The author critically comments on some of the arguments presented in the justification of the Supreme Court’s judgment where suspended ineffectiveness of a legal transaction was qualified as a situation in which obligational legal effects of a contract affected by such defect arose, and not as a situation where they remained suspended until such a legal transaction was ratified by a duly authorised entity.
He also critically comments on the Supreme Court’s view that ‘the validity of an assignment agreement is irrelevant for the debtor because he/she is bound by the notice of the assignment’ and presents arguments to the contrary.
Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article
Attenuated sound–shape matching in the classic Kiki–Bouba effect in autism has already been replicated in several studies, but it remains unclear whether this attenuation is confined to low-level multisensory integration or whether it reflects a broader reduction in crossmodal priors. In this pre-registered study, we tested 68 intelligence quotient (IQ)-matched participants (31 autistic, 37 typically developing) on four established crossmodal correspondence tasks that span perceptual to conceptual mappings: (1) “Fast lemons” (object–adjective), (2) sound–size pairings with Greebles, (3) kiki–bouba variants, and (4) color–taste matches. A generalized linear mixed-effects model showed a significant main effect of autism, indicating fewer theoretically congruent choices across all tasks. Target consistency increased with age, performance intelligence quotient (PIQ) and with an artificial intelligence (AI)-derived item-difficulty index. Random slopes revealed no task-by-diagnosis interaction, suggesting that diminished correspondence strength in autism generalizes across sensory and semantic domains. These results cautiously point to domain-general accounts, such as predictive-coding “hypo-priors,” over multisensory-specific explanations, and highlight crossmodal correspondences as an intriguing window into information processing in autism.
Introduction and objective: Psychotherapy efficacy and effectiveness are traditionally assessed using pre-post symptom reports, which often fail to capture the dynamic nature of therapeutic change and may overlook individual patterns of interaction between symptoms and psychological processes. Experience sampling methods (ESM), encompassing daily diaries, ecological momentary assessment (EMA), and ambulatory assessment via wearable devices, address this limitation by collecting real-time, in-situ data on symptoms and psychological processes through mobile technologies. This approach enables the development of personalised models of patient functioning and dynamically tracks changes during psychotherapy, offering a more nuanced understanding of treatment mechanisms. Despite increasing recommendations for their use in clinical practice and exponential growth in access to technology, ESM remains relatively underutilised in evaluating psychotherapy efficacy and effectiveness. Materials and methods: This paper provides a narrative review exploring the opportunities and challenges of using ESM to assess psychotherapy effectiveness and efficacy. Results: ESM is shown to complement, rather than replace, traditional methods by capturing dynamic changes and contextual factors, recognising that retrospective self-reported questionnaires and ESM data do not always measure the same aspects of a given psychological process. The review outlines key areas, including an overview of ESM methodologies, the rationale for their use in psychotherapy evaluation, user experience and methodological challenges (e.g. compliance, UX, Open Science principles, and participatory approaches), data structure and analytical approaches (such as multilevel and network models), and ethical considerations related to ESM. Conclusions: Practical recommendations for integrating ESM into psychotherapy research are presented, drawing on general ESM guidelines (e.g. Löchner et al., 2025) and the findings of this review.
Disproportionate rates of sexual violence occur among university students, with rape culture and misconceptions about consentprevalent. To comprehensively examine rape myth beliefs among different student groups, 417 UK University students enrolledon courses in four distinct disciplinary areas; social sciences (n = 131), applied sciences (n = 101), business and law (n = 96) andarts and humanities (n = 89), completed the Acceptance of Modern Myths about Sexual Aggression (AMMSA) scale. Differencesin AMMSA scores (small to very large) were observed between students across all disciplinary groupings, with applied scienceand business and law students scoring highest in rape myth beliefs. Demographic and victimisation differences were alsoobserved; male students, BAME students and students without direct exposure to sexual victimisation, expressed greater rapemyth acceptance scores. Regression revealed that gender, ethnicity, students' stage of study, deficits in affective empathy andhaving a friend or family member that had experienced sexual violence, were significant correlates of student's rape mythbeliefs. Findings have important implications for university responses to sexual violence, helping identify those students mostlikely to benefit from targeted educational interventions designed to improve understanding around consent and debunk rapestereotypes—a priority for Higher Education providers.
