Susanne Schwab
Biographic Data
| ID | 3592961 |
|---|---|
| NAME | Susanne Schwab |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Schwab |
| SIGNATURE | SCHWAB S |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-3989-4473 |
| VERIFIED | Yes |
| TOTAL WORKS | 67 |
| TOTAL CITATIONS | 137 |
| AUTHOR COUNT | 67 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Unequal partnerships? School expectations imposed on parents with migration biographies in Austria
Research underscores the importance of positive home-school partnerships in bridging educational gaps for students from diverse backgrounds. However, one-size-fits-all parental involvement overlooks systemic barriers for families with migration biographies. Against this backdrop, this qualitative interview study used an intercultural communication framework with an antiracist, antidiscriminatory lens to analyze guided interviews with 20 primary t…
Developing Multilingual Repertoires—Children’s Lived Experience of Language (Un)Friendly Learning Contexts
Students’ voices in segregated language learning settings
Exploring the temporal order of teachers’ attitudes toward inclusive education, inclusion-related self-efficacy, and experiences with inclusion
Effects of a social participation intervention on primary school students' attitudes toward peers with disabilities
Students with social, emotional, behavioural and with learning disabilities often experience low levels of social participation or social exclusion in inclusive education. To mitigate the consequences of social exclusion (e.g., depression), it is essential to promote their social participation. To this end, we designed and implemented FRIEND‐SHIP, a six‐week social–emotional learning (SEL) intervention aimed at fostering social participation amon…
Giving could be as important as receiving
This study examines family quality of life (FQOL) in Saudi Arabian families with children who have disabilities, emphasizing the dual roles of giving and receiving social support, alongside economic factors. Prior literature highlights individual influences, including sociodemographic variables and types of disabilities, and identifies social support and resilience as significant contributors to FQOL. A cross-sectional survey was conducted with 2…
Attitudes towards integrative and pull-out language support measures – insights into Austrian primary school students’ perceptions
Mastering the language of instruction is essential for active participation in school activities and for supporting a successful academic trajectory. To this end, Austrian policymakers implemented a pull-out language support program. Beyond its academic implications, it is important to examine the psycho-social impacts of this program on students. Accordingly, the current study assessed peer judgments and attitudes towards this program as well as…
German language support in Austria
Education systems around the world have been grappling with the task of including multilingual students. To achieve this objective, multilingual students in Austria have been receiving parallel instruction in segregated classrooms since the 2018/19 school year. These measures have been the subject of criticism, particularly in terms of their practical feasibility due to limited space and staff resources, as well as their effectiveness in terms of…
Learning in segregated settings
Policy translations shape school structures and practices that can affect learning experiences. Examining the day-to-day effects of policies in practice from students’ perspectives is crucial, as it provides often overlooked viewpoints and helps to paint a more complete picture of classroom and school life. This study provides a context-sensitive stance to inclusionary and exclusionary processes since students are not mere passive ‘policy receive…
Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students
This research focuses on the lived language experiences of multilingual students. • This research uses a participatory methodology. • The results provide insight into intergroup relations in segregated settings. • The findings have important implications for language segregation policies. The performative nature of language renders it a tool for the continuous negotiation of social group memberships. It serves as a medium to express one's identit…
The relationship between students’ personality traits, attention state, and use of regulatory strategies during emergent distance learning
This study enhances our understanding of attention regulation in distance learning by identifying personality traits associated with students at risk for distracted attention issues. The results could help universities to design and implement effective distance learning programs that cater to a wide range of student personalities
Differentiation and individualisation in inclusive education
Language Support and Institutional Discrimination
Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes
Legitimacy, effectiveness, and feasibility of language pull-out classes – assessing in-service teachers’ attitudes towards segregated language support
Teacher student-specific self-efficacy and its impact on students’ academic self-concept, emotional well-being and social inclusion
This study investigates the impact of teachers' student-specific self-efficacy (S-S TSE) on students' perceptions of inclusion, specifically emotional well-being, social inclusion, and academic self-concept, over time. Participants were 42 teachers and 576 students in Austrian inclusive classrooms. Teachers rated S-S TSE using a short form of the Teacher Sense of Efficacy Scale for each student. Students completed the Perceptions of Inclusion Que…
Critical Insight Into the Professional Identity of Teachers in Language-Support Classes
Microcosm of Multilingualism
Monolingual habitus through the lens of multilingual parents
Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria
In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged.In Austria, a model of 'German Language Support Classes' (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context.Critics argue that this approach contradicts evide…
The influence of school placement on students' emotional school well‐being, social inclusion and academic self‐concept of students with and without learning disability
This longitudinal study aims to examine Austrian lower secondary grade students' ( N = 415) emotional school well‐being, social inclusion and academic self‐concept regarding school placement over time (beginning of 5th till end of 6th grade). Using the Perception of Inclusion Questionnaire (PIQ), students with and without learning disability (LD) from lower secondary schools attending regular, inclusive and special class settings were surveyed. R…
What makes students strong? A student's voice study on resilience
In times of crisis, resilience—the ability to cope with challenges—has become crucial, especially for primary school students facing issues such as the climate crisis, the war in Ukraine, educational disadvantages, or family‐related struggles. This is particularly true for students with special educational needs (SEN) or those from migrant backgrounds. The present study explores the factors that foster resilience in these students. Using a sequen…
Families of Children with Intellectual and Developmental Disabilities
These results emphasize the importance of considering the variables that impact FQOL, such as the severity and type of disability, and mother's related variables, when directing support to families with a member with a disability. The recommendations and limitations of the study were discussed
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined…
Pull-Out Classes for Newly Arrived Students from Ukraine - An Obstacle to Social Inclusion
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
Are we included? Secondary students' perception of inclusion climate in their schools
Inclusion of multilingual students—teachers’ perceptions on language support models
Inclusion of multilingual students—teachers’ perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the school year 2018/19. The new models offer language support in separate classrooms and have been stron…
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practi…
Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand all students’ perceptions about being included in regular classrooms. Therefore, the study examined secondary schoo…
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level…
The effects of differentiated instruction on teachers’ stress and job satisfaction
Following an embedded sequential explanatory mixed-method research design in which quantitative and qualitative data were merged, this paper examines teachers' experiences of stress and job satisfaction and their relation to the DI practice. The quantitative study uses data from the National Educational Panel Study in Germany (N = 209 teachers), while the qualitative study analyses interview responses of 24 secondary school teachers. Findings rev…
Social classroom climate and personalised instruction as predictors of students’ social participation
Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participat…
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined…
Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction
Due to the rising linguistic heterogeneity in schools, the inclusion of pupils with a first language other than the language of instruction is one of the major challenges of education systems all over the world. In this paper, attitudes of in-service teachers, pre-service teachers and parents towards the inclusion of pupils with a first language other than the language of instruction are examined. Additionally, as the paper focused on how the par…
Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument
Previous research suggests that the perception of available resources has a major influence on teachers’ attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. “Teacher’s Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students’, Teachers’ and Parents’ Attitudes. Münst…
Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria
In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged.In Austria, a model of 'German Language Support Classes' (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context.Critics argue that this approach contradicts evide…
Inclusion does not solely apply to students with disabilities
Several studies have investigated (pre-service) teachers’ attitudes toward inclusion. However, most have focused on teachers’ attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised ve…
Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity
Due to the unexpected outbreak of war in Ukraine and the resulting forced migration, access to education became an immediate priority for refugee children and youth. Against this backdrop, this study highlights school models of Ukrainian students and sheds light on the associated distribution of school resources using data from 14 problem-centered interviews with school personnel. Results indicate great diversity in the implementation of educatio…
Ethnic In-and Out-Group Friendships Going Into Early Adolescence
The present study sought to investigate the friendship formation of ethnic in-and out-group friendships, as well as differences in stability and quality, while accounting for the network structure (such as the tendency to befriend friends of friends). We analyzed longitudinal data from 770 students from 42 Austrian primary school classes collected over the course of their last year of primary school. First, friendship prevalence, quality and stab…
Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes
Monolingual habitus through the lens of multilingual parents
Pull-Out Classes for Newly Arrived Students from Ukraine - An Obstacle to Social Inclusion
Friendship networks in inclusive elementary classrooms
Friendships with classmates play a significant role in student’s development. However, only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender friendships are more stable. In the context of inclusive education, friendship can be considered as on…
Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students
In this study, inter- and intra-individual differences of teachers’ attitudes towards their students are investigated. Thirty-two teachers from inclusive primary school classes from Austria participated in the survey. Teachers filled out the ATIS scale for each of their students (N = 473 students; 55 students with SEN). The results of multilevel analyses indicate a high student-specific variance of teachers’ attitudes towards their students. Pred…
Primary school students’ attitudes towards peers displaying hyperactivity
Earlier research has indicated that students displaying hyperactivity struggle with their social inclusion. To foster social inclusion, students’ attitudes as well as inter‐group contact have been identified as possible key factors. In this study, the social inclusion of students who display hyperactivity in general and classmates’ attitudes towards such peers have been investigated. Data of 314 students (aged 9–11) and estimated dynamic social n…
Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings
Considering students' voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in gener…
Bullying among primary school-aged students
Resilience is the capacity to cope successfully with various threats. This paper aims to adapt the Resilience-Scale of Schumacher et al. (2004. Die Resilienzskala – ein Fragebogen zur Erfassung der psychischen Widerstandsfähigkeit als Personmerkmal. [The Resilience Scale – A Questionnaire to Measure Mental Resilience as a Personal Characteristic]. Zentrum für Klinische Psychologie, Psychiatrie und Psychotherapie) to measure the tendency of being …
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Inklusive Schul- und Unterrichtsentwicklung
Die inklusive Schul- und Unterrichtsentwicklung bildet gegenwärtig die große Herausforderung im Bildungswesen. Noch immer ist zu wenig über die Bedingungen des Gemeinsamen Unterrichts sowie die Gestaltung inklusiver Schulen bekannt. Das Buch gibt einen Überblick über Entwicklungsprojekte zur Realisierung eines inklusiven Bildungssystems und gleichzeitig einen Einblick in aktuelle empirische Ergebnisse zur inklusiven Schul- und Unterrichtsentwickl…
Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument
Previous research suggests that the perception of available resources has a major influence on teachers’ attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. “Teacher’s Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students’, Teachers’ and Parents’ Attitudes. Münst…
Are we included? Secondary students' perception of inclusion climate in their schools
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practi…
Within the current policy and legislative context of educating students with and without special educational needs (SEN) together in one classroom, the question that is frequently raised by educators relates to how best to implement inclusion and meet the different needs of their students in class. It is also important to understand all students’ perceptions about being included in regular classrooms. Therefore, the study examined secondary schoo…
Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers
Applying the ‘theory of planned behaviour’ to teachers’ actions in the classroom, it can be assumed that teachers’ positive attitudes towards inclusive education and high self‐efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers’ use of inclusive teaching practices. In total, 221 (188 female and 33 male…
Agreement among student, parent and teacher ratings of school inclusion
One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore is important to identify difficulties in a child's socio-emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self-concept from four different perspectives u…
Assessing perceptions of resources and inclusive teaching practices
Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction
Due to the rising linguistic heterogeneity in schools, the inclusion of pupils with a first language other than the language of instruction is one of the major challenges of education systems all over the world. In this paper, attitudes of in-service teachers, pre-service teachers and parents towards the inclusion of pupils with a first language other than the language of instruction are examined. Additionally, as the paper focused on how the par…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to Covid-19
Schools around the world have transitioned to emergency distance teaching due to the COVID-19 outbreak. In particular, the first lockdown (in early 2020) came unexpectedly for all actors and stakeholders in Austria. School authorities, parents, students and, above all, teachers were faced with considerable challenges. The aim of the present study is to evaluate the perception of Austrian elementary school teachers about distance teaching during t…
Multi-Informant Assessment of Bullying in Austrian Schools
This study explores the agreement of bullying reports from different perspectives. Nominations and (self and peer) ratings of 721 students (50.5% boys, 49.5% girls, aged 9–11), 46 teachers (91.3% female, 8.7% male; M age = 40.28 years, SD age = 1.6, teaching experience between 2 and 36 years, M experience = 15.16, SD experience = 1.68), 439 mothers, and 363 fathers were analyzed. Measures included a modified version of the Revised Olweus Bully/Vi…
Social-Emotional Learning Interventions for Students With Special Educational Needs
In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with s…
The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions
According to the literature, social participation (e.g., peer interactions) of students diagnosed with special educational needs (SEN) has to be focused upon as they are at a higher risk of being socially excluded compared to students without SEN. Research has pointed out that social participation of students with SEN is influenced by their own social behavior as well as the attitudes of peers with no SEN toward them. The present study assessed t…
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limit…
Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th‐9th grade) …
Bullying
Parents’ attitudes towards students with a background of migration—Does the background of migration matter
Inclusion does not solely apply to students with disabilities
Several studies have investigated (pre-service) teachers’ attitudes toward inclusion. However, most have focused on teachers’ attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised ve…
Inclusion of multilingual students—teachers’ perceptions on language support models
Inclusion of multilingual students—teachers’ perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the school year 2018/19. The new models offer language support in separate classrooms and have been stron…
Social classroom climate and personalised instruction as predictors of students’ social participation
Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participat…
Bullying among primary school-aged students
Resilience is the capacity to cope successfully with various threats. This paper aims to adapt the Resilience-Scale of Schumacher et al. (2004. Die Resilienzskala – ein Fragebogen zur Erfassung der psychischen Widerstandsfähigkeit als Personmerkmal. [The Resilience Scale – A Questionnaire to Measure Mental Resilience as a Personal Characteristic]. Zentrum für Klinische Psychologie, Psychiatrie und Psychotherapie) to measure the tendency of being …
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted…
Exploring inclusive education in times of Covid-19
With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worl…
Promoting Factors of Social Inclusion of Students With Special Educational Needs
The idea of inclusion in the sense of participatory access to educational opportunities is widely acknowledged and implemented within the pedagogical discourse. Nevertheless, ensuring social participation of students with and without special education needs in learning situations continues to be challenging. The present study examines promoting and hindering factors for social inclusion with a focus on students with special educational needs. The…
Psychology (56 works) · Social Psychology (35 works) · Mathematics education (34 works) · Pedagogy (34 works) · Sociology (25 works) · Inclusion (mineral (21 works) · Developmental psychology (19 works) · Social Psychology (19 works) · Perception (18 works) · Medicine (17 works)