “High Flourishing-Low Engagement” profile [n = 146 (38.83%)]. Regression analysis revealed that coping style, social support, and regulatory emotional self-efficacy were significantly correlated with these subgroups.ConclusionThe flourishing levels of MHD patients are individualized. This study identified 3 distinct profiles of flourishing in MHD patients and found significant associations between these profiles. Our findings highlighted that targeted intervention should be developed based on the characteristics of each subgroup to improve their mental health and quality of life.

The impact of emotional labor on turnover intention: the mediating role of job burnout and the moderating role of perceived organizational support

The global shift toward a service–oriented economy has made emotional labor an inevitable occupational demand, yet its impact on frontline bank employees' occupational health remains underexplored. Drawing on Conservation of Resources theory, this study investigates the relationships among emotional labor, job burnout, turnover intention, and perceived organizational support(POS), distinguishing between surface acting and deep acting. A survey was conducted among 265 frontline employees of a commercial bank in China. Surface acting was positively associated with turnover intention, while deep acting was negatively associated. Job burnout partially mediated both relationships, with mediation proportions of 53.26% and 54.90%, respectively. POS moderated these effects: high support weakened the adverse effect of surface acting on burnout and strengthened the protective effect of deep acting. This study advances COR theory by demonstrating POS's asymmetric buffering vs. amplifying mechanisms in a high–power–distance service context. Emotional labor represents a significant occupational health risk with dimension–specific pathways, and organizational support serves as a critical external resource for buffering these risks.

Validation of the AI literacy questionnaire for Chinese pre-service teachers: psychometric evidence and profiles for differentiated educational evaluation

This study translated and adapted the AI Literacy Questionnaire for Chinese pre-service teachers, grounded in Expectancy-Value Theory as a pre-specified theoretical framework. Examining its psychometric properties in a sample of 341 pre-service teachers (78% female; 86.5% third-year students) from Guangdong Province, exploratory and confirmatory factor analyses supported a 24-item, five-factor structure: AI Ethics, AI Behavioral Commitment, AI Self-efficacy, AI Cognitive Application, and AI Intrinsic Motivation. The five-factor model showed acceptable fit and stable results across estimation methods, with the separation of self-efficacy and intrinsic motivation consistent with theoretical expectations. Internal consistency, convergent validity, and discriminant validity were supported. Configural invariance across gender was established, though metric and scalar invariance were not, likely attributable to the limited male sample size (n = 75). Criterion-related validity was partially supported, with AI Ethics, Behavioral Commitment, and Cognitive Application showing significant positive associations with AI teaching integration. Exploratory profile analysis identified four distinct profiles interpreted through Expectancy-Value Theory: Overall High-level Type (27.8%), Medium-level Type (41.3%), High Ethics-Low Self-efficacy Type (19.4%), and Overall Low-level Type (11.5%). The profiles showed significant grade development characteristics and differences in AI teaching integration ability, providing a basis for differentiated instructional approaches. Given sample characteristics, results should be interpreted with appropriate generalizability boundaries.

Pre-shot strategy selection and scoring performance in golf

IntroductionPre-shot strategy selection in golf occurs under relatively low external time pressure, allowing players to become attuned to the affordances of the hole before executing the tee shot. The association between such pre-shot affordance engagement and scoring outcomes has, however, received limited empirical attention. Drawing on ecological dynamics, we conceptualised aggressive versus conservative tee-shot decisions on dogleg holes as differing forms of engagement with the affordance landscape, and examined how scoring outcomes were associated with this engagement both within and between players.MethodsEighty-one male university (amateur) golfers (mean handicap = 25.99, SD = 9.50) played three dogleg holes on a single regulation course, choosing between an aggressive line that cuts across the corner and a conservative line that follows the fairway. Each player declared their intended strategy verbally before each tee shot; total strokes were recorded per hole and converted to score-to-par. A Bayesian multilevel model with within-between decomposition was applied to 243 observations to separate stable between-player strategic tendencies from situational within-player decision variation.ResultsWithin-player deviations toward aggressive decisions were credibly associated with higher scores relative to par [Estimate = 0.51, 95% CrI (0.11, 0.90), p (β > 0) = 0.993], amounting to approximately half a stroke per hole. The between-player effect of stable strategic tendency was inconclusive [Estimate = 0.26, 95% CrI (−0.29, 0.80)]. A random slope model provided exploratory evidence that the decision-performance association varied across individuals, with a positive intercept-slope correlation (r = 0.70) suggesting that players with weaker baseline performance showed larger within-player decision-performance associations; this finding was sensitive to prior specification and should be regarded as preliminary. The within-player association was robust to alternative regression-coefficient priors and to a cumulative ordinal model.DiscussionWithin the present three-hole single-course design, situational within-player deviations were more informative than coarse player-type classifications. These observational findings support the application of within-between decomposition in sport decision-making research.

The effects of generative AI usage on employee knowledge behavior: a perspective based on the Automation–Augmentation Paradox

Generative AI is reshaping knowledge work, yet its influence on employee knowledge behavior remains theoretically fragmented. Drawing on the Automation–Augmentation Paradox and Cognitive Appraisal Theory, this study constructs a dual-pathway moderated mediation model to examine how generative AI usage simultaneously affects knowledge sharing and knowledge hiding. We propose that AI usage enhances self-efficacy through the augmentation mechanism, thereby promoting knowledge sharing through the empowerment pathway, while simultaneously heightening job insecurity through the automation mechanism, thereby reinforcing knowledge hiding through the threat pathway. To capture the net behavioral tendency, we introduce Knowledge Behavior Relative Intensity, defined as the difference between knowledge sharing and knowledge hiding scores, as an integrative outcome variable. Furthermore, competitive psychological climate is examined as a moderator that amplifies both pathways. Using survey data from 428 knowledge workers in China, we tested the hypotheses with hierarchical regression and PROCESS bootstrap analyses. Results supported all hypotheses: AI usage positively predicted both knowledge sharing and knowledge hiding, with the former effect substantially stronger. The two indirect effects constituted competitive mediation, with opposing directions that statistically offset each other. Competitive psychological climate simultaneously strengthened both pathways. These findings advance the understanding of AI's paradoxical effects on knowledge behavior and offer practical implications for organizations managing AI adoption alongside knowledge governance.

Health concerns, self-control, and low-calorie food purchasing behavior

ObjectivesThis study examines the relationships among health concerns, self-control, and consumers’ low-calorie food purchasing behavior.MethodsA total of 320 valid electronic questionnaires were collected from respondents across various regions in China. Factor analysis was employed to calculate the composite scores of the latent variables, which were subsequently used to test the proposed hypotheses.ResultsHealth concerns exerted a significant positive effect on self-control (β = 0.14, CR = 2.08, p 

Yan Hui and Zhuangzi: the way of spiritual healing in the twin peaks of Confucianism and Daoism

Yan Hui and Zhuangzi have often been read as representing two contrasting traditions of self-cultivation in early Chinese philosophy. Against the background of contemporary concern with psychological distress, this article argues that the Analects and the Zhuangzi illuminate a shared problem: how the heart-mind may be reoriented under conditions of suffering, instability, and attachment. Through close textual analysis, the article shows that the Confucian materials associated with Yan Hui address this problem by giving desire, conduct, and affect an ethical form through ritual discipline, moral commitment, and reflective self-cultivation, whereas the Daoist materials in the Zhuangzi address it by loosening evaluative fixation through stillness, receptivity, and release from rigid conceptual insistence. What emerges is neither a simple juxtaposition of two traditions nor their reduction to a single synthesis, but a more precise theoretical relation: two distinct yet complementary pathways of psychological self-transformation organized around the same pressure on the heart-mind. On this basis, the article proposes an integrative dual-path model in which Confucian moral anchoring and Daoist cognitive release become intelligible as different responses to a shared human difficulty. By reconstructing these pathways from within early Chinese thought itself, the study offers a more explicit account of heart-mind transformation that speaks both to classical Chinese philosophy and to broader theoretical discussions of psychological adjustment and self-cultivation.

Amplifier or substitute? A systematic review of generative AI’s impact on higher-order cognitive skills among university students

BackgroundAs generative artificial intelligence (GenAI) becomes embedded in university learning environments, understanding its effects on students’ higher-order cognitive development has become one of the most pressing questions in educational research.MethodsThis systematic review was conducted in accordance with PRISMA 2020 guidelines, synthesizing 89 peer-reviewed journal articles published between 2024 and 2026 from Web of Science and Scopus. Narrative synthesis was employed to integrate findings across studies.ResultsGenAI’s cognitive effects were neither uniform nor unconditional: positive outcomes were documented in 40.4% of studies and mixed or conditional effects in 23.6%. ChatGPT was the predominant tool examined (n = 61, 68.5%), and mixed-methods designs were most prevalent (42.7%). Critically, 55.1% of studies employed no specified pedagogical strategy, and explicit theoretical frameworks were identified in only 25.8% of the corpus. Over-reliance emerged as the leading cognitive risk (33.7%), followed by reduced analytical autonomy (20.2%) and cognitive offloading (18.0%).DiscussionThese findings support a Dual-Mechanism Model: GenAI functions as a cognitive amplifier under structured pedagogical conditions and as a cognitive substitute under unguided use. The evidence calls on universities to anchor GenAI integration within deliberate instructional frameworks that preserve students’ cognitive agency and foreground autonomous higher-order reasoning.