Wikiversity:Colloquium

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== Add an edit count requirement for autoconfirmed? ==

Currently, only waiting for four days is required for a user to become autoconfirmed. I am proposing that we include a minimum edit count of 10 edits (akin to Wikipedia) especially because of [[Special:AbuseFilter/16|a private abuse filter]], and LTAs may game autoconfirmed permissions to vandalize here. Thoughts? [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:01, 23 August 2026 (UTC)
: [[Wikiversity:Autoconfirmed users]]
: Are you suggesting an additional requirement? i.e., 4 days + 10 edits?
: How is it adjusted? -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 03:57, 5 September 2026 (UTC)
:: Yes. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 01:30, 6 September 2026 (UTC)
:: @[[User:Jtneill|Jtneill]]: I said yes to your first question. As for the adjustment question, in the InitialiseSettings.php file on noc.wikimedia.org, on &lt;code&gt;wgAutoConfirmCount&lt;/code&gt; is where English Wikiversity would be added as &lt;code&gt;'enwikiversity' =&gt; 10,&lt;/code&gt;. Does my reply make sense? [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 18:31, 15 September 2026 (UTC)
:As a newly volunteered member, it doesn't seem unreasonable to me to require a certain number of edits to establish my bona fides. [[User:Cfm490|Cfm490]] ([[User talk:Cfm490|discuss]] • [[Special:Contributions/Cfm490|contribs]]) 17:53, 5 September 2026 (UTC)
:I agree that adding an edit count requirement is a reasonable expectation before the user can become autoconfirmed. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 18:56, 6 September 2026 (UTC)
:+ 1 —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:40, 6 September 2026 (UTC)
:'''Weak support''' Generally reasonable, but I would caution that we should really make this clear for those instances where professors have students edit here and make it frictionless for them to get autoconfirmed status. ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 19:42, 6 September 2026 (UTC)
: {{oppose|No support}} because I cannot see the [[Special:AbuseFilter/16|abuse filter]] cited as the primary reason and I do not know what LTAs is. I guess you don’t want support from ''ordinary'' users. ‑‑[[User:Kai Burghardt|Kays]] ([[User talk:Kai Burghardt|discuss]] • [[Special:Contributions/Kai Burghardt|contribs]]) 18:18, 14 September 2026 (UTC)
::Also some readers may be interested in this:
::* [[Wikipedia/Types of user accounts]]
::[[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 19:05, 14 September 2026 (UTC)
::: An LTA means a long-term abuser, and it means someone who is usually abusive. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 20:42, 14 September 2026 (UTC)
:'''Strong''' {{support}}; specially to battle LTA [[User:Mbataw|Mbataw]] ([[User talk:Mbataw|discuss]] • [[Special:Contributions/Mbataw|contribs]]) 13:17, 18 September 2026 (UTC)
:{{support}}, having no edit count requirement for autoconfirmed is a bad idea in general. [[User:BooksBooksBooks3|BooksBooksBooks3]] ([[User talk:BooksBooksBooks3|discuss]] • [[Special:Contributions/BooksBooksBooks3|contribs]]) 01:43, 19 September 2026 (UTC)
:Comment: I realize that it is not easy to be an admin on wikimedia projects. I realize that many admins have to deal with some VERY unpleasant personalities. But..
:Admins are not the only users who encounter harassment on wikimedia projects, big or small. Anyone who's been here as long as I have, has come across users who are not tolerated by the &quot;community&quot;. Not necessarily because they are spammers, trollers, paid editors, LTAs , disruptive etc, but simply because they are different. 
:When I &quot;edit&quot; without logging in, I carry no baggage. I also get encouraging prompts such as this:
:* This year, Wikipedia has had fewer visitors and fewer new supporters, so '''&lt;big&gt;your visit today means a lot&lt;/BIG&gt;'''
:Anyway, back to the topic at hand [[Wikipedia/Types of user accounts]]. I believe the section about IP editors is outdated since wikimedia now views users who are not logged-in as anonymous, and only trusted users are allowed to see their IP address (I am not clear on the details). I wonder if anyone participating here has an interest in bringing this page uptodate? [[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 04:13, 22 September 2026 (UTC)
: If there's some obvious things to fix, I'd say go ahead. It looks like there were several useful anonymous contributions to that page recently. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 07:54, 22 September 2026 (UTC)
:hmm [[User:Tornaiden|Tornaiden]] ([[User talk:Tornaiden|discuss]] • [[Special:Contributions/Tornaiden|contribs]]) 02:02, 27 September 2026 (UTC)

== Bartending Course on Wikiversity ==

I recently finished the course on [[Bartending]], and while I have experience editing on Wikipedia, this is my first Wikiversity project. If any of you have the time or interest, I could use an experienced eye to see if there's anything obviously missing from the course in terms of Wikiversity administration. I'm not sure what's active, if the course should belong in an existing school, or if there's any obvious discoverability tool I haven't implemented. Any tips are welcomed, or just a thumbs up saying it looks fine would be great. [[User:Jtneill|Jtneill]] recommended I post this here in case someone wanted to include the new course under News on the [[Wikiversity:Main Page|Main Page]]. Thanks! [[User:Sabbier|Sabbier]] ([[User talk:Sabbier|discuss]] • [[Special:Contributions/Sabbier|contribs]]) 01:24, 1 September 2026 (UTC)

:Wow! Fantastic work- I'm so impressed! Your work gives me inspiration on how to better organize the courses I'm working on. :) [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:32, 3 September 2026 (UTC)
: Awesome work. I've added this course to the [[Main Page/News|main page news]].
: We could also consider for [[Wikiversity:Featured]]. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:43, 5 September 2026 (UTC)
::The course [[Creating Wikiversity Courses]] is intended to provide guidance to new Wikiversity editors. I hope it is helpful and I welcome improvement suggestions. Thanks.  [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:08, 6 September 2026 (UTC)

== Writing news here ==

I'm bringing up this discussion again because I think it is beneficial to the project since Wikinews is gone, thank you. [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 03:17, 1 September 2026 (UTC)
: Given that the community consensus here was not to replicate WikiNews within Wikiversity, I suggest thinking differently e.g., in terms of specific news-related projects you are interested in that have educational objectives that satisfy Wikiversity's mission. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 00:46, 5 September 2026 (UTC)
::I wonder if you mean &lt;u&gt;Wikiversity:Main Page/News ?&lt;/u&gt;
::If so I have just checked this page and I see it only contains news for 2026 and part of 2025, even though the history indicates it was created in the 2000-decade. If you go back and check all revisions there is a wealth of (historical?) information. [[Special:Contributions/~2026-40514-81|~2026-40514-81]] ([[User talk:~2026-40514-81|talk]]) 16:28, 13 September 2026 (UTC)
::: I didn't mean that page, but yes, its history could be reconstructed into a more accessible format. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 21:37, 13 September 2026 (UTC)

== [[Wikiversity talk:Interface administrators#My thoughts about this user group]] ==

As I suggested, I would like to propose allowing permanent interface administrators on English Wikiversity. My temporary interface admin rights are about to expire soon, and I will soon create a new CfIA page (and its header). We should also have a minimum of two interface administrators. Thoughts? [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:44, 6 September 2026 (UTC)

:I am also in favor of this and we did discuss it pretty recently and came to a consensus on extending IA rights and lowering the administrative overhead, but not allowing indefinite at this juncture. From my perspective, since we discussed this so recently and nothing seems to have changed much, I personally would recommend holding off for a couple of years or until/unless there is some critical new information. Again, I would continue to support indef IA rights were it to come up again and think that at least two is also a sensible proposal. ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:32, 6 September 2026 (UTC)
::Responding to myself so that I don't derail: I would be interested/willing to be an indef IA. ―[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''&lt;span style=&quot;color:black&quot;&gt;v&lt;/span&gt;f&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 17:36, 6 September 2026 (UTC)
: I made [[Wikiversity:Candidates for Interface Adminship]]. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 18:24, 6 September 2026 (UTC)
:: CC to @[[User:Koavf|Koavf]]. I made a request since my IA rights are about to expire. We should also hold a separate vote to allow permanent IAs here (for this policy). [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 16:55, 7 September 2026 (UTC)
: @[[User:Jtneill|Jtneill]], I count at least three in favor (votes below, and Koavf agreeing), so can you close this request? Thank you. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 15:22, 24 September 2026 (UTC)

=== Votes ===
* For the record, I am creating a separate subsection for voting, whether or not we should allow permanent interface administrators. {{support}} accordingly. [[User:Codename Noreste|&lt;span style=&quot;color: blue&quot;&gt;Codename Noreste&lt;/span&gt;]] /// [[User talk:Codename Noreste|⭐️✨]] 18:32, 15 September 2026 (UTC)
* {{support}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:51, 18 September 2026 (UTC)

== Paid part-time Administrative Officer position with WikiJournal ==

[[WikiJournal User Group|WikiJournal]] is an open-access, nonprofit scholarly publisher hosted on Wikiversity. It uses the wiki format to allow authors to write and develop scholarly articles directly online. Submitted articles then undergo formal academic peer review and, when accepted, are published as citable journal articles while remaining freely accessible.

WikiJournal is seeking expressions of interest in a new part-time '''Administrative Officer''' position. The officer would support the project's day-to-day organizational work, including:

* Setting up and administering a system for tracking contractor hours and issuing payments.
* Coordinating the contracting, onboarding, timekeeping and payment of technical editors and other contractors.
* Maintaining financial, contractor and administrative records.
* Assisting with grant administration, budget tracking and reporting.
* Following up on board action items, deadlines and recurring obligations.
* Supporting recruitment and other operational tasks as needed.

This is a remote, flexibly scheduled contractor role averaging approximately '''6 hours per week'''. Compensation is proposed at '''US$25 per hour''', with up to approximately '''320 hours (US$8,000) available over the year'''.

Applicants may be based internationally, although appointment will depend on WikiJournal being able to establish a practical and legally appropriate contracting and payment arrangement in the applicant's country of residence.

Relevant experience may include administrative organization, bookkeeping or financial administration, contractor or personnel coordination, nonprofit or grant administration, Wikimedia participation, academic publishing, and open-access work. Applicants are not expected to have experience in every area.

For the complete role description and further details, see [[WikiJournal User Group/Administrative officer]].

Those interested should reply in the '''[[Talk:WikiJournal User Group#Call for interest: Administrative Officer|Call for interest: Administrative Officer]]''' discussion by '''30 September 2026''', briefly describing their relevant experience, any connection to WikiJournal or related communities, and their general availability. Expressions of interest received later may still be considered if the position has not been filled. Recommendations of potentially suitable candidates are also welcome. 
[[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 20:00, 10 September 2026 (UTC)

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[[m:user:Trizek (WMF)|Trizek (WMF)]] 12:58, 15 September 2026 (UTC)
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== Your feedback wanted: Remove ''(Language link added:) and similar'' edits from Special:RecentChanges ==
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Hello, I’m Danny from [[:en:w:Wikimedia_Deutschland|Wikimedia Deutschland’s]] [[m:Wikidata_For_Wikimedia_Projects|Wikidata For Wikimedia Projects]] team.&lt;br/&gt;
We have been investigating and examining how Wikidata’s use in the [[Special:RecentChanges]] and [[Special:Watchlist]] pages can be made to be more useful, or less ‘noisy’ (fewer edits that have little value to the reader).

We are currently exploring to make a change in the volume and the type of Wikidata edits that appear in these pages, and '''we need your feedback''' to help us ensure this is a positive change for the Wikis and won’t disrupt your workflows.&lt;br/&gt;
Language links are also known as sitelinks or interlanguage links and describe when a Wikidata item is connected to a Wiki, adding it to the language dropdown tool for other connected Wikis.
[[File:Types of Lang Link changes.png|x350px|frame|A variety of &quot;Language Link&quot; edits as seen in the Recent Changes feed]]

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    <title>Portal:Klingon</title>
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&lt;div style=&quot;font-size:133%;border:none;margin: 0;padding:.1em;color:#000; color;white;&quot;&gt;'''Qapla'&lt;br&gt;WELCOME TO THE&lt;br&gt;KLINGON LANGUAGE DEPARTMENT'''&lt;/div&gt;
&lt;div style=&quot;top:+0.2em;font-size: 95%&quot;&gt;A department of the&lt;br&gt;[[School:Language and Literature|School of Language and Literature]]&lt;/div&gt;
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&lt;h2&gt;Introduction&lt;/h2&gt;
This department is dedicated to the study of the Klingon Language. Klingon was invented by [[w:Marc Okrand|Marc Okrand]], who was hired by [[w:Paramount Pictures|Paramount Pictures]] to develop the language and coach the actors on various [[w:Star Trek|Star Trek]] films. 

&lt;h2&gt;Courses&lt;/h2&gt;
See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model.  

* [[Klingon|Learning Klingon]] - This course is still under development, but the initial lessons are complete. 

&lt;h2&gt;Feedback&lt;/h2&gt;
* [[Topic:Klingon/feedback|Feedback and comments]]
* [[Topic:Klingon/qa|Questions and answers]]

===Other Klingon Courses===
* [https://www.kli.org/study/postcourse.html KLI's Postal Course – short but intense]
* [http://www.mentalcode.com/nl/tlhingan-hol/index.page Mentalcode:Klingon] – a basic Klingon language course
* [http://www.academy.step-into.de/moodle/ Klingon Academy – various courses on Klingon language and culture]


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{{center top}}&lt;h2&gt;Reference&lt;/h2&gt;{{center bottom}}
* Letters - see [[Klingon/Lesson 1|Lesson 1]]
* [[Klingon prefixes|Prefixes]]
* [[Klingon/Suffixes|Suffixes]]
* [[Klingon/Vocabulary|Vocabulary]]
* [[Klingon/Irregular nouns|Irregular nouns]]
----
* [[Klingon/Canon|Canon]]
----
* [[Klingon/Klingons|Klingons]]
----
* [[Klingon/monobook|Monobook &amp; Fonts]]
----
{{wikipedia|Klingon language}}
{{wikibooks|Klingon}}
{{wiktionary|Appendix:Klingon}}
{{wikiquote|Klingon proverbs}}

|}

[[Category:Klingon]]</text>
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&lt;div style=&quot;font-size:133%;border:none;margin: 0;padding:.1em;color:#000; color;white;&quot;&gt;'''Qapla'&lt;br&gt;WELCOME TO THE&lt;br&gt;KLINGON LANGUAGE DEPARTMENT'''&lt;/div&gt;
&lt;div style=&quot;top:+0.2em;font-size: 95%&quot;&gt;A department of the&lt;br&gt;[[School:Language and Literature|School of Language and Literature]]&lt;/div&gt;
&lt;div style=&quot;width:100%;text-align:center;font-size:80%;&quot;&gt;part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]]&lt;/div&gt;
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&lt;h2&gt;Introduction&lt;/h2&gt;
This department is dedicated to the study of the Klingon Language. Klingon was invented by [[w:Marc Okrand|Marc Okrand]], who was hired by [[w:Paramount Pictures|Paramount Pictures]] to develop the language and coach the actors on various [[w:Star Trek|Star Trek]] films. 

&lt;h2&gt;Courses&lt;/h2&gt;
See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model.  

* [[Klingon|Learning Klingon]] - This course is still under development, but the initial lessons are complete. 

&lt;h2&gt;Feedback&lt;/h2&gt;
* [[Topic:Klingon/feedback|Feedback and comments]]
* [[Topic:Klingon/qa|Questions and answers]]

&lt;h2&gt;External links&lt;/h2&gt;
* [https://www.kli.org Klingon Language Institute] – '''the''' organisation for speakers of Klingon
* [http://klingonska.org Klingonska Akademien] – several useful resources, including a good Klingon–English dictionary
* [https://klingon.wiki/ Klingon Language Wiki] – many useful articles about the klingon language
* [https://hol.kag.org/ Klingon Language Database] – searchable dictionary with audio and video, language games, lessons, flashcards (multiple sets), pIqaD generator

===Other Klingon Courses===
* [https://www.kli.org/study/postcourse.html KLI's Postal Course – short but intense]
* [http://www.mentalcode.com/nl/tlhingan-hol/index.page Mentalcode:Klingon] – a basic Klingon language course
* [http://www.academy.step-into.de/moodle/ Klingon Academy – various courses on Klingon language and culture]


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{{center top}}&lt;h2&gt;Reference&lt;/h2&gt;{{center bottom}}
* Letters - see [[Klingon/Lesson 1|Lesson 1]]
* [[Klingon prefixes|Prefixes]]
* [[Klingon/Suffixes|Suffixes]]
* [[Klingon/Vocabulary|Vocabulary]]
* [[Klingon/Irregular nouns|Irregular nouns]]
----
* [[Klingon/Canon|Canon]]
----
* [[Klingon/Klingons|Klingons]]
----
* [[Klingon/monobook|Monobook &amp; Fonts]]
----
{{wikipedia|Klingon language}}
{{wikibooks|Klingon}}
{{wiktionary|Appendix:Klingon}}
{{wikiquote|Klingon proverbs}}

|}

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&lt;div style=&quot;font-size:133%;border:none;margin: 0;padding:.1em;color:#000; color;white;&quot;&gt;'''Qapla'&lt;br&gt;WELCOME TO THE&lt;br&gt;KLINGON LANGUAGE DEPARTMENT'''&lt;/div&gt;
&lt;div style=&quot;top:+0.2em;font-size: 95%&quot;&gt;A department of the&lt;br&gt;[[School:Language and Literature|School of Language and Literature]]&lt;/div&gt;
&lt;div style=&quot;width:100%;text-align:center;font-size:80%;&quot;&gt;part of the [[Topic:Foreign Language Learning|Center for Foreign Language Learning]]&lt;/div&gt;
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&lt;br&gt;

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&lt;h2&gt;Introduction&lt;/h2&gt;
This department is dedicated to the study of the Klingon Language. Klingon was invented by [[w:Marc Okrand|Marc Okrand]], who was hired by [[w:Paramount Pictures|Paramount Pictures]] to develop the language and coach the actors on various [[w:Star Trek|Star Trek]] films. 

&lt;h2&gt;Courses&lt;/h2&gt;
See: [[Wikiversity:Naming conventions#Learning Projects|Learning Projects]] and the [[Wikiversity:Learning]] model.  

* [[Klingon|Learning Klingon]] - This course is still under development, but the initial lessons are complete. 

&lt;h2&gt;Feedback&lt;/h2&gt;
* [[Topic:Klingon/feedback|Feedback and comments]]
* [[Topic:Klingon/qa|Questions and answers]]

&lt;h2&gt;External links&lt;/h2&gt;
* [https://www.kli.org Klingon Language Institute] – '''the''' organisation for speakers of Klingon
* [http://klingonska.org Klingonska Akademien] – several useful resources, including a good Klingon–English dictionary
* [https://klingon.wiki/ Klingon Language Wiki] – many useful articles about the klingon language
* [https://hol.kag.org/ Klingon Language Database] – searchable dictionary with audio and video, language games, lessons, flashcards (multiple sets), pIqaD generator
* [http://ultralingua.com/en/klingon.html Klingon Language Suite] (electronic), dictionary, phrasebook, and audio learning tool.
* [[b:Klingon|Klingon wikibook]]
* [[w:Klingon language|Klingon in Wikipedia]]
* [http://www.flashcardexchange.com/tag/klingon Klingon flashcards]
* [http://www.klingon.org/smboard Klingon Imperial Forums] – a good place to ask questions regarding Klingons, their culture and language

===Other Klingon Courses===
* [https://www.kli.org/study/postcourse.html KLI's Postal Course – short but intense]
* [http://www.mentalcode.com/nl/tlhingan-hol/index.page Mentalcode:Klingon] – a basic Klingon language course
* [http://www.academy.step-into.de/moodle/ Klingon Academy – various courses on Klingon language and culture]


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{{center top}}&lt;h2&gt;Reference&lt;/h2&gt;{{center bottom}}
* Letters - see [[Klingon/Lesson 1|Lesson 1]]
* [[Klingon prefixes|Prefixes]]
* [[Klingon/Suffixes|Suffixes]]
* [[Klingon/Vocabulary|Vocabulary]]
* [[Klingon/Irregular nouns|Irregular nouns]]
----
* [[Klingon/Canon|Canon]]
----
* [[Klingon/Klingons|Klingons]]
----
* [[Klingon/monobook|Monobook &amp; Fonts]]
----
{{wikipedia|Klingon language}}
{{wikibooks|Klingon}}
{{wiktionary|Appendix:Klingon}}
{{wikiquote|Klingon proverbs}}

|}

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  <page>
    <title>Water</title>
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        <username>~2026-51831-61</username>
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      </contributor>
      <comment>/* Desalination – Solar Seawater Still (SSS) */</comment>
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      <text bytes="17717" sha1="jyn4phm3pr0dix74ejklmky1mtxrd5z" xml:space="preserve">[[File:Sustainable Development Goal 06CleanWaterSanitation.svg|thumb|[[SDG6]]: Clean Water and Sanitation - Learning Resource supports the SDGs - [http://www.un.org/sustainabledevelopment/wp-content/uploads/2016/10/UN-Guidelines-for-Use-of-SDG-logo-and-17-icons.October-2016.pdf UN-Guidelines]&lt;ref&gt;UN-Guidelines for Use of SDG logo and the 17 SDG icons (2016/10) - http://www.un.org/sustainabledevelopment/wp-content/uploads/2016/10/UN-Guidelines-for-Use-of-SDG-logo-and-17-icons.October-2016.pdf&lt;/ref&gt;]]
'''Water''' is an inorganic chemical compound with the molecular formula H&lt;sub&gt;2&lt;/sub&gt;O. This learning resource starts with an example of a Solar Seawater Still (SSS) and guides the learner through chemical and physical properties that are necessary to understand SSS, refers to sea water and drinking water in the example and introduces to the effects of pollution of water on health. 

== Subtopics ==
=== Desalination – Solar Seawater Still (SSS) ===
[[File:Solar Seawater Still.svg|450px|thumb|Prototype of Solar Seawater Still]]
Based on information from Mippedia Water is a precious resource especially in dry areas. In hot and dry areas the sun provides the heat for evaporation. On the right can be seen a diagram of a seawater still, that distills fresh water from salty seawater.&lt;ref&gt;[https://en.mippedia.org/wiki/Water Water in Mippedia English] en.mippedia.org ''Access date 27 September 2026''&lt;/ref&gt;
* Explain how a Solar Seawater Still works!
* Analyse the background of [[w:solar still|Solar Stills]] and  suggest improvements to the setup (e.g. fresh water collector directly under the seawater container).
* Measure temperature differences in soil according to depth (underground). If the temperature difference is high between surface temperature and depth of fresh water collector condensation works better. Try to build your own Solar Still and collect data about the amount of fresh water retrieved from the SSS per hour with certain environmental conditions.
* Upload snapshots about your Solar Seawater Still (SSS) on Wikiversity and explain how you collected data with your experimental design.
* Look for areas on the globe, where your Solar Seawarter Still could be applied (availability of seawater, not enough or contaminated freshwater, temperature conditions).
* '''(Windpump and Seawater Transport)''' With wind energy sea water could be transported from coastal areas to hot arid zones, that have no direct access to seawater. Analyse possibilities of transporting sea water to hot desert regions on the globe. Does that extend the geographical areas of application for your SSS? Create an SSS application map with [https://www.openlayers.org OpenLayers], which shows areas on a [http://openlayers.org/en/latest/examples/heatmap-earthquakes.html?q=Heatmap heatmap]&lt;ref&gt;OpenLayers Heatmap - API Documentation (accessed 2017/09/12) - https://openlayers.org/en/latest/apidoc/ol.layer.Heatmap.html - Heatmap Example: http://openlayers.org/en/latest/examples/heatmap-earthquakes.html?q=Heatmap&lt;/ref&gt; where the areas in red are the hot areas which can benefit from Solar Seawater Stills.
* '''(Solar Water DISinfection [http://www.sodis.ch SODIS])''' Compare the concept of an Solar Still with [[w:Solar water disinfection|Solar Water Disinfection]]&lt;ref&gt;Wegelin, M., Canonica, S., Mechsner, K., Fleischmann, T., Pesaro, F., &amp; Metzler, A. (1994). Solar water disinfection: scope of the process and analysis of radiation experiments. Aqua, 43(4), 154-169.&lt;/ref&gt;&lt;ref&gt;SODIS Solar Disinfection - Web Portal - (accessed 2017/09/11) - http://www.sodis.ch&lt;/ref&gt;! What are similarities and differences between those concepts?

=== Image Gallery - Water ===
{|
|-
|
[[File:Indonesia-sodis-gross.jpg|thumb|right|[http://www.sodis.ch/index_EN SODIS] application in [[Indonesia]] using clear PET plastic beverage bottles]]
|| 
[[File:Nordsee Wellen.JPG|thumb|Sea Water as a Resource for Drinking Water]]
|| 
[[File:Tjasker Sanpoel 04.JPG|thumb|[[w:Windpump|Windpump]] ''tjasker'' used in the Netherlands for drainage. Apply on seawater transport from coastal regions]]
|-
|  
[[File:Windpump.jpg|thumb|A multi-bladed windpump on a farm in [[Wikipedia:Iowa|Iowa]]]]
|| 
[[File:Molendeolifant.jpg|thumb|A '''windpump''' is a type of [[Wikipedia:windmill|windmill]] which is used for pumping water. Water transport by Wind. The image shows the windpump [[Wikipedia:De Olifant, Burdaard|De Olifant]] at [[Wikipedia:Burdaard|Burdaard]], [[Wikipedia:Friesland|Friesland]]]]
||
[[File:Water molecule aframe.png|thumb|[https://niebert.github.io/JSON3D4Aframe/mods3d/water_molecule_aframe.html AFrame Water Molecule] create with [https://niebert.github.io/JSON3D4Aframe/ JSON3D4Aframe] ]]

|}

=== Farming ===
Explain the impact of [[climate change]] on agriculture. Describe the link between the heat stress to plants and the availability of water. Precision farming includes the water management. Explain the requirements and constraints of a sustainable water and soil management for farming (e.g. storing of water in the soil, compression of soil due to heavy truck and tractors, shades of plants in different heights that reduce evaporation,...).

=== Chemical and Physical properties ===
Analyse the [[w:Water#Chemical_and_physical_properties|chemical and physical properties of water]] and explain why they are relevant to the comprehension of the Solar Water Still.

=== Effects of Water on Life ===
Study the [[Water#Effects_on_life|effects of water on life]]. The Solar Water Still is just one method to provide the necessary water for a community. 
* What other sources of water exist to allow plants, animals and humans to survive? Are these sources sustainable for future generations?
* Where is water necessary in the life cycle of plants, animals and humans? Explain in detail according to the biological background knowledge!
* How does [[climate change]] alter the availabilty of drinking water? Which areas on the earth are most affected?

=== Health and Pollution ===
[[File:Solar Water Still Greenhouse.png|350px|thumb|Solar Water Still for treatment of polluted water]]
Water pollution of different types create a risk for human, animal and environmental health. Learn about [[Risk Management]] and apply that to water [[w:Water#Health_and_pollution|pollution and health]]. Pharmaceuticals are helpful in health services, but it is also a difficult task to remove them from waste water&lt;ref&gt;Ternes, T. A., Meisenheimer, M., McDowell, D., Sacher, F., Brauch, H. J., Haist-Gulde, B., ... &amp; Zulei-Seibert, N. (2002). Removal of pharmaceuticals during drinking water treatment. Environmental science &amp; technology, 36(17), 3855-3863.&lt;/ref&gt; (see also [[w:Water#Health_and_pollution|Water:Health and Pollution]]). 
* Analyse the Solar Water Still in the image on right and try to explain why water can be considered as having been treated by the solar water still. 
* Can this water be used for a [[w:Greenhouse|greenhouse]]? Evaporation removes also minerals from the water, is that a problem for drinking and/or for plants? Look for scientific evidence and add the evidence to this article and create further questions to explore this area!
* Explain how to deal with the polluted sediments in the upper water container.

=== Sustainable Development Goals ===
Analyse the United Nations' concept of [[Sustainable Development Goals|Sustainable Development Goals]]. 
* A preliminary approach will provide two SDGs which seem to refer to water. [[Systems Thinking]] applied on the topic of water will lead to many more SDGs which are effected by water. Try to analyse every single SDG and explain how water plays a role in the accomplishment of these goals.

=== Disaster Management ===
[[File:NASA Captures Hurricane Harvey's Rainfall.webm|thumb|Radar Satellite capturing Hurricane Harvey's Rainfall]]
Extreme events due to [[w:Climate Change|climate change]] cause a higher [[w:Probability|probability]] of flood events. Flooding needs to be responded by [[disaster management]]. Capacity building will focus on [[modelling]] of flood events, planning response and preparedness activities and learning how space technology with freely available services (e.g. [http://emergency.copernicus.eu/ Copernicus]) could support [[Risk Management|risk management]] strategies.

== Learning Task ==
[[File:6m Sea Level Rise.jpg|thumb|250px|Map of the Earth with a six-metre sea level rise represented in red.]]
[[File:Rhine water level ship 2018.webm|thumb|Video taken at the river rhine Cologne/Rodenkirchen, Germany which shows the impact on the water level rise when a ship is passing by - compare time index 2:00 and 4:00 (see also [[Risk Literacy]]). ]]
[[File:Tsunami 20110311 Kita-Ibaraki Japan.ogv|thumb|Tsunami Japan 2011 - Water and [[Disaster Management]]]]
This learning resource focuses on how water is important for life on earth. 
* '''(Water Resources)''' There is a lot of water on earth but drinking water is scarce. 
** Determine the percentage of water available on earth, that can be used as drinking water. 
** Analyse the [[w:Overexploitation|over-exploitation]] of fresh water and link commercial exploitation of ground water to access to water for the local population. Link this analysis to the [[Sustainable Development Goals]] and explain for every SDG, if and how water supply is linked to this goals
** ''(Earth Water Simulation)'' Analyse available landsurface simulations for Water (e.g. [https://www.eorc.jaxa.jp/water/ Today's Earth - Water]&lt;ref&gt;Today's Earth - Landsurface Simulation (2020) JAXA University of Tokio, URL: https://www.eorc.jaxa.jp/water/ Accessed: (2020/11/10)&lt;/ref&gt;) and explain how simulations can be generated based on available data.
** Analyse the contamination of drinking water on earth. Explain sources of contamination of this precious resource -- drinking water.
* '''([[Global warming|Global Warming]])''' An important fraction of drinking water (find out how much) is locked in the polar ice and ice in glaciers. 
** Try to find out how much drinking water we might lose if global warming causes the polar ice and the ice in glaciers to melt.
** Perform a basic [[Risk Management]] for regions on earth which might be affected by a rise in the mean sea levels. What part of this coastal population, might this rise in sea levels, compel to migrate inland to higher ground?
** Explain the impact of water evaporation in the context of global warming&lt;ref&gt;Held, I. M., &amp; Soden, B. J. (2000). Water vapor feedback and global warming. Annual review of energy and the environment, 25(1), 441-475.&lt;/ref&gt;.
* '''(Rivers, [[w:en:Hydrology|Hydrology]] and [[w:en:Tsunami|Tsunami]])''' [[c:File:Rhine water level ship 2018.webm|Watch the video taken at the river Rhine]] and analyze the impact of ship passing by. Compare at first the time index 2:00 and the time index 4:00 in the video and then watch the video from the beginning and try to identify when you would expect the rise of the water level of the river. Compare that with the File:Tsunami 20110311 Kita-Ibaraki Japan.ogv|Tsunami Video in Japan]] on the right. What are similarities and differences between those video from the river Rhine and the Tsunami in Japan?
* '''(Mapping of Risk and Resources)''' Water is a precious resource that is necessary for survival of [[w:Flora|flora]] and [[w:Fauna|fauna]] on earth. 
** Try to create [http://openlayers.org/en/latest/examples/heatmap-earthquakes.html heatmap by using OpenLayers] and show where people on earth have enough clean drinking water. Mark areas as red if people do '''&lt;u&gt;not&lt;/u&gt;''' have clean drinking water. Define semantics of the color scheme used in the heat map first and then try to find open data for creating such a map (see [[Risk Management|Spatial Risk Management]] and [[w:Water resource management|Water Resource Management]]). 
* '''(Chemical Formula)''' The following questions analyse the topic ''&quot;water&quot;'' from the angle of chemistry: 
** Why is this inorganic compound with the molecular formula H&lt;sub&gt;2&lt;/sub&gt;O so stable?
** If you burn [[w:Hydrogen|hydrogen]] heat is generated (Link History: [[w:LZ_129_Hindenburg|Zeppelin Hindenburg at Lake Hurst]]) and the product is water. Why is heat generated? What lighted the hydrogen in the Zeppelin, so that water was generated? Why could the generated water not extinguish the fire in the exploding Zeppelin?
** You can generate water by using hydrogen and oxygen in a [[w:Fuel cell|fuel cell]]. This [[w:electrochemical cell|electrochemical cell]] converts the chemical energy from a fuel into electricity through an electrochemical reaction. Analyse the chemical processes. How can this concept be employed for [[Electric Mobility]]? Analyse the quantity of water production and determine whether that concept will be able to produce water as a resource.
** Explore why water exists on our planet in such great abundance, in contrast to the far less quantity of gold! The answer to this question could lead, via [[w:Physics|modern Physics]] to [[wikipedia:Big_Bang|the Big Bang]]!
* '''(Saline)''' Look at the Salines e.g. in France and combine the concept with Solar Water Still and analyse the economic impact in conjunction with fresh water supply in arid/dry zones.
[[File:Rooftop rainwater harvesting.jpg|thumb|right|200px|[[Rainwater harvesting]] system, 2003, Trinidad.]]
* '''([[Rainwater harvesting]])''' Due to [[climate change]] extreme events become more likely. On the other side there can be location in the dry periods inbetween become warmen. Rainwater harvesting could be one approach to collect water during rainy seasons and use the water in dry periods.
* '''(Refugee Camps - [[w:Supply_chain_management|Supply Chain Management]])''' Water is basic resource, we need in cover in a [[w:Supply_chain_management|supply chain]]. Try to estimate how much water is necessary per person per day in refugee camp 
** 2 liters of water,
** 20 liters of water,
** 120 liters of water or
** more than 200?
: Calculate your own water consumption per day per member of the familiy (including drinks, washing, plants, ... and compare that with your estimates in a refugee camp. In  dry zone the supply with clean water for a large number of people is a big challenge. Explore options to cover the need for water and analyse the methods of supply chain management!
* '''([[w:en:remote_sensing|Remote Sensing]] and [[w:en:Contamination|Contamination]] of Water)''' Remote Sensing can be used to detect oil spills. Explain how radar satellite technology can help to detect the oil spills. What a potential cause for 
** false positive and/or
** false negative detection 
: of oil spills?
* '''([[w:en:sustainable_engery|Water and Energy Supply]])''' Waves on the ocean can be [[w:Portal:Energy|source of energy]]? Explain how [[w:en:wave_power|wave power]] be &quot;harvested&quot; as [[w:en:sustainable_engery|sustainable green energy]]? What other links exist between water and energy?
* '''([[Precision Global Health]])''' Water is crucial for health and well-being. Analyse the link between access to water, health and the concept of [[Precision Global Health]].

== Information for Teachers ==
[[File:Water condensation wok.png|thumb|water condensation in a Wok]]
=== Target Groups ===
* '''(Primary Schools)''' Explore water evaporation and condensation in a pot on a stove. This can be explored by a video recorded with a smartphone in the kitchen and shared/presented on a data projector in school. Pupils should explain what they observe. Use salty water in pot and condensed water. Taste of cold salted water should be compared with the taste of collected condensed water (taste the salt removal). 
* '''(Secondary Schools)''' Explore physical and chemical properties of water according to evaporation and condensation (curriculum). Energy consumption of the stove. Refer to Solar Water Still and Green Energy.
* '''(Engineering)''' Optimize technical design of Solar Water Still. 
* '''(Physics University)''' Modelling of Fresh Water production of Solar Water Still (Bachelor of Science).
* '''(Geography/[[Spatial Decision Support Layers|Spatial Analysis]])'''  Where are solar water still necessary and applicable - create a risk map for fresh water shortage and resource supply map for solar water stills and integrate both.
* '''(Teacher Education Mathematics)''' Mathematical Modelling, train teachers to apply SDG assigned learning resources and develop them (see [[Reader2Author]])

==Resources==
{{Col list|2|
* [[w:Water|Wikipedia: Water]]
* [[w:Water (molecule)|Water (molecule)]]
* [[w:Category:Water supply and sanitation by country|Water supply and sanitation by country]]
* [[Wikipedia:Ice|Ice]]
* [[Wikipedia:Drinking water|Drinking water]]
* [[Wikibooks:Drinking water]]
* [[Grand challenges]]
* [[Disaster Management]]
* [[Rainwater harvesting]]
* [[w:Solar still|Solar Still]]
* [[w:Solar water disinfection|Solar water disinfection]]
* [[Drinking water treatment]]
* [[w:Water quality|Water quality]]
* [[w:Water management|Water management]]
* [[w:Water resources|Water Resources]]
* [[w:Water Permits|Water Permits]]
* [[w:en:wave_power|Water and Wave power]]
}}

==See also==
{{Col list|2|
* [[Portal:Water Technologies]]
* [[School:Hydrology]]
* [[School:Chemistry]]
* [[School:Meteorology]]
* [[Wikipedia:Oceanography]]
* [[Physical properties of the oceans]]
* [[Lunar Boom Town/Water plant]]
* [[Risk Literacy]]
* [[3D Modelling/Examples|3D Modelling of Molecules]]
* [[Space and Global Health]] - Water and Global Health
}}

== References ==

&lt;noinclude&gt;
&lt;/noinclude&gt;

[[Category:Water| ]]
[[Category:Sustainable Development Goals]]
[[Category:Sustainable Development Goals/SDG6]]
[[Category:SDG 6 - Clean Water and Sanitation]]</text>
      <sha1>jyn4phm3pr0dix74ejklmky1mtxrd5z</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Community</title>
    <ns>1</ns>
    <id>66505</id>
    <revision>
      <id>2834672</id>
      <parentid>1819910</parentid>
      <timestamp>2026-09-27T11:57:20Z</timestamp>
      <contributor>
        <username>~2026-51972-10</username>
        <id>3111695</id>
      </contributor>
      <origin>2834672</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="827" sha1="ajkxoskos8he10fx3ekc8pucocu0ok9" xml:space="preserve">The term &quot;community&quot; is used extensively in the context of OER, free culture, libre knowledge, etc.. The need for this page arose while developing the Social Entrepreneurship curriculum in a section on [[Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities|Understanding Developing Communities]].

The wikipedia entry is useful in that it shows the diversity of uses of this term. The approach taken in the [[Portal:Social entrepreneurship/Curriculum/General/Understanding Developing Communities|Understanding Developing Communities]] section was to ask learners to consider their own community/communities before trying to understand others.

@i need to be a good Money [[Special:Contributions/~2026-51972-10|~2026-51972-10]] ([[User talk:~2026-51972-10|talk]]) 11:57, 27 September 2026 (UTC)</text>
      <sha1>ajkxoskos8he10fx3ekc8pucocu0ok9</sha1>
    </revision>
  </page>
  <page>
    <title>Wikiversity:Newsletters/Tech News</title>
    <ns>4</ns>
    <id>162205</id>
    <revision>
      <id>2834670</id>
      <parentid>2833186</parentid>
      <timestamp>2026-09-27T11:56:35Z</timestamp>
      <contributor>
        <username>MediaWiki message delivery</username>
        <id>983498</id>
      </contributor>
      <comment>/* Tech News: 2026-39 */ new section</comment>
      <origin>2834670</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="46580" sha1="2g1gt0u9dufv9geec0lnn3texuehdqt" xml:space="preserve">{{Archive box|[[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]] · [[/2025/]]}}
__TOC__
{{Clear}}

== Tech News: 2026-31 ==

&lt;section begin=&quot;technews-2026-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available.

'''Updates for editors'''
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077]
* DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;[[&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), templates (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), HTML and parser tags (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), and magic words (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400]
* The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews.
* The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users.
* The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201]

'''Updates for technical contributors'''
* After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-helpusername&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-help&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet1&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet2&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet3&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T430604]
* Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533]
* From now on, wikis can restrict editing in the &quot;User&quot; namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W31&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:49, 27 July 2026 (UTC)
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== Tech News: 2026-32 ==

&lt;section begin=&quot;technews-2026-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&amp;uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518]
* The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&amp;group=ext-readinglists&amp;filter=&amp;action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia.
* Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326]

'''Updates for technical contributors'''
* The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698]
* The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W32&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:46, 3 August 2026 (UTC)
&lt;!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=30872536 --&gt;

== Tech News: 2026-33 ==

&lt;section begin=&quot;technews-2026-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available.

'''Updates for editors'''
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692]

'''Updates for technical contributors'''
* [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting &quot;{{int:Mw-math-mathjax}}&quot; in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001]
* Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;cldsort=timestamp&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768]
* [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W33&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:45, 10 August 2026 (UTC)
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== Tech News: 2026-34 ==

&lt;section begin=&quot;technews-2026-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC.

'''Updates for editors'''
* [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__EXPECTSHORTPAGE__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T433203]
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;w:bol:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;]]) [https://phabricator.wikimedia.org/T429921]
* Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640]

'''Updates for technical contributors'''
* Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W34&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:03, 17 August 2026 (UTC)
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== Tech News: 2026-35 ==

&lt;section begin=&quot;technews-2026-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/35|Translations]] are available.

'''Updates for editors'''
* The [[Special:CreateAccount|Special:CreateAccount]] page has been simplified as part of ongoing work to modernize the account creation experience. The panel showing project statistics no longer appears next to the form on desktop and mobile web. Multiple account creation experiments show that a simpler form helps newcomers complete registration. [https://phabricator.wikimedia.org/T433783]
* In order to improve page performance, images now load when they are viewed. This means images lower down an article will not load if a reader never scrolls to that part of the page, which may affect some image-related metrics. [https://phabricator.wikimedia.org/T148047]

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where image thumbnails in Abstract Wikipedia could fail to display after the corresponding file was moved on Wikimedia Commons, has now been fixed. Thumbnails will now update correctly when files are moved. [https://phabricator.wikimedia.org/T433448]

'''Updates for technical contributors'''
* User Info card is a feature that helps patrollers see information about user accounts. So far, it has been available only in places such as page history, logs and recent changes. Now, it's possible to [[mw:Special:MyLanguage/Help:Extension:CheckUser#User_Info_card_in_page_content|place it in the page content]] as well, using the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{#uic:}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; parser function. It can be particularly useful in templates like [[:en:Template:Userlinks|&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{Userlinks}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;]] (or their specialized variants), as it will make it easier to see the context about a user on various noticeboard pages. The card will be displayed only to users who have it enabled in their [[Special:Preferences#mw-input-wpcheckuser-userinfocard-enable|preferences]]. [https://phabricator.wikimedia.org/T424466]
* Due to user security and privacy risks, we have disabled access to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;Special:MyPage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URLs when specifically using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. If you are impacted by this, consider whether you can use an alternative approach. &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;Special:MyPage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URLs can still be accessed and used without &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Specified user page URLs (e.g. &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;User:Myusername&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;) can still be used with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T120386]
* Due to an update, the thumbnailing software has been improved. This includes upgrading &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;librsvg&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; to 2.60 and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ImageMagick&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; to 7, as well as resolving a number of long-standing thumbnailing bugs like rendering errors. [https://phabricator.wikimedia.org/T419815#12222841]

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.17|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W35&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:45, 24 August 2026 (UTC)
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== Tech News: 2026-36 ==

&lt;section begin=&quot;technews-2026-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/36|Translations]] are available.

'''Weekly highlight'''
* A new format for the Community Wishlist is open for feedback. You can [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027|read the proposed ideas on Meta]]. This new process plans to improve how wishes are triaged, voted on, and prioritized in a way that is transparent and balanced across project families and language editions. This consultation is open for two weeks.

'''Updates for editors'''
* The latest release of the Wikipedia Android app includes updates to the Saved feature, bringing the app’s saving experience closer to iOS and Web. The update redesigns the Saved tab with an “All articles” view, removes the default “Saved” reading list, renames reading lists to “Collections,” and modernizes the article-saving experience. [https://phabricator.wikimedia.org/T420788]
* The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] feature was enabled for all logged-in users on Bengali, Chinese, Czech and Vietnamese Wikipedias on August 25, after several months as a beta feature. Reading Lists will be available to all logged-in users on Arabic, French and Indonesian Wikipedias on September 1, followed by English Wikipedia on September 14, and all other Wikipedia wikis on September 28.
* At the end of the month, some logged-out readers on Bengali, Czech, Persian, English, and Polish Wikipedias using the Minerva skin on mobile will see an [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|updated navigation bar]] in an [[w:A/B test|A/B test]]. The test will compare the current navigation bar with a new version designed to make it easier to find information more quickly. The goal is to determine whether these changes encourage readers to return more often. This experiment will not change the experience for logged-in readers and/or editors.
* Editors who maintain redirects, templates, and categories used on redirect pages now have improved ways for finding and curating redirects. Previously, redirects pages could not be searched. Two new search keywords, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;onlyredirects:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;withredirects:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, now allow redirects to be searched directly and can be combined with existing keywords such as &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;incategory:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;intitle:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;insource:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T204089]
* The ISBN lookup tools for generating citations were recently not working because of external service problems. Developers are working on solutions. [https://phabricator.wikimedia.org/T435179]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where searching for pages by category using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;deepcat&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; could return no results or unrelated results has now been fixed. [https://phabricator.wikimedia.org/T414859]

'''Updates for technical contributors'''
* The domain of URLs for thumbnails is changing from upload.wikimedia.org to thumb.wikimedia.org. The old URLs will continue to work for the foreseeable future but MediaWiki will advertise the new domain instead. URLs to other types of media such as original files, videos and transcodes will still be served from upload.wikimedia.org. [https://phabricator.wikimedia.org/T427465]
* The Wikimedia [https://www.mediawiki.org/w/index.php?api=wmf-math%2Fv1&amp;title=Special%3ARestSandbox Math API] is now deprecated. These endpoints will be fully sunset by the end of September 2026. Developers who call these endpoints should transition to alternative math rendering solutions, such as the native [https://developer.mozilla.org/en-US/docs/Web/MathML MathML] or [https://www.mathjax.org/ MathJax]. Third-party MediaWiki installations that utilize the Math extension for formula rendering are required to upgrade to v1.43+ to avoid disruption of service.

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.18|MediaWiki]]

'''In depth'''
* Read more about [[mw:Special:MyLanguage/Edit_check/TextMatch|TextMatch]] in a Diff post titled, [[diffblog:2026/08/28/custom-edit-suggestions-for-every-wiki-how-communities-are-shaping-suggestion-mode-with-textmatch/|Custom edit suggestions for every wiki: How communities are shaping Suggestion Mode with TextMatch]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W36&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:53, 31 August 2026 (UTC)
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== Tech News: 2026-37 ==

&lt;section begin=&quot;technews-2026-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/37|Translations]] are available.

'''Updates for editors'''
* [[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a Link]] has been upgraded for English Wikipedia users with improved detection of links that have different capitalization. This will help reduce ambiguous suggestions caused by differences in capitalization in article titles, including articles about cultural goods. A second phase of improvements is planned, which will also prepare the feature for release in other languages. [https://phabricator.wikimedia.org/T435526#12240876] [https://phabricator.wikimedia.org/T434259]
* The [[mw:Special:MyLanguage/Article_guidance|Article guidance]] feature will be enabled by default for junior editors on Simple English and Turkish Wikipedia starting 10 September 2026 following [[mw:Special:MyLanguage/Article_guidance/Updates#Summary_of_experiment_result|an experiment]]. Junior editors with 0 to 99 edits will automatically see the feature when they click a red link or use the &quot;[[tr:Vikipedi:Madde_sihirbazı|Madde oluşturto]]&quot; option on Turkish Wikipedia to create a new article. The change is intended to help junior editors create higher-quality articles that meet each Wikipedia’s standards. [[phab:maniphest/query/z3tcTjmLMxk5/#R|Additional improvements]] will continue based on the experiment results and community feedback.
* The [https://pageviews.wmcloud.org Pageviews Analysis] tool which allows users to compare pageviews across multiple pages, turns 10 years old this year and several new features have been added. They include [[toolforge:wikinav|WikiNav]] which provides insights into how readers of Wikipedia explore the content, editing stats in [https://pageviews.wmcloud.org/siteviews?range=latest-30&amp;sites=en.wikipedia.org Siteviews], the ability to [https://pageviews.wmcloud.org/massviews?source=wikiproject&amp;project=en.wikipedia.org lookup articles belonging to a WikiProject], and support for dark mode. [https://phabricator.wikimedia.org/T378549]
* A [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|visually simplified Minerva]] navigation bar is being tested for logged-out readers using mobile web on the Bengali, Czech, English, Farsi, and Polish Wikipedias. The experiment aims to determine whether simplifying the navigation improves reader retention. The test will run from August 31 to September 28, and no action is required from users.
* [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is working on improving [[en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]]. Editors will only notice a slight change starting this week. When adding automatic reference names the numbering will start at &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;:1&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; instead of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;:0&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Read more on the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|project page]]. [https://gerrit.wikimedia.org/r/c/VisualEditor/VisualEditor/+/1332704]
*  All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T433363]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[mw:Special:MyLanguage/Parsoid|Parsoid]] could mishandle nested nowiki tags, causing content to be lost and displaying unwanted text has now been fixed. [https://phabricator.wikimedia.org/T435116]
'''Updates for technical contributors'''
* Interface administrators can configure gadgets from [[MediaWiki:Gadgets-definition]]. The definition format has been updated and no longer requires the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ResourceLoader&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; option, as gadgets are always loaded through &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ResourceLoader&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This simplifies gadget configuration by removing an option that is no longer necessary, making gadget definitions easier for administrators. [https://phabricator.wikimedia.org/T298199]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.19|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W37&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:44, 7 September 2026 (UTC)
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== Tech News: 2026-38 ==
&lt;section begin=&quot;technews-2026-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/38|Translations]] are available.

'''Weekly highlight'''
* The Future Audiences team has started a [[en:Special:MyLanguage/Wikipedia:Village pump (proposals)#New proposed experiment to let readers know about “Google preferred sources”|discussion on English Wikipedia]] about a proposed new experiment to show a temporary notice about the new [https://blog.google/products-and-platforms/products/search/original-high-quality-content-search/ Google Preferred Sources] feature to Wikipedia readers coming from Google. The experiment is to test whether this notice makes visitors come back to Wikipedia more often. Preferred Sources feature lets users choose websites they trust so Google can highlight content from those sources more prominently in Search and AI experiences. We are interested in testing this on other languages that Google supports and would welcome assistance with starting conversations on other wikis. If interested, please reach out to Future Audiences on the [[m:Special:MyLanguage/Future Audiences/Preferred sources|talk page]].

'''Updates for editors'''
* The chat platform Discord is releasing a new self-service framework that websites can use to specify how their links should look when shared on Discord. The Future Audiences team is planning to start using this new framework to improve how Wikipedia links look when shared on Discord, giving better attribution and credit to contributors. The link appearance and behavior won't change in the first phase of this project as we want to first collect some baseline data to assess the impact of future changes. However, if community members who are active on Discord spot any issues, they can reach out on [[phab:tag/future-audiences/|Phabricator]] or [[m:Special:MyLanguage/Future Audiences|Metawiki]].
* The Reader Growth team will be running an experiment to test whether [[mw:Special:MyLanguage/Readers/Reader_Growth/Compact Lead|compacting article lead sections on mobiles]] with the addition of a &quot;read more&quot; button improves reader retention. The test will begin on September 17 on Arabic, Spanish, French, Indonesian, Italian, Japanese, Portuguese, Vietnamese, and Chinese Wikipedias and will run for four weeks.
* All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming week. [https://phabricator.wikimedia.org/T433363]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was returning an HTTP 500 error and could not be reached, has now been fixed. [https://phabricator.wikimedia.org/T435959]

'''Updates for technical contributors'''
* Developers who maintain a tool that queries the Wikimedia Commons links tables need to update their code to connect to the new x4 database cluster. The links tables have been moved from the s4 cluster to x4, and will no longer receive updates on s4. The page and redirect tables remain available on both clusters. A wiki replica for the x4 cluster will be set up afterwards. The change is being made because the s4 cluster has grown too large to operate efficiently. You can [[wikitech:Special:MyLanguage/News/2026 Commons links tables database split|read more]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.20|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W38&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:31, 14 September 2026 (UTC)
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== Tech News: 2026-39 ==
&lt;section begin=&quot;technews-2026-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/39|Translations]] are available.

'''Weekly highlight'''
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 23 September 2026 at [https://zonestamp.toolforge.org/1790172000 14:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Special:MyLanguage/Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. [https://phabricator.wikimedia.org/T433363]

'''Updates for editors'''
* The Growth team tested a new post-edit notice designed to [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#4. Encourage Temporary Accounts to Register|encourage Temporary Account holders to register for a permanent account]]. The new notice replaced multiple dialogs and a simultaneous welcome notification with a single message highlighting the benefits of creating an account. The experiment increased permanent account creation from 1.94% to 3.66%, an 87% relative increase. The change will now be released to all wikis. [https://phabricator.wikimedia.org/T433551]
* For Wikipedia editors using the [[Special:Preferences#mw-prefsection-betafeatures|&quot;Suggestion mode&quot; Beta Feature]], there is a [[Special:Preferences#mw-input-wpvisualeditor-editcheck-experimental|new opt-in user preference]] for showing &quot;experimental&quot; edit checks and suggestions. These types are listed at [[Special:EditChecks#experimental-checks|Special:EditChecks]], and are intended for early developer-testing and for gathering feedback from experienced users. Administrators can change the [[mw:Special:MyLanguage/Edit check/Configuration|configuration details]] for each suggestion as usual. Administrators can also [[mw:Special:MyLanguage/Help:Suggestion mode#Experimental Suggestions|use this feature]] to help test their community's ideas for locally created checks and suggestions. Experimental types will have a more distinct visual style later this week. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]].
* The [[m:CEE Technical Village Pump|CEE Technical Village Pump]] has been launched as a space for technical discussions and collaboration among Wikimedia communities in Central and Eastern Europe.
* A new tool, [[mw:Special:MyLanguage/Language Onboarding and Development/Starter kit|Starter Kit]], is now available for new and small language Wikipedia communities. It brings together guided tasks, tools, and resources to help communities get started, monitor their progress, and collaborate with the broader Wikimedia community. Starter Kit is hosted on Wikimedia Toolforge and is designed for Wikipedias with fewer than 50,000 articles. Learn more about how Starter Kit works and how communities have been using it in [[diffblog:2026/09/18/introducing-starter-kit-for-new-and-small-language-wikipedias/|this Diff blog post]].
* The Reader Growth team is launching a retest of the [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|image carousel experiment]]. The retest will use three new versions of the design, updated based on community feedback. The team will assess results and determine with communities whether or not to proceed with the feature. The experiment will begin the week of September 28 and will run on Arabic, Bengali, Chinese, Czech, English, Farsi, French, German, Indonesian, Japanese, Polish, Portuguese, Spanish, Swedish, and Vietnamese Wikipedias.
* After successful rollouts to Arabic, Bengali, Chinese, Czech, English, French, Indonesian, and Vietnamese Wikipedias, the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]] from the Reader Experience team will be available to all logged-in users on all Wikipedia wikis starting September 28.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the mentor status script repeatedly updated mentors’ status even when nothing had changed, creating unnecessary Recent Changes entries, has now been fixed. [https://phabricator.wikimedia.org/T436659]

'''Updates for technical contributors'''
* The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;abusefilters&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; list query API, used to retrieve specific details about active or historical abuse filters configured on a wiki, has been updated to support the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;formatversion=2&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; configuration parameter, thereby leading to breaking changes to the API response. All users who maintain user-scripts or other code need to check if they use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;abusefilters&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; list query API, and respond to any breaking changes. [https://phabricator.wikimedia.org/T435828]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.21|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 11:56, 27 September 2026 (UTC)
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      <sha1>2g1gt0u9dufv9geec0lnn3texuehdqt</sha1>
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  </page>
  <page>
    <title>Haskell programming in plain view</title>
    <ns>0</ns>
    <id>203942</id>
    <revision>
      <id>2834556</id>
      <parentid>2834241</parentid>
      <timestamp>2026-09-26T16:35:58Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2834556</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6273" sha1="m61xlbi21djltcckjdm3k0v4s5kd7io" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260923.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
      <sha1>m61xlbi21djltcckjdm3k0v4s5kd7io</sha1>
    </revision>
    <revision>
      <id>2834558</id>
      <parentid>2834556</parentid>
      <timestamp>2026-09-26T16:38:34Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2834558</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6273" sha1="7eovb4cpkwr5bgnxfb7y4jgieb306bv" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260924.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
      <sha1>7eovb4cpkwr5bgnxfb7y4jgieb306bv</sha1>
    </revision>
    <revision>
      <id>2834560</id>
      <parentid>2834558</parentid>
      <timestamp>2026-09-26T16:39:43Z</timestamp>
      <contributor>
        <username>Young1lim</username>
        <id>21186</id>
      </contributor>
      <comment>/* Lambda Calculus */</comment>
      <origin>2834560</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="6273" sha1="2vfznxh00c1ys07ccq88ukrsnywnnts" xml:space="preserve">
==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260925.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
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        <id>21186</id>
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==Introduction==
* Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]])
* Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]])
* Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]])
* Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]])
* Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]])
&lt;/br&gt;

==Applications==
* Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]])
* Bird's Implementation 
:- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]])
:- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]])
:- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]])
:- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]])

&lt;/br&gt;

==Using GHCi==
* Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]])
&lt;/br&gt;

==Using Libraries==
* Library ([[Media:Library.1.A.20170605.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;


==Types==
* Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]])
* TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]])
* Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]])
* Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]])
* Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]])

==Functions==
* Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]])
* Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]])
* Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]])

==Expressions==
* Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]])
* Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]])
* Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]])
&lt;/br&gt;
&lt;/br&gt;

==Lambda Calculus==
* Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]])
* Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20260915.pdf |pdf]])
* Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]])
* Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]])
* Encoding Datatypes 
:- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]])
:- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]])
:- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]])
:- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]])
:- Recursions ([[Media:LCal.9A.Recursion.20260926.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]])
&lt;/br&gt;
&lt;/br&gt;

==Function Oriented Typeclasses== 
=== Functors ===
* Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]])
* Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]])
* Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]])

=== Applicatives ===
* Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]])
* Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]])
* Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]])
* Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]])

=== Monads I : Background ===
* Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]])
* Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]])
* Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]])
* Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]])
* IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]])
* Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]])

=== Monads II : State Transformer Monads ===
* State Transformer 
: - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]])
: - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]])
: - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]])

* State Monad 
: - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]])
: - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) 
: - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]])

=== Monads III : Mutable State Monads ===
* Mutability Background 
: - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]])
: - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]])
: - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]])
: - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]])
: - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]])

* Mutable Objects
: - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]])
: - Mutable Data Structures  ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]])

* IO Monad 
: - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]])
: - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]])  
: - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]])  

* ST Monad 
: - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]])
: - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]])
: - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]])

=== Monads IV : Reader and Writer Monads ===
* Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]])
* Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]])
* MonadState Class
:: - State &amp; StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]])
* MonadReader Class
:: - Reader &amp; ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]])
:: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]])
* Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]])

=== Monoid ===
* Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]])

=== Arrow ===
* Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]])
&lt;/br&gt;

==Polymorphism==
* Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]])
&lt;/br&gt;

==Concurrent Haskell ==
&lt;/br&gt;


go to [ [[Electrical_%26_Computer_Engineering_Studies]] ]

==External links==
* [http://learnyouahaskell.com/introduction Learn you Haskell]
* [http://book.realworldhaskell.org/read/ Real World Haskell]
* [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material]


[[Category:Haskell|programming in plain view]]</text>
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        <id>278565</id>
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      <comment>Linked to overcoming hate</comment>
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      <text bytes="7823" sha1="grdre2dqzo0hrdueubtdabyrwkh3geu" xml:space="preserve">Emotional competency is the skill to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and respond constructively to emotions in yourself and others.&lt;ref&gt;This material is adapted from the [http://EmotionalCompetency.com EmotionalCompetency.com] website with permission from the author. &lt;/ref&gt; 
[[File:Happy the way it is (6852333309).jpg|thumb|Learn to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and
respond constructively to emotions in yourself and others.]]
This article introduces the topic and curriculum. The [[Studying Emotional Competency|study guide]] recommends a path through the curriculum. Use this [[/Daily Practice Checklist: Emotional Competency/|daily practice checklist]] to make emotional competency a habit. 

[[w:Emotion|Emotions]] are colorful, dramatic, fascinating, and essential dimensions of every person’s experience. These primitive mechanisms send a constant stream of powerful signals that can guide us along the difficult path of survival, or quickly send us off on destructive and painful tangents. How well do you understand these essential and universal signals? Many believe that living life to its fullest requires experiencing and enjoying the full range of human emotions. Yet so many of us are uncomfortable with emotions; we don’t recognize what they are, what they are telling us, how they can be helpful, or the choices we have in how to respond to them. Many of us were taught to ignore, suppress, diminish, or deny our own subtle feelings and vivid passions. Do you know how you feel? What emotions can you [[Recognizing Emotions|recognize]] and describe? We may have mistakenly learned to overreact to various negative emotions while suppressing positive ones. Unfortunately some of us are prisoners of [[Resolving Anger|anger]], [[Overcoming Hate|hate]], [[w:guilt|guilt]], [[w:sadness|sadness]], [[w:fear|fear]], [[w:anxiety|anxiety]], [[w:shame|shame]], [[w:humiliation|humiliation]], [[w:envy|envy]], [[w:pain|pain]], and [[w:violence|violence]] without understanding what has consumed so much of our lives. Others endure a lonely and sterile existence without experiencing genuine feelings or passionate emotions.
[[File:Emotional Competency Audio Dialogue.wav|thumb|Emotional Competency Audio Dialogue]]

But passion has logic. Emotions obey their own peculiar rules that we can study, understand, listen to, learn from, master, and even enjoy. How well can you [[Appraising Emotional Responses|interpret]] what your emotions are telling you? The purpose of these web pages is to help you [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], learn from, and make constructive decisions based on the information emotions provide. Constructive and authentic human interactions become possible. Listen carefully to what your emotions are telling you. Don’t ignore them, deny them, or try to drown them out. Sharing these web pages with the difficult people in your life can increase your common understanding and improve your [[w:Interpersonal_relationship|relationships]]; perhaps even with your nemesis.

How successfully do you respond to emotions in yourself and others? Improving your emotional competency can provide important benefits throughout many aspects of your life. It can increase the satisfaction you have with relationships while it increases your [[w:Gratification|gratification]] and contentment with the many simple events in your life. It can give you greater insight and help you better understand the motives and actions of yourself and others. You can free yourself from [[Resolving Anger|anger]], [[Overcoming Hate|hate]], [[w:Resentment|resentment]], [[w:Revenge|vengeance]], and other destructive emotions that cause hurt and pain. This will reduce much of the [[w:Stress_(biology)|stress]] in your life. You can feel [[w:Relief_(emotion)|relief]] and enjoy greater peace-of-mind, [[w:Autonomy|autonomy]], [[w:Intimate_relationship|intimacy]], dignity, passion, and [[wisdom]] as you engage more deeply with others. Increasing your [[Virtues/Tolerance|tolerance]] and [[Virtues/Compassion|compassion]] can lead to an authentic optimism and a well-founded confidence, based on your better understanding and interpretation of [[Facing Facts|''what-is'']].

'''Passion + Reason = Constructive Action.''' This is the essence of emotional competency.

As your emotional competency increases, you may experience a variety of positive transformations in your life.  Destructive behavior patterns of the past may transform into more constructive behavior as you begin to solve the mysterious puzzle of [[Layers of Human Interaction|human interactions]] and gain a quiet and confident understanding of them. Anxiety may yield to more peaceful, tranquil, and contented feelings as your understanding increases. You may become less isolated as you learn [[candor]] and become more engaged with others you now enjoy relating to. You may feel more confident and powerful, and less confused, frustrated, and powerless. Overall you can transform from confused to confident; from clueless to comprehending and enlightened, from fragmented to coherent, from shallow to deep, from cold to passionate, and from oppressed to liberated as you become your [[True Self|authentic self]].

A [[Studying_Emotional_Competency|study guide]] provides a guided tour through the elements of this curriculum.

We hope this information helps increase your emotional competency, enhances your life experience, and contributes to your humanity

== Recommended Reading ==
Students interested in learning more about emotional competency may be interested in the following materials:
*{{cite book |last1=Lazarus |first1=Richard S. |last2=Lazarus |first2=Bernice N.| date= |title=Passion and Reason: Making Sense of Our Emotions |publisher=Oxford University Press |pages=336 |isbn=978-0195104615  }}
*{{cite book |last=Goleman |first=Daniel  |date=September 27, 2005 |title=Emotional Intelligence: Why It Can Matter More Than IQ |publisher=Bantam Books |pages=384 |isbn=978-0553383713 |author-link=w:Daniel_Goleman }}
*{{cite book |last=Ekman |first=Paul |date=March 20, 2007 |title=Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life |publisher=Holt Paperbacks |pages=320 |isbn=978-0805083392 |author-link=w:Paul_Ekman }}
*{{cite book |last1=Dalai Lama  |last2=Ekman |first2=Paul|date=March 31, 2009 |title=Emotional Awareness: Overcoming the Obstacles to Psychological Balance and Compassion |publisher=Holt Paperbacks |pages=288 |isbn=978-0805090215 |author-link=w:14th_Dalai_Lama }}
*{{cite book |last1=Ortony |first1=Andrew  |last2=Clore |first2=Gerald L. |last3=Collins |first3=Allan |date=May 25, 1990 |title=The Cognitive Structure of Emotions |publisher=Cambridge University Press |pages=226 |isbn=978-0521386647 }}
*{{cite book |last=Ledoux |first=Joseph E. |date=March 27, 1998 |title=The Emotional Brain: The Mysterious Underpinnings of Emotional Life |publisher=Simon &amp; Schuster |pages=384 |isbn=978-0684836591 |author-link=w:Joseph_E._LeDoux }}
*{{cite book |last=Goleman |first=Daniel |date=March 30, 2004 |title=Destructive Emotions: A Scientific Dialogue with the Dalai Lama |publisher= |pages=448 |isbn=978-0553381054 |author-link=w:Daniel_Goleman }}
*{{cite book |last1=Robinson |first1=Michael D.  |last2=Watkins |first2=Edward R.  |last3=Harmon-Jones |first3=Eddie |date=March 29, 2013 |title=Handbook of Cognition and Emotion |publisher=The Guilford Press |pages=594 |isbn=978-1462509997  }}

== Notes ==
&lt;references/&gt;
{{Emotional Competency}}
[[Category:Life skills]]
[[Category:Applied Wisdom]]
[[Category:Philosophy]]
[[Category:Peace studies]]
[[Category:Humanities courses]]
[[Category:Curriculum]]
{{CourseCat}}</text>
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        <id>278565</id>
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      <text bytes="7827" sha1="6aoxqqljguormqv8nmvuqyy3zxj6qoc" xml:space="preserve">Emotional competency is the skill to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and respond constructively to emotions in yourself and others.&lt;ref&gt;This material is adapted from the [http://EmotionalCompetency.com EmotionalCompetency.com] website with permission from the author. &lt;/ref&gt; 
[[File:Happy the way it is (6852333309).jpg|thumb|Learn to [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], and
respond constructively to emotions in yourself and others.]]
This article introduces the topic and curriculum. The [[Studying Emotional Competency|study guide]] recommends a path through the curriculum. Use this [[/Daily Practice Checklist: Emotional Competency/|daily practice checklist]] to make emotional competency a habit. 

[[w:Emotion|Emotions]] are colorful, dramatic, fascinating, and essential dimensions of every person’s experience. These primitive mechanisms send a constant stream of powerful signals that can guide us along the difficult path of survival, or quickly send us off on destructive and painful tangents. How well do you understand these essential and universal signals? Many believe that living life to its fullest requires experiencing and enjoying the full range of human emotions. Yet so many of us are uncomfortable with emotions; we don’t recognize what they are, what they are telling us, how they can be helpful, or the choices we have in how to respond to them. Many of us were taught to ignore, suppress, diminish, or deny our own subtle feelings and vivid passions. Do you know how you feel? What emotions can you [[Recognizing Emotions|recognize]] and describe? We may have mistakenly learned to overreact to various negative emotions while suppressing positive ones. Unfortunately some of us are prisoners of [[Resolving Anger|anger]], [[Overcoming Hate|hate]], [[w:guilt|guilt]], [[w:sadness|sadness]], [[w:fear|fear]], [[w:anxiety|anxiety]], [[w:shame|shame]], [[w:humiliation|humiliation]], [[w:envy|envy]], [[w:pain|pain]], and [[w:violence|violence]] without understanding what has consumed so much of our lives. Others endure a lonely and sterile existence without experiencing genuine feelings or passionate emotions.
[[File:Emotional Competency Audio Dialogue.wav|thumb|Emotional Competency Audio Dialogue]]

But passion has logic. Emotions obey their own peculiar rules that we can study, understand, listen to, learn from, master, and even enjoy. How well can you [[Appraising Emotional Responses|interpret]] what your emotions are telling you? The purpose of these web pages is to help you [[Recognizing Emotions|recognize]], [[Appraising Emotional Responses|interpret]], learn from, and make constructive decisions based on the information emotions provide. Constructive and authentic human interactions become possible. Listen carefully to what your emotions are telling you. Don’t ignore them, deny them, or try to drown them out. Sharing these web pages with the difficult people in your life can increase your common understanding and improve your [[w:Interpersonal_relationship|relationships]]; perhaps even with your nemesis.

How successfully do you respond to emotions in yourself and others? Improving your emotional competency can provide important benefits throughout many aspects of your life. It can increase the satisfaction you have with relationships while it increases your [[w:Gratification|gratification]] and contentment with the many simple events in your life. It can give you greater insight and help you better understand the motives and actions of yourself and others. You can free yourself from [[Resolving Anger|anger]], [[Overcoming Hate|hate]], [[w:Resentment|resentment]], [[w:Revenge|vengeance]], and other destructive emotions that cause hurt and pain. This will reduce much of the [[w:Stress_(biology)|stress]] in your life. You can feel [[w:Relief_(emotion)|relief]] and enjoy greater peace-of-mind, [[w:Autonomy|autonomy]], [[w:Intimate_relationship|intimacy]], [[dignity]], passion, and [[wisdom]] as you engage more deeply with others. Increasing your [[Virtues/Tolerance|tolerance]] and [[Virtues/Compassion|compassion]] can lead to an authentic optimism and a well-founded confidence, based on your better understanding and interpretation of [[Facing Facts|''what-is'']].

'''Passion + Reason = Constructive Action.''' This is the essence of emotional competency.

As your emotional competency increases, you may experience a variety of positive transformations in your life.  Destructive behavior patterns of the past may transform into more constructive behavior as you begin to solve the mysterious puzzle of [[Layers of Human Interaction|human interactions]] and gain a quiet and confident understanding of them. Anxiety may yield to more peaceful, tranquil, and contented feelings as your understanding increases. You may become less isolated as you learn [[candor]] and become more engaged with others you now enjoy relating to. You may feel more confident and powerful, and less confused, frustrated, and powerless. Overall you can transform from confused to confident; from clueless to comprehending and enlightened, from fragmented to coherent, from shallow to deep, from cold to passionate, and from oppressed to liberated as you become your [[True Self|authentic self]].

A [[Studying_Emotional_Competency|study guide]] provides a guided tour through the elements of this curriculum.

We hope this information helps increase your emotional competency, enhances your life experience, and contributes to your humanity

== Recommended Reading ==
Students interested in learning more about emotional competency may be interested in the following materials:
*{{cite book |last1=Lazarus |first1=Richard S. |last2=Lazarus |first2=Bernice N.| date= |title=Passion and Reason: Making Sense of Our Emotions |publisher=Oxford University Press |pages=336 |isbn=978-0195104615  }}
*{{cite book |last=Goleman |first=Daniel  |date=September 27, 2005 |title=Emotional Intelligence: Why It Can Matter More Than IQ |publisher=Bantam Books |pages=384 |isbn=978-0553383713 |author-link=w:Daniel_Goleman }}
*{{cite book |last=Ekman |first=Paul |date=March 20, 2007 |title=Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life |publisher=Holt Paperbacks |pages=320 |isbn=978-0805083392 |author-link=w:Paul_Ekman }}
*{{cite book |last1=Dalai Lama  |last2=Ekman |first2=Paul|date=March 31, 2009 |title=Emotional Awareness: Overcoming the Obstacles to Psychological Balance and Compassion |publisher=Holt Paperbacks |pages=288 |isbn=978-0805090215 |author-link=w:14th_Dalai_Lama }}
*{{cite book |last1=Ortony |first1=Andrew  |last2=Clore |first2=Gerald L. |last3=Collins |first3=Allan |date=May 25, 1990 |title=The Cognitive Structure of Emotions |publisher=Cambridge University Press |pages=226 |isbn=978-0521386647 }}
*{{cite book |last=Ledoux |first=Joseph E. |date=March 27, 1998 |title=The Emotional Brain: The Mysterious Underpinnings of Emotional Life |publisher=Simon &amp; Schuster |pages=384 |isbn=978-0684836591 |author-link=w:Joseph_E._LeDoux }}
*{{cite book |last=Goleman |first=Daniel |date=March 30, 2004 |title=Destructive Emotions: A Scientific Dialogue with the Dalai Lama |publisher= |pages=448 |isbn=978-0553381054 |author-link=w:Daniel_Goleman }}
*{{cite book |last1=Robinson |first1=Michael D.  |last2=Watkins |first2=Edward R.  |last3=Harmon-Jones |first3=Eddie |date=March 29, 2013 |title=Handbook of Cognition and Emotion |publisher=The Guilford Press |pages=594 |isbn=978-1462509997  }}

== Notes ==
&lt;references/&gt;
{{Emotional Competency}}
[[Category:Life skills]]
[[Category:Applied Wisdom]]
[[Category:Philosophy]]
[[Category:Peace studies]]
[[Category:Humanities courses]]
[[Category:Curriculum]]
{{CourseCat}}</text>
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  <page>
    <title>User talk:Bnhassin</title>
    <ns>3</ns>
    <id>250786</id>
    <revision>
      <id>2834671</id>
      <parentid>2833187</parentid>
      <timestamp>2026-09-27T11:56:35Z</timestamp>
      <contributor>
        <username>MediaWiki message delivery</username>
        <id>983498</id>
      </contributor>
      <comment>/* Tech News: 2026-39 */ new section</comment>
      <origin>2834671</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="1143885" sha1="axzzo2n1btcsh7be4u0rezd3mlue16c" xml:space="preserve">== First Message Posting ==

Update Talk on Wikiversity [[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 21:04, 29 June 2019 (UTC)

== Update Sandbox User ==

==  Posting to sandbox == 

Update Sandbox on Wikiversity [[User:Bnhassin/sandbox]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]])[[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 11:04, 25 October 2020 (UTC)

== [[m:Special:MyLanguage/Tech/News/2020/50|Tech News: 2020-50]] ==

&lt;section begin=&quot;technews-2020-W50&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/50|Translations]] are available.

'''Recent changes'''
* You can now put pages on your watchlist for a limited period of time. Some wikis already had this function. [https://meta.wikimedia.org/wiki/Community_Tech/Watchlist_Expiry][https://www.mediawiki.org/wiki/Help:Watchlist_expiry]

'''Changes later this week'''
* Information from Wikidata that is used on a wiki page can be shown in recent changes and watchlists on a Wikimedia wiki. To see this you need to turn on showing Wikidata edits in your watchlist in the preferences. Changes to the Wikidata description in the language of a Wikimedia wiki will then be shown in recent changes and watchlists. This will not show edits to languages that are not relevant to your wiki. [https://lists.wikimedia.org/pipermail/wikidata/2020-November/014402.html][https://phabricator.wikimedia.org/T191831]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-09|en}}. It will be on all wikis from {{#time:j xg|2020-12-10|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2021|Community Wishlist Survey]] between 8 December and 21 December. The survey decides what the [[m:Community Tech|Community Tech team]] will work on.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/50|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2020-W50&quot;/&gt; 16:15, 7 December 2020 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=20754641 --&gt;

== [[m:Special:MyLanguage/Tech/News/2020/51|Tech News: 2020-51]] ==

&lt;section begin=&quot;technews-2020-W51&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/51|Translations]] are available.

'''Recent changes'''
* There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. It was released in India in September. It can now be downloaded in other countries too. [https://diff.wikimedia.org/2020/12/10/growing-wikipedias-reach-with-an-app-for-kaios-feature-phones/]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-16|en}}. It will be on all wikis from {{#time:j xg|2020-12-17|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/51|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2020-W51&quot;/&gt; 21:34, 14 December 2020 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=20803489 --&gt;

== [[m:Special:MyLanguage/Tech/News/2020/52|Tech News: 2020-52]] ==

&lt;section begin=&quot;technews-2020-W52&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/52|Translations]] are available.

'''Tech News'''
* Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 11 January 2021.

'''Recent changes'''
* The &lt;code&gt;&lt;nowiki&gt;{{citation needed}}&lt;/nowiki&gt;&lt;/code&gt; template shows when a statement in a Wikipedia article needs a source. If you click on it when you edit with the visual editor there is a popup that explains this. Now it can also show the reason and when it was added. [https://phabricator.wikimedia.org/T270107]

'''Changes later this week'''
* There is no new MediaWiki version this week or next week.

'''Future changes'''
* You can [[m:WMDE Technical Wishes/Geoinformation/Ideas|propose and discuss]] what technical improvements should be done for geographic information. This could be coordinates, maps or other related things.
* Some wikis use [[mw:Writing systems/LanguageConverter|LanguageConverter]] to switch between writing systems or variants of a language. This can only be done for the entire page. There will be a &lt;code&gt;&lt;nowiki&gt;&lt;langconvert&gt;&lt;/nowiki&gt;&lt;/code&gt; tag that can convert a piece of text on a page. [https://phabricator.wikimedia.org/T263082]
*  Oversighters and stewards can hide entries in [[Special:AbuseLog|Special:AbuseLog]]. They can soon hide multiple entries at once using checkboxes. This works like hiding normal edits. It will happen in early January. [https://phabricator.wikimedia.org/T260904]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/52|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2020-W52&quot;/&gt; 20:54, 21 December 2020 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=20833836 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/02|Tech News: 2021-02]] ==

&lt;section begin=&quot;technews-2021-W02&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/02|Translations]] are available.

'''Recent changes'''
* You can choose to be reminded when you have not added an edit summary. This can be done in your preferences. This could conflict with the [[:w:en:CAPTCHA|CAPTCHA]]. This has now been fixed. [https://phabricator.wikimedia.org/T12729]
* You can link to specific log entries. You can get these links for example by clicking the timestamps in the log. Until now, such links to private log entries showed no entry even if you had permission to view private log entries. The links now show the entry. [https://phabricator.wikimedia.org/T269761]
* Admins can use the [[:mw:Special:MyLanguage/Extension:AbuseFilter|abuse filter tool]] to automatically prevent bad edits. Three changes happened last week:
** The filter editing interface now shows syntax errors while you type. This is similar to JavaScript pages. It also shows a warning for regular expressions that match the empty string. New warnings will be added later. [https://phabricator.wikimedia.org/T187686]
** [[m:Special:MyLanguage/Meta:Oversighters|Oversighters]] can now hide multiple filter log entries at once using checkboxes on [[Special:AbuseLog]]. This is how the usual revision deletion works. [https://phabricator.wikimedia.org/T260904]
** When a filter matches too many actions after it has been changed it is &quot;throttled&quot;. The most powerful actions are disabled. This is to avoid many editors getting blocked when an administrator made a mistake. The administrator will now get a notification about this &quot;throttle&quot;.
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a new tool to [https://skins.wmflabs.org/?#/add build new skins]. You can also [https://skins.wmflabs.org/?#/ see] existing [[mw:Special:MyLanguage/Manual:Skins|skins]]. You can [[mw:User talk:Jdlrobson|give feedback]]. [https://lists.wikimedia.org/pipermail/wikitech-l/2020-December/094130.html]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Bots using the API no longer watch pages automatically based on account preferences. Setting the &lt;code&gt;watchlist&lt;/code&gt; to &lt;code&gt;watch&lt;/code&gt; will still work. This is to reduce the size of the watchlist data in the database. [https://phabricator.wikimedia.org/T258108]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto's]] [[:mw:Extension:Scribunto/Lua reference manual#File metadata|file metadata]] now includes length. [https://phabricator.wikimedia.org/T209679]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:w:en:CSS|CSS]] and [[:w:en:JavaScript|JavaScript]] code pages now have link anchors to [https://patchdemo.wmflabs.org/wikis/40e4795d4448b55a6d8c46ff414bcf78/w/index.php/MediaWiki:En.js#L-125 line numbers]. You can use wikilinks like [[:w:en:MediaWiki:Common.js#L-50]]. [https://phabricator.wikimedia.org/T29531]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] There was a [[mw:MediaWiki 1.36/wmf.25|new version]] of MediaWiki last week. You can read [[mw:MediaWiki 1.36/wmf.25/Changelog|a detailed log]] of all 763 changes. Most of them are very small and will not affect you.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-13|en}}. It will be on all wikis from {{#time:j xg|2021-01-14|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/02|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W02&quot;/&gt; 15:42, 11 January 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=20950047 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/03|Tech News: 2021-03]] ==

&lt;section begin=&quot;technews-2021-W03&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/03|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-20|en}}. It will be on all wikis from {{#time:j xg|2021-01-21|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* The [[mw:Special:MyLanguage/Growth|Growth team]] plans to add features to [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer tasks/Experiment analysis, November 2020|get more visitors to edit]] to more Wikipedias. You can help [https://translatewiki.net/w/i.php?title=Special:Translate&amp;group=ext-growthexperiments&amp;language=&amp;filter=&amp;action=translate translating the interface].
* You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. [https://phabricator.wikimedia.org/T271791]
* [[m:Special:MyLanguage/MassMessage|MassMessage]] posts could be automatically timestamped in the future. This is because MassMessage senders can now send pages using MassMessage. Pages are more difficult to sign. If there are times when a MassMessage post should not be timestamped you can [[phab:T270435|let the developers know]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/03|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W03&quot;/&gt; 16:10, 18 January 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=20974628 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/04|Tech News: 2021-04]] ==

&lt;section begin=&quot;technews-2021-W04&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/04|Translations]] are available.

'''Problems'''
* You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. You will not be able to read or edit [[:wikitech:Main Page|Wikitech]] for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210128T09 {{#time:j xg|2021-01-28|en}} at 09:00 (UTC)]. [https://phabricator.wikimedia.org/T271791][https://phabricator.wikimedia.org/T272388]

'''Changes later this week'''
* [[m:WMDE Technical Wishes/Bracket Matching|Bracket matching]] will be added to the [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] syntax highlighter on the first wikis. The first wikis are German and Catalan Wikipedia and maybe other Wikimedia wikis. This will happen on 27 January. [https://phabricator.wikimedia.org/T270238]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-27|en}}. It will be on all wikis from {{#time:j xg|2021-01-28|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/04|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W04&quot;/&gt; 18:31, 25 January 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21007423 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/05|Tech News: 2021-05]] ==

&lt;section begin=&quot;technews-2021-W05&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/05|Translations]] are available.

'''Problems'''
* [[:w:en:IPv6|IPv6 addresses]] were written in lowercase letters in diffs. This caused dead links since [[Special:Contributions|Special:Contributions]] only accepted uppercase letters for the IPs. This has been fixed. [https://phabricator.wikimedia.org/T272225]

'''Changes later this week'''
* You can soon use Wikidata to link to pages on the multilingual Wikisource. [https://phabricator.wikimedia.org/T138332]
* Often editors use a &quot;non-breaking space&quot; to make a gap between two items when reading but still show them together. This can be used to avoid a line break. You will now be able to add new ones via the special character tool in the 2010, 2017, and visual editors. The character will be shown in the visual editor as a space with a grey background. [https://phabricator.wikimedia.org/T70429][https://phabricator.wikimedia.org/T96666]
* [[File:Octicons-tools.svg|15px|link=| Advanced item]] Wikis use [[mw:Special:MyLanguage/Extension:AbuseFilter|abuse filters]] to stop bad edits being made. Filter maintainers can now use syntax like &lt;code&gt;1.2.3.4 - 1.2.3.55&lt;/code&gt; as well as the &lt;code&gt;1.2.3.4/27&lt;/code&gt; syntax for IP ranges. [https://phabricator.wikimedia.org/T218074]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-03|en}}. It will be on all wikis from {{#time:j xg|2021-02-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* [[mw:Skin:Minerva Neue|Minerva]] is the skin Wikimedia wikis use for mobile traffic. When a page is protected and you can't edit it you can normally read the source wikicode. This doesn't work on Minerva on mobile devices. This is being fixed. Some text might overlap. This is because your community needs to update [[MediaWiki:Protectedpagetext|MediaWiki:Protectedpagetext]] to work on mobile. You can [[phab:T208827|read more]]. [https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Inline_styles_should_not_use_properties_that_impact_sizing_and_positioning][https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Avoid_tables_for_anything_except_data]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] will change the IP address they use to contact the wikis. The new IP address will be &lt;code&gt;185.15.56.1&lt;/code&gt;. This will happen on February 8. You can [[:wikitech:News/CloudVPS NAT wikis|read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/05|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W05&quot;/&gt; 22:38, 1 February 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21033195 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/06|Tech News: 2021-06]] ==

&lt;section begin=&quot;technews-2021-W06&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/06|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/Wikimedia Apps|Wikipedia app]] for Android now has watchlists and talk pages in the app. [https://play.google.com/store/apps/details?id=org.wikipedia]

'''Changes later this week'''
* You can see edits to chosen pages on [[Special:Watchlist|Special:Watchlist]]. You can add pages to your watchlist on every wiki you like. The [[:mw:Special:MyLanguage/Extension:GlobalWatchlist|GlobalWatchlist]] extension will come to Meta on 11 February. There you can see entries on watched pages on different wikis on the same page. The new watchlist will be found on [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] on Meta. You can choose which wikis to watch and other preferences on [[m:Special:GlobalWatchlistSettings|Special:GlobalWatchlistSettings]] on Meta. You can watch up to five wikis. [https://phabricator.wikimedia.org/T260862]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-10|en}}. It will be on all wikis from {{#time:j xg|2021-02-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* When admins [[mw:Special:MyLanguage/Help:Protecting and unprotecting pages|protect]] pages the form will use the [[mw:UX standardization|OOUI look]]. [[Special:Import|Special:Import]] will also get the new look. This will make them easier to use on mobile phones. [https://phabricator.wikimedia.org/T235424][https://phabricator.wikimedia.org/T108792]
* Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[m:Tech/News/2021/05|Last week]] Tech News reported that the IP address [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] use to contact the wikis will change on 8 February. This is delayed. It will happen later instead. [https://wikitech.wikimedia.org/wiki/News/CloudVPS_NAT_wikis]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/06|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W06&quot;/&gt; 17:42, 8 February 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21082948 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/07|Tech News: 2021-07]] ==

&lt;section begin=&quot;technews-2021-W07&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/07|Translations]] are available.

'''Problems'''
* There were problems with recent versions of MediaWiki.  Because the updates caused problems the developers rolled back to an earlier version. Some updates and new functions will come later than planned. [https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094255.html][https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094271.html]
* Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.31|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-17|en}}. It will be on all wikis from {{#time:j xg|2021-02-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/07|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W07&quot;/&gt; 17:56, 15 February 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21105437 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/08|Tech News: 2021-08]] ==

&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/08|Translations]] are available.

'''Recent changes'''
* The visual editor will now use [[:c:Commons:Structured data/Media search|MediaSearch]] to find images. You can search for images on Commons in the visual editor when you are looking for illustrations. This is to help editors find better images. [https://phabricator.wikimedia.org/T259896]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighter]] now works with more languages: [[:w:en:Futhark (programming language)|Futhark]], [[:w:en:Graphviz|Graphviz]]/[[:w:en:DOT (graph description language)|DOT]], CDDL and AMDGPU. [https://phabricator.wikimedia.org/T274741]

'''Problems'''
* Editing a [[mw:Special:MyLanguage/Extension:EasyTimeline|timeline]] might have removed all text from it. This was because of a bug and has been fixed. You might need to edit the timeline again for it to show properly. [https://phabricator.wikimedia.org/T274822]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.32|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-24|en}}. It will be on all wikis from {{#time:j xg|2021-02-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a [[:m:Wikimedia Rust developers user group|user group]] for developers and users interested in working on Wikimedia wikis with the [[:w:en:Rust (programming language)|Rust programming language]]. You can join or tell others who want to make your wiki better in the future.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;

----

00:17, 23 February 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21134058 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/09|Tech News: 2021-09]] ==

&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/09|Translations]] are available.

'''Recent changes'''
*  Wikis using the [[mw:Special:MyLanguage/Growth/Feature summary|Growth team tools]] can now show the name of a newcomer's mentor anywhere [[mw:Special:MyLanguage/Help:Growth/Mentorship/Integrating_mentorship|through a magic word]]. This can be used for welcome messages or userboxes.
* A new version of the [[c:Special:MyLanguage/Commons:VideoCutTool|VideoCutTool]] is now available. It enables cropping, trimming, audio disabling, and rotating video content. It is being created as part of the developer outreach programs.

'''Problems'''
* There was a problem with the [[mw:Special:MyLanguage/Manual:Job queue|job queue]]. This meant some functions did not save changes and mass messages were delayed. This did not affect wiki edits. [https://phabricator.wikimedia.org/T275437]
* Some editors may not be logged in to their accounts automatically in the latest versions of Firefox and Safari. [https://phabricator.wikimedia.org/T226797]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.33|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-03|en}}. It will be on all wikis from {{#time:j xg|2021-03-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;

----

19:08, 1 March 2021 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21161722 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/10|Tech News: 2021-10]] ==

&lt;section begin=&quot;technews-2021-W10&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/10|Translations]] are available.

'''Recent changes'''
* [[mw:Special:MyLanguage/Content translation/Section translation|Section translation]] now works on Bengali Wikipedia. It helps mobile editors translate sections of articles. It will come to more wikis later. The first focus is active wikis with a smaller number of articles. You can [https://sx.wmflabs.org/index.php/Main_Page test it] and [[mw:Talk:Content translation/Section translation|leave feedback]].
* [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|Flagged revisions]] now give admins the review right. [https://phabricator.wikimedia.org/T275293]
* When someone links to a Wikipedia article on Twitter this will now show a preview of the article. [https://phabricator.wikimedia.org/T276185]

'''Problems'''
* Many graphs have [[:w:en:JavaScript|JavaScript]] errors. Graph editors can check their graphs in their browser's developer console after editing. [https://phabricator.wikimedia.org/T275833]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-10|en}}. It will be on all wikis from {{#time:j xg|2021-03-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).
* The [[mw:Talk pages project/New discussion|New Discussion]] tool will soon be a new [[mw:Special:MyLanguage/Extension:DiscussionTools|discussion tools]] beta feature for on most Wikipedias. The goal is to make it easier to start new discussions. [https://phabricator.wikimedia.org/T275257]

'''Future changes'''
* There will be a number of changes to make it easier to work with templates. Some will come to the first wikis in March. Other changes will come to the first wikis in June. This is both for those who use templates and those who create or maintain them. You can [[:m:WMDE Technical Wishes/Templates|read more]].
* [[m:WMDE Technical Wishes/ReferencePreviews|Reference Previews]] will become a default feature on some wikis on 17 March. They will share a setting with [[mw:Page Previews|Page Previews]]. If you prefer the Reference Tooltips or Navigation-Popups gadget you can keep using them. If so Reference Previews won't be shown. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews]
* New JavaScript-based functions will not work in [[:w:en:Internet Explorer 11|Internet Explorer 11]]. This is because Internet Explorer is an old browser that doesn't work with how JavaScript is written today. Everything that works in Internet Explorer 11 today will continue working in Internet Explorer for now. You can [[mw:Compatibility/IE11|read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/10|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W10&quot;/&gt; 17:51, 8 March 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/11|Tech News: 2021-11]] ==

&lt;section begin=&quot;technews-2021-W11&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/11|Translations]] are available.

'''Recent changes'''
* Wikis that are part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|desktop improvements]] project can now use a new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Search|search function]]. The desktop improvements and the new search will come to more wikis later. You can also [[mw:Reading/Web/Desktop Improvements#Deployment plan and timeline|test it early]].
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Editors who put up banners or change site-wide [[:w:en:JavaScript|JavaScript]] code should use the [https://grafana.wikimedia.org/d/000000566/overview?viewPanel=16&amp;orgId=1 client error graph] to see that their changes has not caused problems. You can [https://diff.wikimedia.org/2021/03/08/sailing-steady%e2%80%8a-%e2%80%8ahow-you-can-help-keep-wikimedia-sites-error-free read more]. [https://phabricator.wikimedia.org/T276296]

'''Problems'''
* Due to [[phab:T276968|database issues]] the [https://meta.wikimedia.beta.wmflabs.org Wikimedia Beta Cluster] was read-only for over a day.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-17|en}}. It will be on all wikis from {{#time:j xg|2021-03-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* You can add a [[:w:en:Newline|newline]] or [[:w:en:Carriage return|carriage return]] character to a custom signature if you use a template. There is a proposal to not allow them in the future. This is because they can cause formatting problems. [https://www.mediawiki.org/wiki/New_requirements_for_user_signatures#Additional_proposal_(2021)][https://phabricator.wikimedia.org/T272322]
* You will be able to read but not edit [[phab:T276899|12 wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|en}} at 06:00 (UTC)]. This could take 30 minutes but will probably be much faster.
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] You can use [https://quarry.wmflabs.org/ Quarry] for [[:w:en:SQL|SQL]] queries to the [[wikitech:Wiki replicas|Wiki Replicas]]. Cross-database &lt;code&gt;JOINS&lt;/code&gt; will no longer work from 23 March. There will be a new field to specify the database to connect to. If you think this affects you and you need help you can [[phab:T268498|post on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. [https://wikitech.wikimedia.org/wiki/PAWS PAWS] and other ways to do [[:w:en:SQL|SQL]] queries to the Wiki Replicas will be affected later. [https://wikitech.wikimedia.org/wiki/News/Wiki_Replicas_2020_Redesign]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/11|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W11&quot;/&gt; 23:22, 15 March 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/12|Tech News: 2021-12]] ==

&lt;section begin=&quot;technews-2021-W12&quot;/&gt;&lt;div class=&quot;plainlinks mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/12|Translations]] are available.

'''Recent changes'''
* There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. They don't have a touch screen so readers navigate with the phone keys. There is now a [https://wikimedia.github.io/wikipedia-kaios/sim.html simulator] so you can see what it looks like.
* The [[mw:Special:MyLanguage/Talk pages project/Replying|reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|new discussion tool]] are now available as the &quot;{{int:discussiontools-preference-label}}&quot; [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] in almost all wikis except German Wikipedia.

'''Problems'''
* You will be able to read but not edit [[phab:T276899|twelve wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|{{PAGELANGUAGE}}}} at 06:00 (UTC)]. This can also affect password changes, logging in to new wikis, global renames and changing or confirming emails. This could take 30 minutes but will probably be much faster.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.36|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-24|en}}. It will be on all wikis from {{#time:j xg|2021-03-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).
* [[:w:en:Syntax highlighting|Syntax highlighting]] colours will change to be easier to read. This will soon come to the [[phab:T276346|first wikis]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting]

'''Future changes'''
* [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged revisions]] will no longer have multiple tags like &quot;tone&quot; or &quot;depth&quot;. It will also only have one tier. This was changed because very few wikis used these features and they make the tool difficult to maintain. [https://phabricator.wikimedia.org/T185664][https://phabricator.wikimedia.org/T277883]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets and user scripts can access variables about the current page in JavaScript. In 2015 this was moved from &lt;code dir=ltr&gt;wg*&lt;/code&gt; to &lt;code dir=ltr&gt;mw.config&lt;/code&gt;. &lt;code dir=ltr&gt;wg*&lt;/code&gt; will soon no longer work. [https://phabricator.wikimedia.org/T72470]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/12|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;/div&gt; &lt;section end=&quot;technews-2021-W12&quot;/&gt; 16:53, 22 March 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21244806 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/13|Tech News: 2021-13]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/13|Translations]] are available.

'''Recent changes'''
* Some very old [[:w:en:Web browser|web browsers]] [[:mw:Special:MyLanguage/Compatibility|don’t work]] well with the Wikimedia wikis. Some old code for browsers that used to be supported is being removed. This could cause issues in those browsers. [https://phabricator.wikimedia.org/T277803]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:m:IRC/Channels#Raw_feeds|IRC recent changes feeds]] have been moved to a new server. Make sure all tools automatically reconnect to &lt;code&gt;irc.wikimedia.org&lt;/code&gt; and not to the name of any specific server. Users should also consider switching to the more modern [[:wikitech:Event Platform/EventStreams|EventStreams]]. [https://phabricator.wikimedia.org/T224579]

'''Problems'''
* When you move a page that many editors have on their watchlist the history can be split. It might also not be possible to move it again for a while. This is because of a [[:w:en:Job queue|job queue]] problem. [https://phabricator.wikimedia.org/T278350]
* Some translatable pages on Meta could not be edited. This was because of a bug in the translation tool. The new MediaWiki version was delayed because of problems like this. [https://phabricator.wikimedia.org/T278429][https://phabricator.wikimedia.org/T274940]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.37|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-31|en}}. It will be on all wikis from {{#time:j xg|2021-04-01|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

17:30, 29 March 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21267131 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/14|Tech News: 2021-14]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/14|Translations]] are available.

'''Recent changes'''
* Editors can collapse part of an article so you have to click on it to see it. When you click a link to a section inside collapsed content it will now expand to show the section. The browser will scroll down to the section. Previously such links didn't work unless you manually expanded the content first. [https://phabricator.wikimedia.org/T276741]

'''Changes later this week'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] will use for example &lt;code&gt;2010-12-XX&lt;/code&gt; instead of &lt;code&gt;2010-12&lt;/code&gt; for dates with a month but no days. This is because &lt;code&gt;2010-12&lt;/code&gt; could be confused with &lt;code&gt;2010-2012&lt;/code&gt; instead of &lt;code&gt;December 2010&lt;/code&gt;. This is called level 1 instead of level 0 in the [https://www.loc.gov/standards/datetime/ Extended Date/Time Format]. [https://phabricator.wikimedia.org/T132308]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.38|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-07|en}}. It will be on all wikis from {{#time:j xg|2021-04-08|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:PAWS|PAWS]] can now connect to the new [[:wikitech:Wiki Replicas|Wiki Replicas]]. Cross-database &lt;code&gt;JOINS&lt;/code&gt; will no longer work from 28 April. There is [[:wikitech:News/Wiki Replicas 2020 Redesign#How should I connect to databases in PAWS?|a new way to connect]] to the databases. Until 28 April both ways to connect to the databases will work. If you think this affects you and you need help you can post [[phab:T268498|on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

19:41, 5 April 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/16|Tech News: 2021-16]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/16|Translations]] are available.

'''Recent changes'''
* Email to the Wikimedia wikis are handled by groups of Wikimedia editors. These volunteer response teams now use [https://github.com/znuny/Znuny Znuny] instead of [[m:Special:MyLanguage/OTRS|OTRS]]. The functions and interface remain the same. The volunteer administrators will give more details about the next steps soon. [https://phabricator.wikimedia.org/T279303][https://phabricator.wikimedia.org/T275294]
* If you use [[Mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighting]], you can see line numbers in the 2010 and 2017 wikitext editors when editing templates. This is to make it easier to see line breaks or talk about specific lines. Line numbers will soon come to all namespaces. [https://phabricator.wikimedia.org/T267911][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Line_Numbering][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Line_Numbering]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Because of a technical change there could be problems with gadgets and scripts that have an edit summary area that looks [https://phab.wmfusercontent.org/file/data/llvdqqnb5zpsfzylbqcg/PHID-FILE-25vs4qowibmtysl7cbml/Screen_Shot_2021-04-06_at_2.34.04_PM.png similar to this one]. If they look strange they should use &lt;code&gt;mw.loader.using('mediawiki.action.edit.styles')&lt;/code&gt; to go back to how they looked before. [https://phabricator.wikimedia.org/T278898]
* The [[mw:MediaWiki 1.37/wmf.1|latest version]] of MediaWiki came to the Wikimedia wikis last week. There was no Tech News issue last week.

'''Changes later this week'''
*  There is no new MediaWiki version this week.

'''Future changes'''
* The user group &lt;code&gt;oversight&lt;/code&gt; will be renamed &lt;code&gt;suppress&lt;/code&gt;. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in two weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

16:48, 19 April 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/17|Tech News: 2021-17]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/17|Translations]] are available.

'''Recent changes'''
* Templates have parameters that can have specific values. It is possible to suggest values for editors with [[mw:Special:MyLanguage/Extension:TemplateData|TemplateData]]. You can soon see them as a drop-down list in the visual editor. This is to help template users find the right values faster. [https://phabricator.wikimedia.org/T273857][https://meta.wikimedia.org/wiki/Special:MyLanguage/WMDE_Technical_Wishes/Suggested_values_for_template_parameters][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Suggested_values_for_template_parameters]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-28|en}}. It will be on all wikis from {{#time:j xg|2021-04-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

21:24, 26 April 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/18|Tech News: 2021-18]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/18|Translations]] are available.

'''Recent changes'''
* [[w:en:Wikipedia:Twinkle|Twinkle]] is a gadget on English Wikipedia. It can help with maintenance and patrolling. It can [[m:Grants:Project/Rapid/SD0001/Twinkle localisation/Report|now be used on other wikis]]. You can get Twinkle on your wiki using the [https://github.com/wikimedia-gadgets/twinkle-starter twinkle-starter] GitHub repository.

'''Problems'''
* The [[mw:Special:MyLanguage/Content translation|content translation tool]] did not work for many articles for a little while. This was because of a bug. [https://phabricator.wikimedia.org/T281346]
* Some things will not work for about a minute on 5 May. This will happen [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210505T0600 around 06:00 UTC]. This will affect the content translation tool and notifications among other things. This is because of an upgrade to avoid crashes. [https://phabricator.wikimedia.org/T281212]

'''Changes later this week'''
* [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] will become a default feature on a number of wikis on 5 May. This is later than planned because of some changes. You can use it without using [[mw:Special:MyLanguage/Page Previews|Page Previews]] if you want to. The earlier plan was to have the preference to use both or none. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-05|en}}. It will be on all wikis from {{#time:j xg|2021-05-06|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:CSS|CSS]] classes &lt;code dir=ltr&gt;.error&lt;/code&gt;, &lt;code dir=ltr&gt;.warning&lt;/code&gt; and &lt;code dir=ltr&gt;.success&lt;/code&gt; do not work for mobile readers if they have not been specifically defined on your wiki. From June they will not work for desktop readers. This can affect gadgets and templates. The classes can be defined in [[MediaWiki:Common.css]] or template styles instead. [https://phabricator.wikimedia.org/T280766]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:43, 3 May 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/19|Tech News: 2021-19]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/19|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-12|en}}. It will be on all wikis from {{#time:j xg|2021-05-13|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* You can see what participants plan to work on at the online [[mw:Wikimedia Hackathon 2021|Wikimedia hackathon]] 22–23 May.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:10, 10 May 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/20|Tech News: 2021-20]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/20|Translations]] are available.

'''Recent changes'''
* There is a new toolbar in [[mw:Talk pages project/Replying|the Reply tool]]. It works in the wikitext source mode. You can enable it in [[Special:Preferences#mw-htmlform-discussion|your preferences]]. [https://phabricator.wikimedia.org/T276608] [https://www.mediawiki.org/wiki/Talk_pages_project/Replying#13_May_2021] [https://www.mediawiki.org/wiki/Talk_pages_project/New_discussion#13_May_2021]
* Wikimedia [https://lists.wikimedia.org/mailman/listinfo mailing lists] are being moved to [[:w:en:GNU Mailman|Mailman 3]]. This is a newer version. For the [[:w:en:Character encoding|character encoding]] to work it will change from &lt;code&gt;[[:w:en:UTF-8|UTF-8]]&lt;/code&gt; to &lt;code&gt;utf8mb3&lt;/code&gt;. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IEYQ2HS3LZF2P3DAYMNZYQDGHWPVMTPY/][https://phabricator.wikimedia.org/T282621]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] An [[m:Special:MyLanguage/Tech/News/2021/14|earlier issue]] of Tech News said that the  [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] would handle dates with a month but no days in a new way. This has been reverted for now. There needs to be more discussion of how it affects different wikis first. [https://phabricator.wikimedia.org/T132308]

'''Changes later this week'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] &lt;code&gt;MediaWiki:Pageimages-blacklist&lt;/code&gt; will be renamed &lt;code&gt;MediaWiki:Pageimages-denylist&lt;/code&gt;. The list can be copied to the new name. It will happen on 19 May for some wikis and 20 May for some wikis. Most wikis don't use it. It lists images that should never be used as thumbnails for articles. [https://phabricator.wikimedia.org/T282626]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-19|en}}. It will be on all wikis from {{#time:j xg|2021-05-20|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

13:49, 17 May 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/21|Tech News: 2021-21]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/21|Translations]] are available.

'''Recent changes'''
* The Wikimedia movement has been using [[:m:Special:MyLanguage/IRC|IRC]] on a network called [[:w:en:Freenode|Freenode]]. There have been changes around who is in control of the network. The [[m:Special:MyLanguage/IRC/Group_Contacts|Wikimedia IRC Group Contacts]] have [[m:Special:Diff/21476411|decided]] to move to the new [[:w:en:Libera Chat|Libera Chat]] network instead. This is not a formal decision for the movement to move all channels but most Wikimedia IRC channels will probably leave Freenode. There is a [[:m:IRC/Migrating_to_Libera_Chat|migration guide]] and ongoing Wikimedia [[m:Wikimedia Forum#Freenode (IRC)|discussions about this]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-26|en}}. It will be on all wikis from {{#time:j xg|2021-05-27|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

17:07, 24 May 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/22|Tech News: 2021-22]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/22|Translations]] are available.

'''Problems'''
* There was an issue on the Vector skin with the text size of categories and notices under the page title. It was fixed last Monday. [https://phabricator.wikimedia.org/T283206]

'''Changes later this week'''
* There is no new MediaWiki version this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

17:05, 31 May 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/23|Tech News: 2021-23]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/23|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-09|en}}. It will be on all wikis from {{#time:j xg|2021-06-10|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* The Wikimedia movement uses [[:mw:Special:MyLanguage/Phabricator|Phabricator]] for technical tasks. This is where we collect technical suggestions, bugs and what developers are working on. The company behind Phabricator will stop working on it. This will not change anything for the Wikimedia movement now. It could lead to changes in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/YAXOD46INJLAODYYIJUVQWOZFIV54VUI/][https://admin.phacility.com/phame/post/view/11/phacility_is_winding_down_operations/][https://phabricator.wikimedia.org/T283980]
* Searching on Wikipedia will find more results in some languages. This is mainly true for when those who search do not use the correct [[:w:en:Diacritic|diacritics]] because they are not seen as necessary in that language. For example searching for &lt;code&gt;Bedusz&lt;/code&gt; doesn't find &lt;code&gt;Będusz&lt;/code&gt; on German Wikipedia. The character &lt;code&gt;ę&lt;/code&gt; isn't used in German so many would write &lt;code&gt;e&lt;/code&gt; instead. This will work better in the future in some languages. [https://phabricator.wikimedia.org/T219550]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:Cross-site request forgery|CSRF token parameters]] in the [[:mw:Special:MyLanguage/API:Main page|action API]] were changed in 2014. The old parameters from before 2014 will stop working soon. This can affect bots, gadgets and user scripts that still use the old parameters. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IMP43BNCI32C524O5YCUWMQYP4WVBQ2B/][https://phabricator.wikimedia.org/T280806]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

20:02, 7 June 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21551759 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/24|Tech News: 2021-24]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/24|Translations]] are available.

'''Recent changes'''
* Logged-in users on the mobile web can choose to use the [[:mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|advanced mobile mode]]. They now see categories in a similar way as users on desktop do. This means that some gadgets that have just been for desktop users could work for users of the mobile site too. If your wiki has such gadgets you could decide to turn them on for the mobile site too. Some gadgets probably need to be fixed to look good on mobile. [https://phabricator.wikimedia.org/T284763]
* Language links on Wikidata now works for [[:oldwikisource:Main Page|multilingual Wikisource]]. [https://phabricator.wikimedia.org/T275958]

'''Changes later this week'''
* There is no new MediaWiki version this week.

'''Future changes'''
* In the future we [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation|can't show the IP]] of unregistered editors to everyone. This is because privacy regulations and norms have changed. There is now a rough draft of how [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#Updates|showing the IP to those who need to see it]] could work.
* German Wikipedia, English Wikivoyage and 29 smaller wikis will be read-only for a few minutes on 22 June. This is planned between 5:00 and 5:30 UTC. [https://phabricator.wikimedia.org/T284530]
* All wikis will be read-only for a few minutes in the week of 28 June. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

20:26, 14 June 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21587625 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/25|Tech News: 2021-25]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/25|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The &lt;code&gt;otrs-member&lt;/code&gt; group name is now &lt;code&gt;vrt-permissions&lt;/code&gt;. This could affect abuse filters. [https://phabricator.wikimedia.org/T280615]

'''Problems'''
* You will be able to read but not edit German Wikipedia, English Wikivoyage and 29 smaller wikis for a few minutes on 22 June. This is planned between [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210623T0500 5:00 and 5:30 UTC]. [https://phabricator.wikimedia.org/T284530]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-23|en}}. It will be on all wikis from {{#time:j xg|2021-06-24|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:49, 21 June 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21593987 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/26|Tech News: 2021-26]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/26|Translations]] are available.

'''Recent changes'''
* Wikis with the [[mw:Special:MyLanguage/Growth|Growth features]] now can [[mw:Special:MyLanguage/Growth/Community configuration|configure Growth features directly on their wiki]]. This uses the new special page &lt;code&gt;Special:EditGrowthConfig&lt;/code&gt;. [https://phabricator.wikimedia.org/T285423]
* Wikisources have a new [[m:Special:MyLanguage/Community Tech/OCR Improvements|OCR tool]]. If you don't want to see the &quot;extract text&quot; button on Wikisource you can add &lt;code&gt;.ext-wikisource-ExtractTextWidget { display: none; }&lt;/code&gt; to your [[Special:MyPage/common.css|common.css page]]. [https://phabricator.wikimedia.org/T285311]

'''Problems'''
*You will be able to read but not edit the Wikimedia wikis for a few minutes on 29 June. This is planned at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210629T1400 14:00 UTC]. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-30|en}}. It will be on all wikis from {{#time:j xg|2021-07-01|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* &lt;code&gt;Threshold for stub link formatting&lt;/code&gt;, &lt;code&gt;thumbnail size&lt;/code&gt; and &lt;code&gt;auto-number headings&lt;/code&gt; can be set in preferences. They are expensive to maintain and few editors use them. The developers are planning to remove them. Removing them will make pages load faster. You can [[mw:Special:MyLanguage/User:SKim (WMF)/Performance Dependent User Preferences|read more and give feedback]].
* A toolbar will be added to the [[mw:Talk pages project/Replying|Reply tool]]'s wikitext source mode. This will make it easier to link to pages and to ping other users. [https://phabricator.wikimedia.org/T276609][https://www.mediawiki.org/wiki/Talk_pages_project/Replying#Status_updates]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

16:32, 28 June 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/27|Tech News: 2021-27]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/27|Translations]] are available.

'''Tech News'''
* The next issue of Tech News will be sent out on 19 July.

'''Recent changes'''
* [[:wikidata:Q4063270|AutoWikiBrowser]] is a tool to make repetitive tasks easier. It now uses [[:w:en:JSON|JSON]]. &lt;code&gt;Wikipedia:AutoWikiBrowser/CheckPage&lt;/code&gt; has moved to &lt;code&gt;Wikipedia:AutoWikiBrowser/CheckPageJSON&lt;/code&gt; and &lt;code&gt;Wikipedia:AutoWikiBrowser/Config&lt;/code&gt;. &lt;code&gt;Wikipedia:AutoWikiBrowser/CheckPage/Version&lt;/code&gt; has moved to &lt;code&gt;Wikipedia:AutoWikiBrowser/CheckPage/VersionJSON&lt;/code&gt;. The tool will eventually be configured on the wiki so that you don't have to wait until the new version to add templates or regular expression fixes. [https://phabricator.wikimedia.org/T241196]

'''Problems'''
* [[m:Special:MyLanguage/InternetArchiveBot|InternetArchiveBot]] helps saving online sources on some wikis. It adds them to [[:w:en:Wayback Machine|Wayback Machine]] and links to them there. This is so they don't disappear if the page that was linked to is removed. It currently has a problem with linking to the wrong date when it moves pages from &lt;code&gt;archive.is&lt;/code&gt; to &lt;code&gt;web.archive.org&lt;/code&gt;. [https://phabricator.wikimedia.org/T283432]

'''Changes later this week'''
* The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] will be updated. This is to make it easier to find and use the right templates. It will come to the first wikis on 7 July. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553]
* There is no new MediaWiki version this week.

'''Future changes'''
* Some Wikimedia wikis use [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]] or pending changes. It hides edits from new and unregistered accounts for readers until they have been patrolled. The auto review action in Flagged Revisions will no longer be logged. All old logs of auto-review will be removed. This is because it creates a lot of logs that are not very useful. [https://phabricator.wikimedia.org/T285608]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

17:33, 5 July 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21694636 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/29|Tech News: 2021-29]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/29|Translations]] are available.

'''Recent changes'''
* The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] was updated. This is to make it easier to find and use the right templates. It was supposed to come to the first wikis on 7 July. It was delayed to 12 July instead. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553]
* [[Special:UnconnectedPages|Special:UnconnectedPages]] lists pages that are not connected to Wikidata. This helps you find pages that can be connected to Wikidata items. Some pages should not be connected to Wikidata. You can use the magic word &lt;code&gt;&lt;nowiki&gt;__EXPECTED_UNCONNECTED_PAGE__&lt;/nowiki&gt;&lt;/code&gt; on pages that should not be listed on the special page. [https://phabricator.wikimedia.org/T97577]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-21|en}}. It will be on all wikis from {{#time:j xg|2021-07-22|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] How media is structured in the [[:w:en:Parsing|parser's]] HTML output will soon change. This can affect bots, gadgets, user scripts and extensions. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/L2UQJRHTFK5YG3IOZEC7JSLH2ZQNZRVU/ read more]. You can test it on [[:testwiki:Main Page|Testwiki]] or [[:test2wiki:Main Page|Testwiki 2]].
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:31, 19 July 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/30|Tech News: 2021-30]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/30|Translations]] are available.

'''Recent changes'''
* A [[mw:MediaWiki 1.37/wmf.14|new version]] of MediaWiki came to the Wikimedia wikis the week before last week. This was not in Tech News because there was no newsletter that week. 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-28|en}}. It will be on all wikis from {{#time:j xg|2021-07-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* If you use the [[mw:Special:MyLanguage/Skin:MonoBook|Monobook skin]] you can choose to switch off [[:w:en:Responsive web design|responsive design]] on mobile. This will now work for more skins. If &lt;code&gt;{{int:monobook-responsive-label}}&lt;/code&gt; is unticked you need to also untick the new [[Special:Preferences#mw-prefsection-rendering|preference]] &lt;code&gt;{{int:prefs-skin-responsive}}&lt;/code&gt;. Otherwise it will stop working. Interface admins can automate this process on your wiki. You can [[phab:T285991|read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/30|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

21:11, 26 July 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/31|Tech News: 2021-31]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/31|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] If your wiki uses markup like &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div class=&quot;mw-content-ltr&quot;&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div class=&quot;mw-content-rtl&quot;&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; without the required &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;dir&lt;/code&gt;&lt;/bdi&gt; attribute, then these will no longer work in 2 weeks. There is a short-term fix that can be added to your local wiki's Common.css page, which is explained at [[phab:T287701|T287701]]. From now on, all usages should include the full attributes, for example: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div class=&quot;mw-content-ltr&quot; dir=&quot;ltr&quot; lang=&quot;en&quot;&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div class=&quot;mw-content-rtl&quot; dir=&quot;rtl&quot; lang=&quot;he&quot;&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This also applies to some other HTML tags, such as &lt;code&gt;span&lt;/code&gt; or &lt;code&gt;code&lt;/code&gt;. You can find existing examples on your wiki that need to be updated, using the instructions at [[phab:T287701|T287701]].
* Reminder: Wikimedia has [[m:Special:MyLanguage/IRC/Migrating to Libera Chat|migrated to the Libera Chat IRC network]], from the old Freenode network. Local documentation should be updated.

'''Problems'''
* Last week, all wikis had slow access or no access for 30 minutes. There was a problem with generating dynamic lists of articles on the Russian Wikinews, due to the bulk import of 200,000+ new articles over 3 days, which led to database problems. The problematic feature has been disabled on that wiki and developers are discussing if it can be fixed properly. [https://phabricator.wikimedia.org/T287380][https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-07-26_ruwikinews_DynamicPageList]

'''Changes later this week'''
* When adding links to a page using [[mw:VisualEditor|VisualEditor]] or the [[mw:Special:MyLanguage/2017 wikitext editor|2017 wikitext editor]], [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]] will now only appear at the bottom of search results. This is because users do not often want to link to disambiguation pages. [https://phabricator.wikimedia.org/T285510]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-04|en}}. It will be on all wikis from {{#time:j xg|2021-08-05|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* The [[mw:Wikimedia Apps/Team/Android|team of the Wikipedia app for Android]] is working on communication in the app. The developers are working on how to talk to other editors and get notifications. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|read more]]. They are looking for users who want to [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication/UsertestingJuly2021|test the plans]]. Any editor who has an Android phone and is willing to download the app can do this.
* The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for {{int:discussiontools-preference-label}} will be updated in the coming weeks.  You will be able to [[mw:Talk pages project/Notifications|subscribe to individual sections]] on a talk page at more wikis.  You can test this now by adding &lt;code&gt;?dtenable=1&lt;/code&gt; to the end of the talk page's URL ([https://meta.wikimedia.org/wiki/Meta_talk:Sandbox?dtenable=1 example]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

20:47, 2 August 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21818289 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/32|Tech News: 2021-32]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/32|Translations]] are available.

'''Problems'''
* You can read but not edit 17 wikis for a few minutes on 10 August. This is planned at [https://zonestamp.toolforge.org/1628571650 05:00 UTC]. This is because of work on the database. [https://phabricator.wikimedia.org/T287449]

'''Changes later this week'''
* The [[wmania:Special:MyLanguage/2021:Hackathon|Wikimania Hackathon]] will take place remotely on 13 August, starting at 5:00 UTC, for 24 hours. You can participate in many ways. You can still propose projects and sessions.
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-11|en}}. It will be on all wikis from {{#time:j xg|2021-08-12|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The old CSS &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div class=&quot;visualClear&quot;&gt;&lt;/div&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; will not be supported after 12 August. Instead, templates and pages should use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;div style=&quot;clear:both;&quot;&gt;&lt;/div&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Please help to replace any existing uses on your wiki. There are global-search links available at [[phab:T287962|T287962]].

'''Future changes'''
* [[m:Special:MyLanguage/The Wikipedia Library|The Wikipedia Library]] is a place for Wikipedia editors to get access to sources. There is an [[mw:Special:MyLanguage/Extension:TheWikipediaLibrary|extension]] which has a new function to tell users when they can take part in it. It will use notifications. It will start pinging the first users in September. It will ping more users later. [https://phabricator.wikimedia.org/T288070]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[w:en:Vue.js|Vue.js]] will be the [[w:en:JavaScript|JavaScript]] framework for MediaWiki in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SOZREBYR36PUNFZXMIUBVAIOQI4N7PDU/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

16:21, 9 August 2021 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21856726 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/33|Tech News: 2021-33]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/33|Translations]] are available.

'''Recent changes'''
* You can add language links in the sidebar in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206]

'''Problems'''
* There was a problem on wikis which use the Translate extension. Translations were not updated or were replaced with the English text. The problems have been fixed. [https://phabricator.wikimedia.org/T288700][https://phabricator.wikimedia.org/T288683][https://phabricator.wikimedia.org/T288719]

'''Changes later this week'''
* A [[mw:Help:Tags|revision tag]] will soon be added to edits that add links to [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]]. This is because these links are usually added by accident. The tag will allow editors to easily find the broken links and fix them. If your wiki does not like this feature, it can be [[mw:Help:Tags#Deleting a tag added by the software|hidden]]. [https://phabricator.wikimedia.org/T287549]
*Would you like to help improve the information about tools? Would you like to attend or help organize a small virtual meetup for your community to discuss the list of tools? Please get in touch on the [[m:Toolhub/The Quality Signal Sessions|Toolhub Quality Signal Sessions]] talk page. We are also looking for feedback [[m:Talk:Toolhub/The Quality Signal Sessions#Discussion topic for &quot;Quality Signal Sessions: The Tool Maintainers edition&quot;|from tool maintainers]] on some specific questions.
* In the past, edits to any page in your user talk space ignored your [[mw:Special:MyLanguage/Help:Notifications#mute|mute list]], e.g. sub-pages. Starting this week, this is only true for edits to your talk page. [https://phabricator.wikimedia.org/T288112]
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-18|en}}. It will be on all wikis from {{#time:j xg|2021-08-19|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

19:27, 16 August 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/34|Tech News: 2021-34]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/34|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/Extension:Score|Score]] extension (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;score&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; notation) has been re-enabled on public wikis and upgraded to a newer version. Some musical score functionality may no longer work because the extension is only enabled in &quot;safe mode&quot;. The security issue has been fixed and an [[mw:Special:MyLanguage/Extension:Score/2021 security advisory|advisory published]].

'''Problems'''
* You will be able to read but not edit [[phab:T289130|some wikis]] for a few minutes on {{#time:j xg|2021-08-25|en}}. This will happen around [https://zonestamp.toolforge.org/1629871217 06:00 UTC]. This is for database maintenance. During this time, operations on the CentralAuth will also not be possible.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-25|en}}. It will be on all wikis from {{#time:j xg|2021-08-26|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

21:58, 23 August 2021 (UTC)
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== Read-only reminder ==

&lt;section begin=&quot;MassMessage&quot;/&gt;
A maintenance operation will be performed on [https://zonestamp.toolforge.org/1629871231 {{#time: l F d H:i e|2021-08-25T06:00|en}}]. It should only last for a few minutes.

This will affect your wiki as well as 11 other wikis. During this time, publishing edits will not be possible. 

Also during this time, operations on the CentralAuth will not be possible (GlobalRenames, changing/confirming e-mail addresses, logging into new wikis, password changes).

For more details about the operation and on all impacted services, please check [[phab:T289130|on Phabricator]].

A banner will be displayed 30 minutes before the operation.

Please help your community to be aware of this maintenance operation. {{Int:Feedback-thanks-title}}&lt;section end=&quot;MassMessage&quot;/&gt;

20:35, 24 August 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21927201 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/35|Tech News: 2021-35]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/35|Translations]] are available.

'''Recent changes'''
* Some musical score syntax no longer works and may needed to be updated, you can check [[:Category:{{MediaWiki:score-error-category}}]] on your wiki for a list of pages with errors.

'''Problems'''
* Musical scores were unable to render lyrics in some languages because of missing fonts. This has been fixed now. If your language would prefer a different font, please file a request in Phabricator. [https://phabricator.wikimedia.org/T289554]

'''Changes later this week'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]] about this.
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-01|en}}. It will be on all wikis from {{#time:j xg|2021-09-02|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).

'''Future changes'''
* You will be able to read but not edit [[phab:T289660|Commons]] for a few minutes on {{#time:j xg|2021-09-06|en}}. This will happen around [https://zonestamp.toolforge.org/1630818058 05:00 UTC]. This is for database maintenance.
* All wikis will be read-only for a few minutes in the week of 13 September. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T287539]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

16:01, 30 August 2021 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=21954810 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/36|Tech News: 2021-36]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/36|Translations]] are available.

'''Recent changes'''
* The wikis that have [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] deployed have been part of A/B testing since deployment, in which some newcomers did not receive the new features. Now, all of the newcomers on 21 of the smallest of those wikis will be receiving the features. [https://phabricator.wikimedia.org/T289786]

'''Changes later this week'''
* There is no new MediaWiki version this week.

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] In 2017, the provided jQuery library was upgraded from version 1 to 3, with a compatibility layer. The migration will soon finish, to make the site load faster for everyone. If you maintain a gadget or user script, check if you have any JQMIGRATE errors and fix them, or they will break. [https://phabricator.wikimedia.org/T280944][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/6Z2BVLOBBEC2QP4VV4KOOVQVE52P3HOP/]
* Last year, the Portuguese Wikipedia community embarked on an experiment to make log-in compulsory for editing.  The [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Impact report for Login Required Experiment on Portuguese Wikipedia|impact report of this trial]] is ready. Moving forward, the Anti-Harassment Tools team is looking for projects that are willing to experiment with restricting IP editing on their wiki for a short-term experiment. [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Login Required Experiment|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:20, 6 September 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/37|Tech News: 2021-37]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/37|Translations]] are available.

'''Recent changes'''
* 45 new Wikipedias now have access to the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. [https://phabricator.wikimedia.org/T289680]
* [[mw:Special:MyLanguage/Growth/Deployment table|A majority of Wikipedias]] now have access to the Growth features. The Growth team [[mw:Special:MyLanguage/Growth/FAQ|has published an FAQ page]] about the features. This translatable FAQ covers the description of the features, how to use them, how to change the configuration, and more.

'''Problems'''
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on 14 September. This is planned at [https://zonestamp.toolforge.org/1631628002 14:00 UTC]. [https://phabricator.wikimedia.org/T287539]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-15|en}}. It will be on all wikis from {{#time:j xg|2021-09-16|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]).
* Starting this week, Wikipedia in Italian will receive weekly software updates on Wednesdays. It used to receive the updates on Thursdays. Due to this change, bugs will be noticed and fixed sooner. [https://phabricator.wikimedia.org/T286664]
* You can add language links in the sidebar in [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|the new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206]
* The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlight]] tool marks up code with different colours. It now can highlight 23 new code languages. Additionally, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;golang&lt;/code&gt;&lt;/bdi&gt; can now be used as an alias for the [[d:Q37227|Go programming language]], and a special &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;output&lt;/code&gt;&lt;/bdi&gt; mode has been added to show a program's output. [https://phabricator.wikimedia.org/T280117][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/SyntaxHighlight_GeSHi/+/715277/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

15:35, 13 September 2021 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22009517 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/38|Tech News: 2021-38]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/38|Translations]] are available.

'''Recent changes'''
* Growth features are now deployed to almost all Wikipedias. [[phab:T290582|For the majority of small Wikipedias]], the features are only available for experienced users, to [[mw:Special:MyLanguage/Growth/FAQ#enable|test the features]] and [[mw:Special:MyLanguage/Growth/FAQ#config|configure them]]. Features will be available for newcomers starting on 20 September 2021.
* MediaWiki had a feature that would highlight local links to short articles in a different style. Each user could pick the size at which &quot;stubs&quot; would be highlighted. This feature was very bad for performance, and following a consultation, has been removed. [https://phabricator.wikimedia.org/T284917]
* A technical change was made to the MonoBook skin to allow for easier maintenance and upkeep. This has resulted in some minor changes to HTML that make MonoBook's HTML consistent with other skins. Efforts have been made to minimize the impact on editors, but please ping [[m:User:Jon (WMF)|Jon (WMF)]] on wiki or in [[phab:T290888|phabricator]] if any problems are reported.

'''Problems'''
* There was a problem with search last week. Many search requests did not work for 2 hours because of an accidental restart of the search servers. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-09-13_cirrussearch_restart]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-22|en}}. It will be on all wikis from {{#time:j xg|2021-09-23|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[s:Special:ApiHelp/query+proofreadinfo|meta=proofreadpage API]] has changed. The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;piprop&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; parameter has been renamed to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;prpiprop&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. API users should update their code to avoid unrecognized parameter warnings. Pywikibot users should upgrade to 6.6.0. [https://phabricator.wikimedia.org/T290585]

'''Future changes'''
* The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks.  It is currently part of &quot;{{int:discussiontools-preference-label}}&quot; in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [https://phabricator.wikimedia.org/T262331]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:MediaWiki_1.37/Deprecation_of_legacy_API_token_parameters|previously announced]] change to how you obtain tokens from the API has been delayed to September 21 because of an incompatibility with Pywikibot. Bot operators using Pywikibot can follow [[phab:T291202|T291202]] for progress on a fix, and should plan to upgrade to 6.6.1 when it is released.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

18:32, 20 September 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/39|Tech News: 2021-39]] ==

&lt;section begin=&quot;technews-2021-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/39|Translations]] are available.

'''Recent changes'''
* [[w:en:IOS|iOS 15]] has a new function called [https://support.apple.com/en-us/HT212614 Private Relay] (Apple website). This can hide the user's IP when they use [[w:en:Safari (software)|Safari]] browser. This is like using a [[w:en:Virtual private network|VPN]] in that we see another IP address instead. It is opt-in and only for those who pay extra for [[w:en:ICloud|iCloud]]. It will come to Safari users on [[:w:en:OSX|OSX]] later. There is a [[phab:T289795|technical discussion]] about what this means for the Wikimedia wikis.

'''Problems'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and user-scripts add items to the [[m:Customization:Explaining_skins#Portlets|portlets]] (article tools) part of the skin. A recent change to the HTML may have made those links a different font-size. This can be fixed by adding the CSS class &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.vector-menu-dropdown-noicon&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T291438]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-29|en}}. It will be on all wikis from {{#time:j xg|2021-09-30|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* The [[mw:Special:MyLanguage/Onboarding_new_Wikipedians#New_experience|GettingStarted extension]] was built in 2013, and provides an onboarding process for new account holders in a few versions of Wikipedia. However, the recently developed [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] provide a better onboarding experience. Since the vast majority of Wikipedias now have access to the Growth features, GettingStarted will be deactivated starting on 4 October. [https://phabricator.wikimedia.org/T235752]
* A small number of users will not be able to connect to the Wikimedia wikis after 30 September. This is because an old [[:w:en:root certificate|root certificate]] will no longer work. They will also have problems with many other websites. Users who have updated their software in the last five years are unlikely to have problems. Users in Europe, Africa and Asia are less likely to have immediate problems even if their software is too old. You can [[m:Special:MyLanguage/HTTPS/2021 Let's Encrypt root expiry|read more]].
* You can [[mw:Special:MyLanguage/Help:Notifications|receive notifications]] when someone leaves a comment on user talk page or mentions you in a talk page comment. Clicking the notification link will now bring you to the comment and highlight it. Previously, doing so brought you to the top of the section that contained the comment. You can find [[phab:T282029|more information in T282029.]]

'''Future changes'''
* The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of &quot;{{int:discussiontools-preference-label}}&quot; in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [[phab:T288485|See the list of wikis.]] [https://phabricator.wikimedia.org/T262331]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W39&quot;/&gt;

22:23, 27 September 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22077885 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/40|Tech News: 2021-40]] ==

&lt;section begin=&quot;tech-newsletter-content&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/40|Translations]] are available.

'''Recent changes'''
* A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them has been enabled for the following 10 wikis: mediawiki.org, the Italian, Catalan, Hebrew and Vietnamese Wikipedias, French Wikisource, and English Wikivoygage, Wikibooks, Wiktionary and Wikinews. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist on those wikis you can [[phab:T48643|let the developers know]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-06|en}}. It will be on all wikis from {{#time:j xg|2021-10-07|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and bots that use the API to read the AbuseFilter log might break. The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;hidden&lt;/code&gt;&lt;/bdi&gt; property will no longer say an entry is &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;implicit&lt;/code&gt;&lt;/bdi&gt; for unsuppressed log entries about suppressed edits. If your bot needs to know this, do a separate revision query. Additionally, the property will have the value &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;false&lt;/code&gt;&lt;/bdi&gt; for visible entries; previously, it wasn't included in the response. [https://phabricator.wikimedia.org/T291718]
* A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them will be enabled for ''all production wikis''. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist you can [[phab:T48643|let the developers know]].

'''Future changes'''
* You can soon get cross-wiki notifications in the [[mw:Wikimedia Apps/Team/iOS|iOS Wikipedia app]]. You can also get notifications as push notifications. More notification updates will follow in later versions. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/iOS/Notifications#September_2021_update]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgExtraSignatureNamespaces&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgLegalTitleChars&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgIllegalFileChars&lt;/code&gt;&lt;/bdi&gt; will soon be removed from &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]&lt;/code&gt;&lt;/bdi&gt;. These are not part of the &quot;stable&quot; variables available for use in wiki JavaScript. [https://phabricator.wikimedia.org/T292011] 
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgCookiePrefix&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgCookieDomain&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgCookiePath&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wgCookieExpiration&lt;/code&gt;&lt;/bdi&gt; will soon be removed from mw.config. Scripts should instead use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw.cookie&lt;/code&gt;&lt;/bdi&gt; from the &quot;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;[[mw:ResourceLoader/Core_modules#mediawiki.cookie|mediawiki.cookie]]&lt;/bdi&gt;&quot; module. [https://phabricator.wikimedia.org/T291760]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/40|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;tech-newsletter-content&quot;/&gt;

16:32, 4 October 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/41|Tech News: 2021-41]] ==

&lt;section begin=&quot;technews-2021-W41&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/41|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-13|en}}. It will be on all wikis from {{#time:j xg|2021-10-14|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

* The [[mw:Manual:Table_of_contents#Auto-numbering|&quot;auto-number headings&quot; preference]] is being removed. You can read [[phab:T284921]] for the reasons and discussion. This change was [[m:Tech/News/2021/26|previously]] announced. [[mw:Snippets/Auto-number_headings|A JavaScript snippet]] is available which can be used to create a Gadget on wikis that still want to support auto-numbering.

'''Meetings'''
* You can join a meeting about the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. A demonstration version of the [[mw:Reading/Web/Desktop Improvements/Features/Sticky Header|newest feature]] will be shown. The event will take place on Tuesday, 12 October at 16:00 UTC. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web/12-10-2021|See how to join]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/41|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W41&quot;/&gt;

15:30, 11 October 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/42|Tech News: 2021-42]] ==

&lt;section begin=&quot;technews-2021-W42&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/42|Translations]] are available.

'''Recent changes'''
*[[m:Toolhub|Toolhub]] is a catalogue to make it easier to find software tools that can be used for working on the Wikimedia projects. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LF4SSR4QRCKV6NPRFGUAQWUFQISVIPTS/ read more].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-20|en}}. It will be on all wikis from {{#time:j xg|2021-10-21|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Future changes'''
* The developers of the [[mw:Wikimedia Apps/Team/Android|Wikipedia Android app]] are working on [[mw:Wikimedia Apps/Team/Android/Communication|communication in the app]]. You can now answer questions in [[mw:Wikimedia Apps/Team/Android/Communication/UsertestingOctober2021|survey]] to help the development.
* 3–5% of editors may be blocked in the next few months. This is because of a new service in Safari, which is similar to a [[w:en:Proxy server|proxy]] or a [[w:en:VPN|VPN]]. It is called iCloud Private Relay. There is a [[m:Special:MyLanguage/Apple iCloud Private Relay|discussion about this]] on Meta. The goal is to learn what iCloud Private Relay could mean for the communities.
* [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] is a new [[w:en:API|API]] for those who use a lot of information from the Wikimedia projects on other sites. It is a way to get big commercial users to pay for the data. There will soon be a copy of the Wikimedia Enterprise dataset. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/message/B2AX6PWH5MBKB4L63NFZY3ADBQG7MSBA/ read more]. You can also ask the team questions [https://wikimedia.zoom.us/j/88994018553 on Zoom] on [https://www.timeanddate.com/worldclock/fixedtime.html?hour=15&amp;min=00&amp;sec=0&amp;day=22&amp;month=10&amp;year=2021 22 October 15:00 UTC].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/42|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W42&quot;/&gt;

20:53, 18 October 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22176877 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/43|Tech News: 2021-43]] ==

&lt;section begin=&quot;technews-2021-W43&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/43|Translations]] are available.

'''Recent changes'''
* The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2021]] is looking for nominations. You can recommend tools until 27 October.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-27|en}}. It will be on all wikis from {{#time:j xg|2021-10-28|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Future changes'''
*[[m:Special:MyLanguage/Help:Diff|Diff pages]] will have an improved copy and pasting experience. [[m:Special:MyLanguage/Community Wishlist Survey 2021/Copy paste diffs|The changes]] will allow the text in the diff for before and after to be treated as separate columns and will remove any unwanted syntax. [https://phabricator.wikimedia.org/T192526]
* The version of the [[w:en:Liberation fonts|Liberation fonts]] used in SVG files will be upgraded. Only new thumbnails will be affected. Liberation Sans Narrow will not change. [https://phabricator.wikimedia.org/T253600]

'''Meetings'''
* You can join a meeting about the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. News about the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Warn when linking to disambiguation pages|disambiguation]] and the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|real-time preview]] wishes will be shown. The event will take place on Wednesday, 27 October at 14:30 UTC. [[m:Special:MyLanguage/Community Wishlist Survey/Updates/Talk to Us|See how to join]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/43|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W43&quot;/&gt;

20:08, 25 October 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22232718 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/44|Tech News: 2021-44]] ==

&lt;section begin=&quot;technews-2021-W44&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/44|Translations]] are available.

'''Recent changes'''
* There is a limit on the amount of emails a user can send each day. This limit is now global instead of per-wiki. This change is to prevent abuse. [https://phabricator.wikimedia.org/T293866]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-03|en}}. It will be on all wikis from {{#time:j xg|2021-11-04|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/44|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W44&quot;/&gt;

20:28, 1 November 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22269406 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/45|Tech News: 2021-45]] ==

&lt;section begin=&quot;technews-2021-W45&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/45|Translations]] are available.

'''Recent changes'''
* Mobile IP editors are now able to receive warning notices indicating they have a talk page message on the mobile website (similar to the orange banners available on desktop). These notices will be displayed on every page outside of the main namespace and every time the user attempts to edit. The notice on desktop now has a slightly different colour. [https://phabricator.wikimedia.org/T284642][https://phabricator.wikimedia.org/T278105]

'''Changes later this week'''
* [[phab:T294321|Wikidata will be read-only]] for a few minutes on 11 November. This will happen around [https://zonestamp.toolforge.org/1636610400 06:00 UTC]. This is for database maintenance. [https://phabricator.wikimedia.org/T294321]
* There is no new MediaWiki version this week.

'''Future changes'''
* In the future, unregistered editors will be given an identity that is not their [[:w:en:IP address|IP address]]. This is for legal reasons. A new user right will let editors who need to know the IPs of unregistered accounts to fight vandalism, spam, and harassment, see the IP. You can read the [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#IP Masking Implementation Approaches (FAQ)|suggestions for how that identity could work]] and [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation|discuss on the talk page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/45|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W45&quot;/&gt;

20:36, 8 November 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/46|Tech News: 2021-46]] ==

&lt;section begin=&quot;technews-2021-W46&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/46|Translations]] are available.

'''Recent changes'''
* Most [[c:Special:MyLanguage/Commons:Maximum_file_size#MAXTHUMB|large file uploads]] errors that had messages like &quot;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;stashfailed&lt;/code&gt;&lt;/bdi&gt;&quot; or &quot;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;DBQueryError&lt;/code&gt;&lt;/bdi&gt;&quot; have now been fixed. An [[wikitech:Incident documentation/2021-11-04 large file upload timeouts|incident report]] is available.

'''Problems'''
* Sometimes, edits made on iOS using the visual editor save groups of numbers as telephone number links, because of a feature in the operating system. This problem is under investigation. [https://phabricator.wikimedia.org/T116525]
* There was a problem with search last week. Many search requests did not work for 2 hours because of a configuration error. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-11-10_cirrussearch_commonsfile_outage]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-17|en}}. It will be on all wikis from {{#time:j xg|2021-11-18|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/46|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W46&quot;/&gt;

22:06, 15 November 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22338097 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/47|Tech News: 2021-47]] ==

&lt;section begin=&quot;technews-2021-W47&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/47|Translations]] are available.

'''Changes later this week'''
* There is no new MediaWiki version this week.
*The template dialog in VisualEditor and in the [[Special:Preferences#mw-prefsection-betafeatures|new wikitext mode]] Beta feature will be [[m:WMDE Technical Wishes/VisualEditor template dialog improvements|heavily improved]] on [[phab:T286992|a few wikis]]. Your [[m:Talk:WMDE Technical Wishes/VisualEditor template dialog improvements|feedback is welcome]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/47|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W47&quot;/&gt;

20:02, 22 November 2021 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=22366010 --&gt;

== [[m:Special:MyLanguage/Tech/News/2021/48|Tech News: 2021-48]] ==

&lt;section begin=&quot;technews-2021-W48&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/48|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-01|en}}. It will be on all wikis from {{#time:j xg|2021-12-02|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/48|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W48&quot;/&gt;

21:15, 29 November 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/49|Tech News: 2021-49]] ==

&lt;section begin=&quot;technews-2021-W49&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/49|Translations]] are available.

'''Problems'''
* MediaWiki 1.38-wmf.11 was scheduled to be deployed on some wikis last week. The deployment was delayed because of unexpected problems.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-08|en}}. It will be on all wikis from {{#time:j xg|2021-12-09|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* At all Wikipedias, a Mentor Dashboard is now available at &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;Special:MentorDashboard&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. It allows registered mentors, who take care of newcomers' first steps, to monitor their assigned newcomers' activity. It is part of the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. You can learn more about [[mw:Special:MyLanguage/Growth/Communities/How_to_configure_the_mentors%27_list|activating the mentor list]] on your wiki and about [[mw:Special:MyLanguage/Growth/Mentor dashboard|the mentor dashboard project]].
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The predecessor to the current [[mw:API|MediaWiki Action API]] (which was created in 2008), &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=ajax&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, will be removed this week. Any scripts or bots using it will need to switch to the corresponding API module. [https://phabricator.wikimedia.org/T42786]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] An old ResourceLoader module, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;jquery.jStorage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, which was deprecated in 2016, will be removed this week. Any scripts or bots using it will need to switch to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mediawiki.storage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; instead. [https://phabricator.wikimedia.org/T143034]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/49|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W49&quot;/&gt;

21:59, 6 December 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/50|Tech News: 2021-50]] ==

&lt;section begin=&quot;technews-2021-W50&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/50|Translations]] are available.

'''Recent changes'''
* There are now default [[m:Special:MyLanguage/Help:Namespace#Other_namespace_aliases|short aliases]] for the &quot;Project:&quot; namespace on most wikis. E.g. On Wikibooks wikis, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;[[WB:]]&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; will go to the local language default for the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;[[Project:]]&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; namespace. This change is intended to help the smaller communities have easy access to this feature. Additional local aliases can still be requested via [[m:Special:MyLanguage/Requesting wiki configuration changes|the usual process]]. [https://phabricator.wikimedia.org/T293839]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-15|en}}. It will be on all wikis from {{#time:j xg|2021-12-16|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/50|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W50&quot;/&gt;

22:27, 13 December 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2021/51|Tech News: 2021-51]] ==

&lt;section begin=&quot;technews-2021-W51&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/51|Translations]] are available.

'''Tech News'''
* Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 10 January 2022.

'''Recent changes'''
* Queries made by the DynamicPageList extension (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;DynamicPageList&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;) are now only allowed to run for 10 seconds and error if they take longer. This is in response to multiple outages where long-running queries caused an outage on all wikis. [https://phabricator.wikimedia.org/T287380#7575719]

'''Changes later this week'''
* There is no new MediaWiki version this week or next week.

'''Future changes'''
* The developers of the Wikipedia iOS app are looking for testers who edit in multiple languages. You can [[mw:Wikimedia Apps/Team/iOS/202112 testing|read more and let them know if you are interested]].
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] The Wikimedia [[wikitech:Portal:Cloud VPS|Cloud VPS]] hosts technical projects for the Wikimedia movement. Developers need to [[wikitech:News/Cloud VPS 2021 Purge|claim projects]] they use. This is because old and unused projects are removed once a year. Unclaimed projects can be shut down from February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/2B7KYL5VLQNHGQQHMYLW7KTUKXKAYY3T/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2021/51|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2021-W51&quot;/&gt;

22:05, 20 December 2021 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/02|Tech News: 2022-02]] ==

&lt;section begin=&quot;technews-2022-W02&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/02|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] A &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;oauth_consumer&lt;/code&gt;&lt;/bdi&gt; variable has been added to the [[mw:Special:MyLanguage/AbuseFilter|AbuseFilter]] to enable identifying changes made by specific tools. [https://phabricator.wikimedia.org/T298281]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets are [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#Package_Gadgets|now able to directly include JSON pages]]. This means some gadgets can now be configured by administrators without needing the interface administrator permission, such as with the Geonotice gadget. [https://phabricator.wikimedia.org/T198758]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets [[mw:Extension:Gadgets#Options|can now specify page actions]] on which they are available. For example, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;|actions=edit,history&lt;/code&gt;&lt;/bdi&gt; will load a gadget only while editing and on history pages. [https://phabricator.wikimedia.org/T63007]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets can now be loaded on demand with the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;withgadget&lt;/code&gt;&lt;/bdi&gt; URL parameter. This can be used to replace [[mw:Special:MyLanguage/Snippets/Load JS and CSS by URL|an earlier snippet]] that typically looks like &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;withJS&lt;/code&gt;&lt;/bdi&gt; or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;withCSS&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T29766]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] At wikis where [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|the Mentorship system is configured]], you can now use the Action API to get a list of a [[mw:Special:MyLanguage/Growth/Mentor_dashboard|mentor's]] mentees. [https://phabricator.wikimedia.org/T291966]
* The heading on the main page can now be configured using &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Mainpage-title-loggedin]]&lt;/span&gt; for logged-in users and &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Mainpage-title]]&lt;/span&gt; for logged-out users. Any CSS that was previously used to hide the heading should be removed. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Small_wiki_toolkits/Starter_kit/Main_page_customization#hide-heading] [https://phabricator.wikimedia.org/T298715]
* Four special pages (and their API counterparts) now have a maximum database query execution time of 30 seconds. These special pages are: RecentChanges, Watchlist, Contributions, and Log. This change will help with site performance and stability. You can read [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IPJNO75HYAQWIGTHI5LJHTDVLVOC4LJP/ more details about this change] including some possible solutions if this affects your workflows. [https://phabricator.wikimedia.org/T297708]
* The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Sticky Header|sticky header]] has been deployed for 50% of logged-in users on [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Frequently asked questions#pilot-wikis|more than 10 wikis]]. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Participate|how to take part in the project]]. 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-12|en}}. It will be on all wikis from {{#time:j xg|2022-01-13|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Events'''
* [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] begins. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/02|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W02&quot;/&gt;

01:23, 11 January 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/03|Tech News: 2022-03]] ==

&lt;section begin=&quot;technews-2022-W03&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/03|Translations]] are available.

'''Recent changes'''
* When using [[mw:Special:MyLanguage/Extension:WikiEditor|WikiEditor]] (also known as the 2010 wikitext editor), people will now see a warning if they link to disambiguation pages.  If you click &quot;{{int:Disambiguator-review-link}}&quot; in the warning, it will ask you to correct the link to a more specific term. You can [[m:Community Wishlist Survey 2021/Warn when linking to disambiguation pages#Jan 12, 2021: Turning on the changes for all Wikis|read more information]] about this completed 2021 Community Wishlist item.
* You can [[mw:Special:MyLanguage/Help:DiscussionTools#subscribe|automatically subscribe to all of the talk page discussions]] that you start or comment in using [[mw:Special:MyLanguage/Talk pages project/Feature summary|DiscussionTools]].  You will receive [[mw:Special:MyLanguage/Notifications|notifications]] when another editor replies.  This is available at most wikis.  Go to your [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]] and turn on &quot;{{int:discussiontools-preference-autotopicsub}}&quot;. [https://phabricator.wikimedia.org/T263819]
* When asked to create a new page or talk page section, input fields can be [[mw:Special:MyLanguage/Manual:Creating_pages_with_preloaded_text|&quot;preloaded&quot; with some text]]. This feature is now limited to wikitext pages. This is so users can't be tricked into making malicious edits. There is a discussion about [[phab:T297725|if this feature should be re-enabled]] for some content types.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-19|en}}. It will be on all wikis from {{#time:j xg|2022-01-20|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Events'''
* [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] continues. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/03|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W03&quot;/&gt;

19:55, 17 January 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/04|Tech News: 2022-04]] ==

&lt;section begin=&quot;technews-2022-W04&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/04|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-26|en}}. It will be on all wikis from {{#time:j xg|2022-01-27|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* The following languages can now be used with [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighting]]: BDD, Elpi, LilyPond, Maxima, Rita, Savi, Sed, Sophia, Spice, .SRCINFO.
* You can now access your watchlist from outside of the user menu in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]]. The watchlist link appears next to the notification icons if you are at the top of the page. [https://phabricator.wikimedia.org/T289619]

'''Events'''
* You can see the results of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award 2021]] and learn more about 14 tools which were selected this year.
* You can [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translate, promote]], or comment on [[m:Special:MyLanguage/Community Wishlist Survey 2022/Proposals|the proposals]] in the Community Wishlist Survey. Voting will begin on {{#time:j xg|2022-01-28|en}}.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/04|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W04&quot;/&gt;

21:38, 24 January 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/05|Tech News: 2022-05]] ==

&lt;section begin=&quot;technews-2022-W05&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/05|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] If a gadget should support the new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;?withgadget&lt;/code&gt;&lt;/bdi&gt; URL parameter that was [[m:Special:MyLanguage/Tech/News/2022/02|announced]] 3 weeks ago, then it must now also specify &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;supportsUrlLoad&lt;/code&gt;&lt;/bdi&gt; in the gadget definition ([[mw:Special:MyLanguage/Extension:Gadgets#supportsUrlLoad|documentation]]). [https://phabricator.wikimedia.org/T29766]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-02|en}}. It will be on all wikis from {{#time:j xg|2022-02-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Future changes'''
* A change that was [[m:Special:MyLanguage/Tech/News/2021/16|announced]] last year was delayed. It is now ready to move ahead:
** The user group &lt;code&gt;oversight&lt;/code&gt; will be renamed &lt;code&gt;suppress&lt;/code&gt;. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in three weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. As usual, these labels can be translated on translatewiki ([[phab:T112147|direct links are available]]) or by administrators on your wiki.

'''Events'''
* You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey]] between 28 January and 11 February. The survey decides what the [[m:Special:MyLanguage/Community Tech|Community Tech team]] will work on.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/05|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W05&quot;/&gt;

17:42, 31 January 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/06|Tech News: 2022-06]] ==

&lt;section begin=&quot;technews-2022-W06&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/06|Translations]] are available.

'''Recent changes'''
* English Wikipedia recently set up a gadget for dark mode. You can enable it there, or request help from an [[m:Special:MyLanguage/Interface administrators|interface administrator]] to set it up on your wiki ([[w:en:Wikipedia:Dark mode (gadget)|instructions and screenshot]]).
* Category counts are sometimes wrong. They will now be completely recounted at the beginning of every month. [https://phabricator.wikimedia.org/T299823]

'''Problems'''
* A code-change last week to fix a bug with [[mw:Special:MyLanguage/Manual:Live preview|Live Preview]] may have caused problems with some local gadgets and user-scripts. Any code with skin-specific behaviour for &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;vector&lt;/code&gt;&lt;/bdi&gt; should be updated to also check for &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;vector-2022&lt;/code&gt;&lt;/bdi&gt;. [[phab:T300987|A code-snippet, global search, and example are available]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-09|en}}. It will be on all wikis from {{#time:j xg|2022-02-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/06|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W06&quot;/&gt;

21:15, 7 February 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/07|Tech News: 2022-07]] ==

&lt;section begin=&quot;technews-2022-W07&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/07|Translations]] are available.

'''Recent changes'''
* [[mw:Special:MyLanguage/Manual:Purge|Purging]] a category page with fewer than 5,000 members will now recount it completely. This will allow editors to fix incorrect counts when it is wrong. [https://phabricator.wikimedia.org/T85696]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-16|en}}. It will be on all wikis from {{#time:j xg|2022-02-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, the &lt;code dir=ltr&gt;rmspecials()&lt;/code&gt; function has been updated so that it does not remove the &quot;space&quot; character. Wikis are advised to wrap all the uses of &lt;code dir=ltr&gt;rmspecials()&lt;/code&gt; with &lt;code dir=ltr&gt;rmwhitespace()&lt;/code&gt; wherever necessary to keep filters' behavior unchanged. You can use the search function on [[Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T263024]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/07|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W07&quot;/&gt;

19:18, 14 February 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/08|Tech News: 2022-08]] ==

&lt;section begin=&quot;technews-2022-W08&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/08|Translations]] are available.

'''Recent changes'''
* [[Special:Nuke|Special:Nuke]] will now provide the standard deletion reasons (editable at &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Deletereason-dropdown]]&lt;/bdi&gt;) to use when mass-deleting pages. This was [[m:Community Wishlist Survey 2022/Admins and patrollers/Mass-delete to offer drop-down of standard reasons, or templated reasons.|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T25020]
* At Wikipedias, all new accounts now get the [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] by default when creating an account. Communities are encouraged to [[mw:Special:MyLanguage/Help:Growth/Tools/Account_creation|update their help resources]]. Previously, only 80% of new accounts would get the Growth features. A few Wikipedias remain unaffected by this change. [https://phabricator.wikimedia.org/T301820]
* You can now prevent specific images that are used in a page from appearing in other locations, such as within PagePreviews or Search results. This is done with the markup &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;class=notpageimage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. For example, &lt;code&gt;&lt;nowiki&gt;[[File:Example.png|class=notpageimage]]&lt;/nowiki&gt;&lt;/code&gt;. [https://phabricator.wikimedia.org/T301588]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] There has been a change to the HTML of Special:Contributions, Special:MergeHistory, and History pages, to support the grouping of changes by date in [[mw:Special:MyLanguage/Skin:Minerva_Neue|the mobile skin]]. While unlikely, this may affect gadgets and user scripts. A [[phab:T298638|list of all the HTML changes]] is on Phabricator.

'''Events'''
* [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey results]] have been published. The [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2022 results#leaderboard|ranking of prioritized proposals]] is also available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-23|en}}. It will be on all wikis from {{#time:j xg|2022-02-24|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Future changes'''
* The software to play videos and audio files on pages will change soon on all wikis. The old player will be removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Toolforge's underlying operating system is being updated. If you maintain any tools there, there are two options for migrating your tools into the new system.  There are [[wikitech:News/Toolforge Stretch deprecation|details, deadlines, and instructions]] on Wikitech. [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EPJFISC52T7OOEFH5YYMZNL57O4VGSPR/]
* Administrators will soon have [[m:Special:MyLanguage/Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete]] the associated &quot;talk&quot; page when they are deleting a given page. An API endpoint with this option will also be available. This was [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|a request from the 2021 Wishlist Survey]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W08&quot;/&gt;

19:12, 21 February 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/09|Tech News: 2022-09]] ==

&lt;section begin=&quot;technews-2022-W09&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/09|Translations]] are available.

'''Recent changes'''
* When searching for edits by [[mw:Special:MyLanguage/Help:Tags|change tags]], e.g. in page history or user contributions, there is now a dropdown list of possible tags. This was [[m:Community Wishlist Survey 2022/Miscellaneous/Improve plain-text change tag selector|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T27909]
* Mentors using the [[mw:Special:MyLanguage/Growth/Mentor_dashboard|Growth Mentor dashboard]] will now see newcomers assigned to them who have made at least one edit, up to 200 edits. Previously, all newcomers assigned to the mentor were visible on the dashboard, even ones without any edit or ones who made hundred of edits. Mentors can still change these values using the filters on their dashboard. Also, the last choice of filters will now be saved. [https://phabricator.wikimedia.org/T301268][https://phabricator.wikimedia.org/T294460]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The user group &lt;code&gt;oversight&lt;/code&gt; was renamed &lt;code&gt;suppress&lt;/code&gt;. This is for [[phab:T109327|technical reasons]]. You may need to update any local references to the old name, e.g. gadgets, links to Special:Listusers, or uses of [[mw:Special:MyLanguage/Help:Magic_words|NUMBERINGROUP]].

'''Problems'''
* The recent change to the HTML of [[mw:Special:MyLanguage/Help:Tracking changes|tracking changes]] pages caused some problems for screenreaders. This is being fixed. [https://phabricator.wikimedia.org/T298638]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-02|en}}. It will be on all wikis from {{#time:j xg|2022-03-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''Future changes'''
* Working with templates will become easier. [[m:WMDE_Technical_Wishes/Templates|Several improvements]] are planned for March 9 on most wikis and on March 16 on English Wikipedia. The improvements include: Bracket matching, syntax highlighting colors, finding and inserting templates, and related visual editor features.
* If you are a template developer or an interface administrator, and you are intentionally overriding or using the default CSS styles of user feedback boxes (the classes: &lt;code dir=ltr&gt;successbox, messagebox, errorbox, warningbox&lt;/code&gt;), please note that these classes and associated CSS will soon be removed from MediaWiki core. This is to prevent problems when the same class-names are also used on a wiki. Please let us know by commenting at [[phab:T300314]] if you think you might be affected.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W09&quot;/&gt;

22:59, 28 February 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/10|Tech News: 2022-10]] ==

&lt;section begin=&quot;technews-2022-W10&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/10|Translations]] are available.

'''Problems'''
* There was a problem with some interface labels last week. It will be fixed this week. This change was part of ongoing work to simplify the support for skins which do not have active maintainers. [https://phabricator.wikimedia.org/T301203]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-09|en}}. It will be on all wikis from {{#time:j xg|2022-03-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/10|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W10&quot;/&gt;

21:16, 7 March 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/11|Tech News: 2022-11]] ==

&lt;section begin=&quot;technews-2022-W11&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/11|Translations]] are available.

'''Recent changes'''
* In the Wikipedia Android app [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Android/Communication#Updates|it is now possible]] to change the toolbar at the bottom so the tools you use more often are easier to click on. The app now also has a focused reading mode. [https://phabricator.wikimedia.org/T296753][https://phabricator.wikimedia.org/T254771]

'''Problems'''
* There was a problem with the collection of some page-view data from June 2021 to January 2022 on all wikis. This means the statistics are incomplete. To help calculate which projects and regions were most affected, relevant datasets are being retained for 30 extra days. You can [[m:Talk:Data_retention_guidelines#Added_exception_for_page_views_investigation|read more on Meta-wiki]].
* There was a problem with the databases on March 10. All wikis were unreachable for logged-in users for 12 minutes. Logged-out users could read pages but could not edit or access uncached content then. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2022-03-10_MediaWiki_availability]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-16|en}}. It will be on all wikis from {{#time:j xg|2022-03-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]).
* When [[mw:Special:MyLanguage/Help:System_message#Finding_messages_and_documentation|using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;uselang=qqx&lt;/code&gt;&lt;/bdi&gt; to find localisation messages]], it will now show all possible message keys for navigation tabs such as &quot;{{int:vector-view-history}}&quot;. [https://phabricator.wikimedia.org/T300069]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Access to [[{{#special:RevisionDelete}}]] has been expanded to include users who have &lt;code dir=ltr&gt;deletelogentry&lt;/code&gt; and &lt;code dir=ltr&gt;deletedhistory&lt;/code&gt; rights through their group memberships. Before, only those with the &lt;code dir=ltr&gt;deleterevision&lt;/code&gt; right could access this special page. [https://phabricator.wikimedia.org/T301928]
* On the [[{{#special:Undelete}}]] pages for diffs and revisions, there will be a link back to the main Undelete page with the list of revisions. [https://phabricator.wikimedia.org/T284114]

'''Future changes'''
*  The Wikimedia Foundation has announced the IP Masking implementation strategy and next steps. The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation#feb25|announcement can be read here]].
* The [[mw:Special:MyLanguage/Wikimedia Apps/Android FAQ|Wikipedia Android app]] developers are working on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|new functions]] for user talk pages and article talk pages. [https://phabricator.wikimedia.org/T297617]

'''Events'''
* The [[mw:Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place as a hybrid event on 20-22 May 2022. The Hackathon will be held online and there are grants available to support local in-person meetups around the world. Grants can be requested until 20 March.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/11|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W11&quot;/&gt;

22:07, 14 March 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/12|Tech News: 2022-12]] ==

&lt;section begin=&quot;technews-2022-W12&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/12|Translations]] are available.

'''New code release schedule for this week'''
* There will be four MediaWiki releases this week, instead of just one. This is an experiment which should lead to fewer problems and to faster feature updates. The releases will be on all wikis, at different times, on Monday, Tuesday, and Wednesday. You can [[mw:Special:MyLanguage/Wikimedia Release Engineering Team/Trainsperiment week|read more about this project]].

'''Recent changes'''
* You can now set how many search results to show by default in [[Special:Preferences#mw-prefsection-searchoptions|your Preferences]]. This was the 12th most popular wish in the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey 2022]]. [https://phabricator.wikimedia.org/T215716]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Jupyter notebooks tool [[wikitech:PAWS|PAWS]] has been updated to a new interface. [https://phabricator.wikimedia.org/T295043]

'''Future changes'''
* Interactive maps via [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] will soon work on wikis using the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions]] extension. [https://wikimedia.sslsurvey.de/Kartographer-Workflows-EN/ Please tell us] which improvements you want to see in Kartographer. You can take this survey in simple English. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/12|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W12&quot;/&gt;

16:01, 21 March 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/13|Tech News: 2022-13]] ==

&lt;section begin=&quot;technews-2022-W13&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/13|Translations]] are available.

'''Recent changes'''
* There is a simple new Wikimedia Commons upload tool available for macOS users, [[c:Commons:Sunflower|Sunflower]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-30|en}}. It will be on all wikis from {{#time:j xg|2022-03-31|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* Some wikis will be in read-only for a few minutes because of regular database maintenance. It will be performed on {{#time:j xg|2022-03-29|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-03-31|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). [https://phabricator.wikimedia.org/T301850][https://phabricator.wikimedia.org/T303798]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W13&quot;/&gt;

19:54, 28 March 2022 (UTC)
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== [[m:Special:MyLanguage/Tech/News/2022/14|Tech News: 2022-14]] ==

&lt;section begin=&quot;technews-2022-W14&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/14|Translations]] are available.

'''Problems'''
* For a few days last week, edits that were suggested to newcomers were not tagged in the [[{{#special:recentchanges}}]] feed. This bug has been fixed. [https://phabricator.wikimedia.org/T304747]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-06|en}}. It will be on all wikis from {{#time:j xg|2022-04-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]).

'''Future changes'''
* Starting next week, Tech News' title will be translatable. When the newsletter is distributed, its title may not be &lt;code dir=ltr&gt;Tech News: 2022-14&lt;/code&gt; anymore. It may affect some filters that have been set up by some communities. [https://phabricator.wikimedia.org/T302920]
* Over the next few months, the &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; Growth feature [[phab:T304110|will become available to more Wikipedias]]. Each week, a few wikis will get the feature. You can test this tool at [[mw:Special:MyLanguage/Growth#deploymentstable|a few wikis where &quot;Link recommendation&quot; is already available]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W14&quot;/&gt;

21:01, 4 April 2022 (UTC)
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== Tech News: 2022-15 ==

&lt;section begin=&quot;technews-2022-W15&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/15|Translations]] are available.

'''Recent changes'''
* There is a new public status page at &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikimediastatus.net/ www.wikimediastatus.net]&lt;/span&gt;. This site shows five automated high-level metrics where you can see the overall health and performance of our wikis' technical environment. It also contains manually-written updates for widespread incidents, which are written as quickly as the engineers are able to do so while also fixing the actual problem. The site is separated from our production infrastructure and hosted by an external service, so that it can be accessed even if the wikis are briefly unavailable. You can [https://diff.wikimedia.org/2022/03/31/announcing-www-wikimediastatus-net/ read more about this project].
* On Wiktionary wikis, the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-13|en}}. It will be on all wikis from {{#time:j xg|2022-04-14|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/15|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W15&quot;/&gt;

19:44, 11 April 2022 (UTC)
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== Tech News: 2022-16 ==

&lt;section begin=&quot;technews-2022-W16&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/16|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-20|en}}. It will be on all wikis from {{#time:j xg|2022-04-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-19|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]) and on {{#time:j xg|2022-04-21|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]).
* Administrators will now have [[m:Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete the associated &quot;Talk&quot; page]] when they are deleting a given page. An API endpoint with this option is also available. This concludes the [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|11th wish of the 2021 Community Wishlist Survey]].
* On [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#test-wikis|selected wikis]], 50% of logged-in users will see the new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Table of contents|table of contents]]. When scrolling up and down the page, the table of contents will stay in the same place on the screen. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]] project. [https://phabricator.wikimedia.org/T304169]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Message boxes produced by MediaWiki code will no longer have these CSS classes: &lt;code dir=ltr&gt;successbox&lt;/code&gt;, &lt;code dir=ltr&gt;errorbox&lt;/code&gt;, &lt;code dir=ltr&gt;warningbox&lt;/code&gt;. The styles for those classes and &lt;code dir=ltr&gt;messagebox&lt;/code&gt; will be removed from MediaWiki core. This only affects wikis that use these classes in wikitext, or change their appearance within site-wide CSS. Please review any local usage and definitions for these classes you may have. This was previously announced in the [[m:Special:MyLanguage/Tech/News/2022/09|28 February issue of Tech News]].

'''Future changes'''
* [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] will become compatible with [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions page stabilization]]. Kartographer maps will also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions] The Kartographer documentation has been thoroughly updated. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer/Getting_started] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:VisualEditor/Maps] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W16&quot;/&gt;

23:11, 18 April 2022 (UTC)
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== Tech News: 2022-17 ==

&lt;section begin=&quot;technews-2022-W17&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/17|Translations]] are available.

'''Recent changes'''
*  On [https://noc.wikimedia.org/conf/dblists/group1.dblist many wikis] (group 1), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-27|en}}. It will be on all wikis from {{#time:j xg|2022-04-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-26|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]).
* Some very old browsers and operating systems are no longer supported. Some things on the wikis might look weird or not work in very old browsers like Internet Explorer 9 or 10, Android 4, or Firefox 38 or older. [https://phabricator.wikimedia.org/T306486]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W17&quot;/&gt;

22:56, 25 April 2022 (UTC)
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== Tech News: 2022-18 ==

&lt;section begin=&quot;technews-2022-W18&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/18|Translations]] are available.

'''Recent changes'''
* On [https://noc.wikimedia.org/conf/dblists/group2.dblist all remaining wikis] (group 2), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-04|en}}. It will be on all wikis from {{#time:j xg|2022-05-05|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).

'''Future changes'''
* The developers are working on talk pages in the [[mw:Wikimedia Apps/Team/iOS|Wikipedia app for iOS]]. You can [https://wikimedia.qualtrics.com/jfe/form/SV_9GBcHczQGLbQWTY give feedback]. You can take the survey in English, German, Hebrew or Chinese.
* [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements#Status_and_next_steps|Most wikis]] will receive an [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements|improved template dialog]] in VisualEditor and New Wikitext mode. [https://phabricator.wikimedia.org/T296759] [https://phabricator.wikimedia.org/T306967]
* If you use syntax highlighting while editing wikitext, you can soon activate a [[m:WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting#Color-blind_mode|colorblind-friendly color scheme]]. [https://phabricator.wikimedia.org/T306867]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Several CSS IDs related to MediaWiki interface messages will be removed. Technical editors should please [[phab:T304363|review the list of IDs and links to their existing uses]]. These include &lt;code dir=ltr&gt;#mw-anon-edit-warning&lt;/code&gt;, &lt;code dir=ltr&gt;#mw-undelete-revision&lt;/code&gt; and 3 others.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W18&quot;/&gt;

19:33, 2 May 2022 (UTC)
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== Tech News: 2022-19 ==

&lt;section begin=&quot;technews-2022-W19&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/19|Translations]] are available.

'''Recent changes'''
* You can now see categories in the [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia app for Android]]. [https://phabricator.wikimedia.org/T73966]

'''Problems'''
* Last week, there was a problem with Wikidata's search autocomplete. This has now been fixed. [https://phabricator.wikimedia.org/T307586]
* Last week, all wikis had slow access or no access for 20 minutes, for logged-in users and non-cached pages. This was caused by a problem with a database change. [https://phabricator.wikimedia.org/T307647]

'''Changes later this week'''
* There is no new MediaWiki version this week. [https://phabricator.wikimedia.org/T305217#7894966]
*  [[m:WMDE Technical Wishes/Geoinformation#Current issues|Incompatibility issues]] with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] and the [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|FlaggedRevs extension]] will be fixed: Deployment is planned for May 10 on all wikis. Kartographer will then be enabled on the [[phab:T307348|five wikis which have not yet enabled the extension]] on May 24.
* The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] skin will be set as the default on several more wikis, including Arabic and Catalan Wikipedias. Logged-in users will be able to switch back to the old Vector (2010). See the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|latest update]] about Vector (2022).

'''Future meetings'''
* The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place on 17 May. The following meetings are currently planned for: 7 June, 21 June, 5 July, 19 July.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W19&quot;/&gt;

15:22, 9 May 2022 (UTC)
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== Tech News: 2022-20 ==

&lt;section begin=&quot;technews-2022-W20&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/20|Translations]] are available.

'''Changes later this week'''
* Some wikis can soon use the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|add a link]] feature. This will start on Wednesday. The wikis are {{int:project-localized-name-cawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-svwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}. This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542]
* The [[mw:Special:MyLanguage/Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place online on May 20–22. It will be in English. There are also local [[mw:Special:MyLanguage/Wikimedia Hackathon 2022/Meetups|hackathon meetups]] in Germany, Ghana, Greece, India, Nigeria and the United States. Technically interested Wikimedians can work on software projects and learn new skills. You can also host a session or post a project you want to work on.
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-18|en}}. It will be on all wikis from {{#time:j xg|2022-05-19|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).

'''Future changes'''
* You can soon edit translatable pages in the visual editor. Translatable pages exist on for examples Meta and Commons. [https://diff.wikimedia.org/2022/05/12/mediawiki-1-38-brings-support-for-editing-translatable-pages-with-the-visual-editor/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W20&quot;/&gt;

18:58, 16 May 2022 (UTC)
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== Tech News: 2022-21 ==

&lt;section begin=&quot;technews-2022-W21&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/21|Translations]] are available.

'''Recent changes'''
* Administrators using the mobile web interface can now access Special:Block directly from user pages. [https://phabricator.wikimedia.org/T307341]
* The &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wiktionary.org/ www.wiktionary.org]&lt;/span&gt; portal page now uses an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T304629]

'''Problems'''
* The Growth team maintains a mentorship program for newcomers. Previously, newcomers weren't able to opt out from the program. Starting May 19, 2022, newcomers are able to fully opt out from Growth mentorship, in case they do not wish to have any mentor at all. [https://phabricator.wikimedia.org/T287915]
* Some editors cannot access the content translation tool if they load it by clicking from the contributions menu. This problem is being worked on. It should still work properly if accessed directly via Special:ContentTranslation. [https://phabricator.wikimedia.org/T308802]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-25|en}}. It will be on all wikis from {{#time:j xg|2022-05-26|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadget and user scripts developers are invited to give feedback on a [[mw:User:Jdlrobson/Extension:Gadget/Policy|proposed technical policy]] aiming to improve support from MediaWiki developers. [https://phabricator.wikimedia.org/T308686]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W21&quot;/&gt;

00:21, 24 May 2022 (UTC)
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== Tech News: 2022-22 ==

&lt;section begin=&quot;technews-2022-W22&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/22|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|Advanced item]]  In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, an &lt;code dir=ltr&gt;ip_in_ranges()&lt;/code&gt; function has been introduced to check if an IP is in any of the ranges. Wikis are advised to combine multiple &lt;code dir=ltr&gt;ip_in_range()&lt;/code&gt; expressions joined by &lt;code&gt;|&lt;/code&gt; into a single expression for better performance. You can use the search function on [[Special:AbuseFilter|Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T305017]
* The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature|IP Info feature]] which helps abuse fighters access information about IPs, [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May 24, 2022|has been deployed]] to all wikis as a beta feature. This comes after weeks of beta testing on test.wikipedia.org.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-01|en}}. It will be on all wikis from {{#time:j xg|2022-06-02|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-05-31|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]).
* The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at most wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804]
* [[File:Octicons-tools.svg|15px|link=|Advanced item]]  The [[:mw:Special:ApiHelp/query+usercontribs|list=usercontribs API]] will support fetching contributions from an [[mw:Special:MyLanguage/Help:Range blocks#Non-technical explanation|IP range]] soon. API users can set the &lt;code&gt;uciprange&lt;/code&gt; parameter to get contributions from any IP range within [[:mw:Manual:$wgRangeContributionsCIDRLimit|the limit]]. [https://phabricator.wikimedia.org/T177150]
* A new parser function will be introduced: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{=}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. It will replace existing templates named &quot;=&quot;. It will insert an [[w:en:Equals sign|equal sign]]. This can be used to escape the equal sign in the parameter values of templates. [https://phabricator.wikimedia.org/T91154]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W22&quot;/&gt;

20:28, 30 May 2022 (UTC)
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== Tech News: 2022-23 ==

&lt;section begin=&quot;technews-2022-W23&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/23|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-08|en}}. It will be on all wikis from {{#time:j xg|2022-06-09|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;str_replace_regexp()&lt;/code&gt;&lt;/bdi&gt; function can be used in [[Special:AbuseFilter|abuse filters]] to replace parts of text using a [[w:en:Regular expression|regular expression]]. [https://phabricator.wikimedia.org/T285468]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W23&quot;/&gt;

02:46, 7 June 2022 (UTC)
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== Tech News: 2022-24 ==

&lt;section begin=&quot;technews-2022-W24&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/24|Translations]] are available.

'''Recent changes'''
* All wikis can now use [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] maps. Kartographer maps now also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions][https://phabricator.wikimedia.org/T307348]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-15|en}}. It will be on all wikis from {{#time:j xg|2022-06-16|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-14|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). [https://phabricator.wikimedia.org/T300471]
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-abwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-acewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-adywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-akwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-alswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-amwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-anwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-angwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-astwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-atjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-avwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-aywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azbwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304548]
* The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at Commons, Wikidata, and some other wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804]

'''Future meetings'''
* The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place today (13 June). The following meetings will take place on: 28 June, 12 July, 26 July.

'''Future changes'''
* By the end of July, the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022]] skin should be ready to become the default across all wikis. Discussions on how to adjust it to the communities' needs will begin in the next weeks. It will always be possible to revert to the previous version on an individual basis. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W24&quot;/&gt;

16:58, 13 June 2022 (UTC)
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== Tech News: 2022-25 ==

&lt;section begin=&quot;technews-2022-W25&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/25|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia App for Android]] now has an option for editing the whole page at once, located in the overflow menu (three-dots menu [[File:Ic more vert 36px.svg|15px|link=|alt=]]). [https://phabricator.wikimedia.org/T103622]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Some recent database changes may affect queries using the [[m:Research:Quarry|Quarry tool]]. Queries for &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;site_stats&lt;/code&gt;&lt;/bdi&gt; at English Wikipedia, Commons, and Wikidata will need to be updated. [[phab:T306589|Read more]].
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;user_global_editcount&lt;/code&gt;&lt;/bdi&gt; variable can be used in [[Special:AbuseFilter|abuse filters]] to avoid affecting globally active users. [https://phabricator.wikimedia.org/T130439]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-22|en}}. It will be on all wikis from {{#time:j xg|2022-06-23|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* Users of non-responsive skins (e.g. MonoBook or Vector) on mobile devices may notice a slight change in the default zoom level. This is intended to optimize zooming and ensure all interface elements are present on the page (for example the table of contents on Vector 2022). In the unlikely event this causes any problems with how you use the site, we'd love to understand better, please ping &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:User:Jon (WMF)|Jon (WMF)]]&lt;/span&gt; to any on-wiki conversations. [https://phabricator.wikimedia.org/T306910]

'''Future changes'''
* The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July.  Discussions will look different.  You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]].
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid's HTML output will soon stop annotating file links with different &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;typeof&lt;/code&gt;&lt;/bdi&gt; attribute values, and instead use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw:File&lt;/code&gt;&lt;/bdi&gt; for all types. Tool authors should adjust any code that expects: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw:Image&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw:Audio&lt;/code&gt;&lt;/bdi&gt;, or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw:Video&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T273505]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W25&quot;/&gt;

20:18, 20 June 2022 (UTC)
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== Tech News: 2022-26 ==

&lt;section begin=&quot;technews-2022-W26&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/26|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] API service now has self-service accounts with free on-demand requests and monthly snapshots ([https://enterprise.wikimedia.com/docs/ API documentation]). Community access [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#community-access|via database dumps &amp; Wikimedia Cloud Services]] continues.
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[d:Special:MyLanguage/Wikidata:Wiktionary#lua|All Wikimedia wikis can now use Wikidata Lexemes in Lua]] after creating local modules and templates. Discussions are welcome [[d:Wikidata_talk:Lexicographical_data#You_can_now_reuse_Wikidata_Lexemes_on_all_wikis|on the project talk page]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-29|en}}. It will be on all wikis from {{#time:j xg|2022-06-30|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-28|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T311033]
*  Some global and cross-wiki services will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-30|en}} at 06:00 UTC. This will impact ContentTranslation, Echo, StructuredDiscussions, Growth experiments and a few more services. [https://phabricator.wikimedia.org/T300472]
* Users will be able to sort columns within sortable tables in the mobile skin. [https://phabricator.wikimedia.org/T233340]

'''Future meetings'''
* The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (28 June). The following meetings will take place on 12 July and 26 July.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W26&quot;/&gt;

20:02, 27 June 2022 (UTC)
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== Tech News: 2022-27 ==

&lt;section begin=&quot;technews-2022-W27&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/27|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-06|en}}. It will be on all wikis from {{#time:j xg|2022-07-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-05|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-07-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]).
* The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July.  Discussions will look different.  You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]].
* [[File:Octicons-tools.svg|15px|link=|alt=| Advanced item]] This change only affects pages in the main namespace in Wikisource. The Javascript config variable &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;proofreadpage_source_href&lt;/code&gt;&lt;/bdi&gt; will be removed from &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]&lt;/code&gt;&lt;/bdi&gt; and be replaced with the variable &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;prpSourceIndexPage&lt;/code&gt;&lt;/bdi&gt;.  [https://phabricator.wikimedia.org/T309490]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W27&quot;/&gt;

19:32, 4 July 2022 (UTC)
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== Tech News: 2022-28 ==

&lt;section begin=&quot;technews-2022-W28&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/28|Translations]] are available.

'''Recent changes'''
* In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], the page title is now displayed above the tabs such as Discussion, Read, Edit, View history, or More. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates#Page title/tabs switch|Learn more]]. [https://phabricator.wikimedia.org/T303549]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] It is now possible to easily view most of the configuration settings that apply to just one wiki, and to compare settings between two wikis if those settings are different. For example: [https://noc.wikimedia.org/wiki.php?wiki=jawiktionary Japanese Wiktionary settings], or [https://noc.wikimedia.org/wiki.php?wiki=eswiki&amp;compare=eowiki settings that are different between the Spanish and Esperanto Wikipedias]. Local communities may want to [[m:Special:MyLanguage/Requesting_wiki_configuration_changes|discuss and propose changes]] to their local settings. Details about each of the named settings can be found by [[mw:Special:Search|searching MediaWiki.org]]. [https://phabricator.wikimedia.org/T308932]
*The Anti-Harassment Tools team [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May|recently deployed]] the IP Info Feature as a [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature at all wikis]]. This feature allows abuse fighters to access information about IP addresses. Please check our update on [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#April|how to find and use the tool]]. Please share your feedback using a link you will be given within the tool itself.

'''Changes later this week'''
* There is no new MediaWiki version this week.
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]).

'''Future changes'''
* The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July.  Discussions will look different.  You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/28|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W28&quot;/&gt;

19:24, 11 July 2022 (UTC)
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== Tech News: 2022-29 ==

&lt;section begin=&quot;technews-2022-W29&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/29|Translations]] are available.

'''Problems'''
* The feature on mobile web for [[mw:Special:MyLanguage/Extension:NearbyPages|Nearby Pages]] was missing last week. It will be fixed this week. [https://phabricator.wikimedia.org/T312864]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-20|en}}. It will be on all wikis from {{#time:j xg|2022-07-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).

'''Future changes'''
* The [[mw:Technical_decision_making/Forum|Technical Decision Forum]] is seeking [[mw:Technical_decision_making/Community_representation|community representatives]]. You can apply on wiki or by emailing &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;TDFSupport@wikimedia.org&lt;/span&gt; before 12 August.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W29&quot;/&gt;

22:59, 18 July 2022 (UTC)
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== Tech News: 2022-30 ==

&lt;section begin=&quot;technews-2022-W30&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/30|Translations]] are available.

'''Recent changes'''
* The &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikibooks.org/ www.wikibooks.org]&lt;/span&gt; and &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikiquote.org/ www.wikiquote.org]&lt;/span&gt; portal pages now use an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T273179]

'''Problems'''
*  Last week, some wikis were in read-only mode for a few minutes because of an emergency switch of their main database ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T313383]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-27|en}}. It will be on all wikis from {{#time:j xg|2022-07-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* The external link icon will change slightly in the skins Vector legacy and Vector 2022. The new icon uses simpler shapes to be more recognizable on low-fidelity screens. [https://phabricator.wikimedia.org/T261391]
* Administrators will now see buttons on user pages for &quot;{{int:changeblockip}}&quot; and &quot;{{int:unblockip}}&quot; instead of just &quot;{{int:blockip}}&quot; if the user is already blocked. [https://phabricator.wikimedia.org/T308570]

'''Future meetings'''
* The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (26 July).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/30|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W30&quot;/&gt;

19:27, 25 July 2022 (UTC)
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== Tech News: 2022-31 ==

&lt;section begin=&quot;technews-2022-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/31|Translations]] are available.

'''Recent changes'''
* Improved [[m:Special:MyLanguage/Help:Displaying_a_formula#Phantom|LaTeX capabilities for math rendering]] are now available in the wikis thanks to supporting &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Phantom&lt;/code&gt;&lt;/bdi&gt; tags. This completes part of [[m:Community_Wishlist_Survey_2022/Editing/Missing_LaTeX_capabilities_for_math_rendering|the #59 wish]] of the 2022 Community Wishlist Survey.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-03|en}}. It will be on all wikis from {{#time:j xg|2022-08-04|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup0.dblist Group 0]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]].

'''Future changes'''
* The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August.  Discussions will look different.  You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]].

'''Future meetings'''
* This week, three meetings about [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] with live interpretation will take place. On Tuesday, interpretation in Russian will be provided. On Thursday, meetings for Arabic and Spanish speakers will take place. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|See how to join]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W31&quot;/&gt;

21:21, 1 August 2022 (UTC)
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== Tech News: 2022-32 ==

&lt;section begin=&quot;technews-2022-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/32|Translations]] are available.

'''Recent changes'''
* [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script|GUS2Wiki]] copies the information from [[{{#special:GadgetUsage}}]] to an on-wiki page so you can review its history. If your project isn't already listed on the [[d:Q113143828|Wikidata entry for Project:GUS2Wiki]] you can either run GUS2Wiki yourself or [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script#Opting|make a request to receive updates]]. [https://phabricator.wikimedia.org/T121049]

'''Changes later this week'''
* There is no new MediaWiki version this week.
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-09|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-08-11|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]).

'''Future meetings'''
* The [[wmania:Special:MyLanguage/Hackathon|Wikimania Hackathon]] will take place online from August 12–14. Don't miss [[wmania:Special:MyLanguage/Hackathon/Schedule|the pre-hacking showcase]] to learn about projects and find collaborators. Anyone can [[phab:/project/board/6030/|propose a project]] or [[wmania:Special:MyLanguage/Hackathon/Schedule|host a session]]. [[wmania:Special:MyLanguage/Hackathon/Newcomers|Newcomers are welcome]]!

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W32&quot;/&gt;

19:50, 8 August 2022 (UTC)
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== Tech News: 2022-33 ==

&lt;section begin=&quot;technews-2022-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/33|Translations]] are available.

'''Recent changes'''
* The Persian (Farsi) Wikipedia community decided to block IP editing from October 2021 to April 2022. The Wikimedia Foundation's Product Analytics team tracked the impact of this change. [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Editing Restriction Study/Farsi Wikipedia|An impact report]] is now available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-17|en}}. It will be on all wikis from {{#time:j xg|2022-08-18|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-16|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-08-18|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]).
* The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup1.dblist Group 1]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]].

'''Future changes'''
* The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August.  Discussions will look different.  You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#4_August_2022][https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Phase_1:_Topic_containers][https://phabricator.wikimedia.org/T312672]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W33&quot;/&gt;

21:08, 15 August 2022 (UTC)
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== Tech News: 2022-34 ==

&lt;section begin=&quot;technews-2022-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/34|Translations]] are available.

'''Recent changes'''
* Two problems with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps have been fixed. Maps are no longer shown as empty when a geoline was created via VisualEditor. Geolines consisting of points with QIDs (e.g., subway lines) are no longer shown with pushpins. [https://phabricator.wikimedia.org/T292613][https://phabricator.wikimedia.org/T308560]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-24|en}}. It will be on all wikis from {{#time:j xg|2022-08-25|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-25|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]).
* The colours of links and visited links will change. This is to make the difference between links and other text more clear. [https://phabricator.wikimedia.org/T213778]

'''Future changes'''
* The new [{{int:discussiontools-topicsubscription-button-subscribe}}] button [[mw:Talk pages project/Notifications#12 August 2022|helps newcomers get answers]].  The Editing team is enabling this tool everywhere.  You can turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|your preferences]]. [https://phabricator.wikimedia.org/T284489]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W34&quot;/&gt;

00:12, 23 August 2022 (UTC)
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== Tech News: 2022-35 ==

&lt;section begin=&quot;technews-2022-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/35|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] is available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup2.dblist Group 2]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. Please note that when this Beta feature is enabled, it may cause conflicts with some wiki-specific Gadgets.

'''Problems'''
* In recent months, there have been inaccurate numbers shown for various [[{{#special:statistics}}]] at Commons, Wikidata, and English Wikipedia. This has now been fixed. [https://phabricator.wikimedia.org/T315693]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-31|en}}. It will be on all wikis from {{#time:j xg|2022-09-01|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-30|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-09-01|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]).

'''Future changes'''
* The Wikimedia Foundation wants to improve how Wikimedia communities report harmful incidents by building the [[m:Special:MyLanguage/Private Incident Reporting System|Private Incident Reporting System (PIRS)]] to make it easy and safe for users to make reports. You can leave comments on the talk page, by answering the [[m:Special:MyLanguage/Private Incident Reporting System#Phase 1|questions provided]].  If you have ever faced a harmful situation that you wanted to report/reported, join a PIRS interview to share your experience. To sign up [[m:Special:EmailUser/MAna_(WMF)|please email]] &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:User:MAna (WMF)|Madalina Ana]]&lt;/span&gt;.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W35&quot;/&gt;

23:05, 29 August 2022 (UTC)
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== Tech News: 2022-36 ==

&lt;section begin=&quot;technews-2022-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/36|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-07|en}}. It will be on all wikis from {{#time:j xg|2022-09-08|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-09-06|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-09-08|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]).
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] On Special pages that only have one tab, the tab-bar's row will be hidden in the Vector-2022 skin to save space. The row will still show if Gadgets use it. Gadgets that currently append directly to the CSS id of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;#p-namespaces&lt;/code&gt;&lt;/bdi&gt; should be updated to use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:ResourceLoader/Core_modules#addPortletLink|mw.util.addPortletLink]]&lt;/code&gt;&lt;/bdi&gt; function instead. Gadgets that style this id should consider also targeting &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;#p-associated-pages&lt;/code&gt;&lt;/bdi&gt;, the new id for this row. [[phab:T316908|Examples are available]]. [https://phabricator.wikimedia.org/T316908][https://phabricator.wikimedia.org/T313409]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W36&quot;/&gt;

23:22, 5 September 2022 (UTC)
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== Tech News: 2022-37 ==

&lt;section begin=&quot;technews-2022-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/37|Translations]] are available.

'''Recent changes'''
* The search servers have been upgraded to a new major version. If you notice any issues with searching, please report them on [[phab:project/view/1849/|Phabricator]]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/XPCTYYTN67FVFKN6XOHULJVGUO44J662]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-14|en}}. It will be on all wikis from {{#time:j xg|2022-09-15|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[mw:Special:MyLanguage/Extension:SyntaxHighlight|Syntax highlighting]] is now tracked as an [[mw:Special:MyLanguage/Manual:$wgExpensiveParserFunctionLimit|expensive parser function]]. Only 500 expensive function calls can be used on a single page. Pages that exceed the limit are added to a [[:Category:{{MediaWiki:expensive-parserfunction-category}}|tracking category]]. [https://phabricator.wikimedia.org/T316858]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W37&quot;/&gt;

01:50, 13 September 2022 (UTC)
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== Tech News: 2022-38 ==

&lt;section begin=&quot;technews-2022-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/38|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Two database fields in the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;templatelinks&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; table are now being dropped: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;tl_namespace&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;tl_title&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Any queries that rely on these fields need to be changed to use the new normalization field called &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;tl_target_id&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. See &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[phab:T299417|T299417]]&lt;/span&gt; for more information. This is part of [[w:Database normalization|normalization]] of links tables. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/U2U6TXIBABU3KDCVUOITIGI5OJ4COBSW/][https://www.mediawiki.org/wiki/User:ASarabadani_(WMF)/Database_for_devs_toolkit/Concepts/Normalization]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-21|en}}. It will be on all wikis from {{#time:j xg|2022-09-22|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* In [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps, you can use icons on markers for common points of interest. On Tuesday, the [[mw:Special:MyLanguage/Help:Extension:Kartographer/Icons|previous icon set]] will be updated to [https://de.wikipedia.beta.wmflabs.org/wiki/Hilfe:Extension:Kartographer/Icons version maki 7.2]. That means, around 100 new icons will be available.  Additionally, all existing icons were updated for clarity and to make them work better in international contexts. [https://phabricator.wikimedia.org/T302861][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Update_maki_icons]

'''Future changes'''
* In a [[m:Content_Partnerships_Hub/Software/Volunteer_developers_discussion_at_Wikimania_2022|group discussion at Wikimania]], more than 30 people talked about how to make content partnership software in the Wikimedia movement more sustainable. What kind of support is acceptable for volunteer developers? Read the summary and [[m:Talk:Content Partnerships Hub/Software/Volunteer developers discussion at Wikimania 2022|leave your feedback]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W38&quot;/&gt;

&lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/span&gt; 22:16, 19 September 2022 (UTC)
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== Tech News: 2022-39 ==

&lt;section begin=&quot;technews-2022-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/39|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid clients should be updated to allow for space-separated multi-values in the &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;rel&lt;/code&gt;&lt;/bdi&gt; attribute of links. Further details are in &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[phab:T315209|T315209]]&lt;/bdi&gt;.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-28|en}}. It will be on all wikis from {{#time:j xg|2022-09-29|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[mw:Special:MyLanguage/VisualEditor/Diffs|Visual diffs]] will become available to all users, except at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588]
* [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias.  They should be easier to use and provide more information. [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile]
* In the [[mw:Lua/Scripting|{{ns:828}}]] namespace, pages ending with &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.json&lt;/code&gt;&lt;/bdi&gt; will be treated as JSON, just like they already are in the {{ns:2}} and {{ns:8}} namespaces. [https://phabricator.wikimedia.org/T144475]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:30, 27 September 2022 (UTC)
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== Tech News: 2022-40 ==

&lt;section begin=&quot;technews-2022-W40&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/40|Translations]] are available.

'''Recent changes'''
* [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can now show geopoints from Wikidata, via QID or SPARQL query. Previously, this was only possible for geoshapes and geolines. [https://phabricator.wikimedia.org/T307695] [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Geopoints_via_QID]
* The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2022]] is looking for nominations. You can recommend tools until 12 October.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-05|en}}. It will be on all wikis from {{#time:j xg|2022-10-06|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias.  They should be easier to use and provide more information. (Last week's release was delayed) [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;scribunto-console&lt;/code&gt;&lt;/bdi&gt; API module will require a [[mw:Special:MyLanguage/API:Tokens|CSRF token]]. This module is documented as internal and use of it is not supported. [[phab:T212071|[5]]] 
* The Vector 2022 skin will become the default across the smallest Wikimedia projects. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#Deployment_plan_and_timeline|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/40|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W40&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:23, 4 October 2022 (UTC)
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== Tech News: 2022-41 ==

&lt;section begin=&quot;technews-2022-W41&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/41|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-12|en}}. It will be on all wikis from {{#time:j xg|2022-10-13|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* On some wikis, [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps in full size view will be able to display nearby articles. After a feedback period, more wikis will follow. [https://phabricator.wikimedia.org/T316782][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/41|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W41&quot;/&gt;

14:08, 10 October 2022 (UTC)
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== Tech News: 2022-42 ==

&lt;section begin=&quot;technews-2022-W42&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/42|Translations]] are available.

'''Recent changes'''
* The recently implemented feature of [[phab:T306883|article thumbnails in Special:Search]] will be limited to Wikipedia projects only. Further details are in [[phab:T320510|T320510]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Structured_Data_Across_Wikimedia/Search_Improvements]
* A bug that caused problems in loading article thumbnails in Special:Search has been fixed. Further details are in [[phab:T320406|T320406]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-19|en}}. It will be on all wikis from {{#time:j xg|2022-10-20|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#mw.loadJsonData|mw.loadJsonData()]]&lt;/code&gt;&lt;/bdi&gt; to load data from JSON pages. [https://phabricator.wikimedia.org/T217500]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can enable &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#Strict_library|require( &quot;strict&quot; )]]&lt;/code&gt;&lt;/bdi&gt; to add errors for some possible code problems. This replaces &quot;[[wikidata:Q16748603|Module:No globals]]&quot; on most wikis. [https://phabricator.wikimedia.org/T209310]

'''Future changes'''
* The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated at most wikis. The &quot;{{int:discussiontools-replylink}}&quot; button will look different after this change. [https://phabricator.wikimedia.org/T320683]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/42|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W42&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:46, 17 October 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=23943992 --&gt;

== Tech News: 2022-43 ==

&lt;section begin=&quot;technews-2022-W43&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/43|Translations]] are available.

'''Recent changes'''
* There have been some minor visual fixes in Special:Search, regarding audio player alignment and image placeholder height. Further details are in [[phab:T319230|T319230]].
* On Wikipedias, a new [[Special:Preferences#mw-prefsection-searchoptions|preference]] has been added to hide article thumbnails in Special:Search. Full details are in [[phab:T320337|T320337]].

'''Problems'''
* Last week, three wikis ({{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruwiki/en}}) had read-only access for 25 minutes. This was caused by a hardware problem. [https://phabricator.wikimedia.org/T320990]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-26|en}}. It will be on all wikis from {{#time:j xg|2022-10-27|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-10-25|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-10-27|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-aswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-banwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-barwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bat smgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bclwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-be x oldwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-biwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bjnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bpywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-brwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bxrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304549] 
* Starting on Wednesday October 26, 2022, the list of mentors will be upgraded [[d:Q14339834 | at wikis where Growth mentorship is available]]. The mentorship system will continue to work as it does now. The signup process [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#add|will be replaced]], and a new management option will be provided. Also, this change simplifies [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#create|the creation of mentorship systems at Wikipedias]]. [https://phabricator.wikimedia.org/T314858][https://phabricator.wikimedia.org/T310905][https://www.mediawiki.org/wiki/Special:MyLanguage/Growth/Structured_mentor_list]
* Pages with titles that start with a lower-case letter according to Unicode 11 will be renamed or deleted. There is a list of affected pages at &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:Unicode 11 case map migration]]&lt;/bdi&gt;. More information can be found at [[phab:T292552|T292552]].
* The Vector 2022 skin will become the default across the smallest Wikipedias. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#smallest-1|Learn more]].

'''Future changes'''
* The [[mw:Special:MyLanguage/Talk pages project/Replying|Reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|New Topic tool]] will soon get a [[mw:Special:MyLanguage/VisualEditor/Special characters|special characters menu]]. [https://phabricator.wikimedia.org/T249072]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/43|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W43&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:22, 24 October 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=23975411 --&gt;

== Tech News: 2022-44 ==

&lt;section begin=&quot;technews-2022-W44&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/44|Translations]] are available.

'''Recent changes'''
* When using keyboard navigation on a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map, the focus will become more visible. [https://phabricator.wikimedia.org/T315997]
* In {{#special:RecentChanges}}, you can now hide the log entries for new user creations with the filter for &quot;{{int:rcfilters-filter-newuserlogactions-label}}&quot;. [https://phabricator.wikimedia.org/T321155]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-02|en}}. It will be on all wikis from {{#time:j xg|2022-11-03|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* The [[mw:Special:MyLanguage/Help:Extension:Kartographer|maps dialog]] in VisualEditor now has some help texts. [https://phabricator.wikimedia.org/T318818]
* It is now possible to select the language of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor via a dropdown menu. [https://phabricator.wikimedia.org/T318817]
* It is now possible to add a caption to a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318815]
* It is now possible to hide the frame of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318813]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/44|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W44&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:15, 31 October 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=23977539 --&gt;

== Tech News: 2022-45 ==

&lt;section begin=&quot;technews-2022-W45&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/45|Translations]] are available.

'''Recent changes'''
* An updated version of the [[m:Special:MyLanguage/EventCenter/Registration|Event Registration]] tool is now available for testing at [[testwiki:|testwiki]] and [[test2wiki:| test2wiki]]. The tool provides features for event organizers and participants. Your feedback is welcome at our [[m:Talk:Campaigns/Foundation Product Team/Registration|project talkpage]]. More information about [[m:Campaigns/Foundation Product Team/Registration|the project]] is available. [https://phabricator.wikimedia.org/T318592]

'''Problems'''
* Twice last week, for about 45 minutes, some files and thumbnails failed to load and uploads failed, mostly for logged-in users. The cause is being investigated and an incident report will be available soon.

'''Changes later this week'''
* There is no new MediaWiki version this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/45|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W45&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:32, 8 November 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24001035 --&gt;

== Tech News: 2022-46 ==

&lt;section begin=&quot;technews-2022-W46&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/46|Translations]] are available.

'''Recent changes'''
* At Wikidata, an interwiki link can now point to a redirect page if certain conditions are met. This new feature is called [[wikidata:Special:MyLanguage/Wikidata:Sitelinks_to_redirects|sitelinks to redirects]]. It is needed when one wiki uses one page to cover multiple concepts but another wiki uses more pages to cover the same concepts. Your [[wikidata:Special:MyLanguage/Wikidata talk:Sitelinks to redirects|feedback on the talkpage]] of the new proposed guideline is welcome. [https://phabricator.wikimedia.org/T278962]
* The &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikinews.org/ www.wikinews.org]&lt;/span&gt;, &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikiversity.org/ www.wikiversity.org]&lt;/span&gt;, and &lt;span class=&quot;mw-content-ltr&quot; lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikivoyage.org/ www.wikivoyage.org]&lt;/span&gt; portal pages now use an automated update system. [https://phabricator.wikimedia.org/T273179]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-16|en}}. It will be on all wikis from {{#time:j xg|2022-11-17|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* There will be a new link to directly &quot;Edit template data&quot; on Template pages. [https://phabricator.wikimedia.org/T316759]

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis where mobile [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] are enabled ([[mw:Special:MyLanguage/Talk pages project/Deployment Status|these ones]]) will soon use full CSS styling to display any templates that are placed at the top of talk pages. To adapt these “talk page boxes” for narrow mobile devices you can use media queries, such as in [https://en.wikipedia.org/w/index.php?title=Module:Message_box/tmbox.css&amp;oldid=1097618699#L-69 this example]. [https://phabricator.wikimedia.org/T312309]
* Starting in January 2023, [[m:Special:MyLanguage/Community Tech|Community Tech]] will be [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2023 Changes Update|running the Community Wishlist Survey (CWS) every two years]]. This means that in 2024, there will be no new proposals or voting.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/46|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W46&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:54, 14 November 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24071290 --&gt;

== Tech News: 2022-47 ==

&lt;section begin=&quot;technews-2022-W47&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/47|Translations]] are available.

'''Recent changes'''
* The display of non-free media in the search bar and for article thumbnails in Special:Search has been deactivated. Further details are in [[phab:T320661|T320661]].

'''Changes later this week'''
* There is no new MediaWiki version this week.
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-22|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]) and on {{#time:j xg|2022-11-24|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/47|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W47&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:22, 21 November 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24071290 --&gt;

== Tech News: 2022-48 ==

&lt;section begin=&quot;technews-2022-W48&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/48|Translations]] are available.

'''Recent changes'''
* A new preference, “Enable limited width mode”, has been added to the [[Special:Preferences#mw-prefsection-rendering|Vector 2022 skin]]. The preference is also available as a toggle on every page if your monitor is 1600 pixels or wider. It allows for increasing the width of the page for logged-out and logged-in users. [https://phabricator.wikimedia.org/T319449]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-30|en}}. It will be on all wikis from {{#time:j xg|2022-12-01|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-29|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-12-01|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]).
* Mathematical formulas shown in SVG image format will no longer have PNG fall-backs for browsers that don't support them. This is part of work to modernise the generation system. Showing only PNG versions was the default option until in February 2018. [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/message/3BGOKWJIZGL4TC4HJ22ICRU2SEPWGCR4/][https://phabricator.wikimedia.org/T311620][https://phabricator.wikimedia.org/T186327]
* On [[phab:P40224|some wikis]] that use flagged revisions, [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs#Special:Contributions|a new checkbox will be added]] to Special:Contributions that enables you to see only the [[mw:Special:MyLanguage/Help:Pending changes|pending changes]] by a user. [https://phabricator.wikimedia.org/T321445]

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change early next week at [https://wikitech.wikimedia.org/wiki/Deployments/Train#Wednesday group1 wikis] (but not Wikimedia Commons or Meta-Wiki). This change improves the accessibility of content, and makes it easier to write related CSS. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/48|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W48&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:03, 28 November 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24114342 --&gt;

== Tech News: 2022-49 ==

&lt;section begin=&quot;technews-2022-W49&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/49|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Wikisources use a tool called ProofreadPage. ProofreadPage uses OpenSeadragon which is an open source tool. The OpenSeadragon JavaScript API has been significantly re-written to support dynamically loading images. The functionality provided by the older version of the API should still work but it is no longer supported. User scripts and gadgets should migrate over to the newer version of the API. The functionality provided by the newer version of the API is [[mw:Extension:Proofread_Page/Page_viewer#JS_API|documented on MediaWiki]]. [https://phabricator.wikimedia.org/T308098][https://www.mediawiki.org/wiki/Extension:Proofread_Page/Edit-in-Sequence]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-07|en}}. It will be on all wikis from {{#time:j xg|2022-12-08|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/49|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W49&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:41, 6 December 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24151590 --&gt;

== Tech News: 2022-50 ==

&lt;section begin=&quot;technews-2022-W50&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/50|Translations]] are available.

'''Recent changes'''
* An [[mw:Special:MyLanguage/Talk pages project/Mobile|A/B test has begun]] at 15 Wikipedias for [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools on mobile]].  Half of the editors on the [[mw:Reading/Web/Mobile|mobile web site]] will have access to the {{int:discussiontools-replybutton}} tool and other features. [https://phabricator.wikimedia.org/T321961]
* The character &lt;code&gt;=&lt;/code&gt; cannot be used in new usernames, to make usernames work better with templates. Existing usernames are not affected. [https://phabricator.wikimedia.org/T254045]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-14|en}}. It will be on all wikis from {{#time:j xg|2022-12-15|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The HTML markup used by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] to [[mw:Special:MyLanguage/Talk_pages_project/Usability#Phase_1:_Topic_containers|show discussion metadata below section headings]] will be inserted after these headings, not inside of them. This change improves the accessibility of discussion pages for screen reader software. [https://phabricator.wikimedia.org/T314714]

'''Events'''
* The fourth edition of the [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award]] will happen online on [https://zonestamp.toolforge.org/1671210002 Friday 16 December 2022 at 17:00 UTC]! The event will be live-streamed on YouTube in the [https://www.youtube.com/user/watchmediawiki MediaWiki channel] and added to Commons afterwards.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/50|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W50&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:34, 12 December 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24216570 --&gt;

== Tech News: 2022-51 ==

&lt;section begin=&quot;technews-2022-W51&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/51|Translations]] are available.

'''Tech News'''
* Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 9 January 2023.

'''Recent changes'''
* On a user's contributions page, you can filter it for edits with a tag like 'reverted'. Now, you can also filter for all edits that are not tagged like that. This was part of a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T119072]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new function has been used for gadget developers to add content underneath the title on article pages. This is considered a stable API that should work across all skins. [[mw:Special:MyLanguage/ResourceLoader/Core_modules#addSubtitle|Documentation is available]]. [https://phabricator.wikimedia.org/T316830]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[test2wiki:|One of our test wikis]] is now being served from a new infrastructure powered by [[w:Kubernetes|Kubernetes]] ([[wikitech:MediaWiki On Kubernetes|read more]]). More Wikis will switch to this new infrastructure in early 2023. Please test and let us know of any issues. [https://phabricator.wikimedia.org/T290536]

'''Problems'''
* Last week, all wikis had no edit access for 9 minutes. This was caused by a database problem. [https://wikitech.wikimedia.org/wiki/Incidents/2022-12-13_sessionstore]

'''Changes later this week'''
* There is no new MediaWiki version this week or next week.
* The word &quot;{{int:discussiontools-replybutton}}&quot; is very short in some languages, such as Arabic (&quot;&lt;bdi lang=&quot;ar&quot;&gt;ردّ&lt;/bdi&gt;&quot;). This makes the {{int:discussiontools-preference-label}} button on talk pages difficult to use. An arrow icon will be added to those languages. This will only be visible to editors who have the [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] turned on. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Status] [https://phabricator.wikimedia.org/T323537]

'''Future changes'''
* Edits can be automatically &quot;tagged&quot; by the system software or the {{int:Abusefilter}} system. Those tags link to a help page about the tags. Soon they will also link to Recent Changes to let you see other edits tagged this way. This was a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T301063]
* The Trust &amp; Safety tools team [[m:Special:MyLanguage/Private Incident Reporting System/Timeline and Updates|have shared new plans]] for building the Private Incident Reporting System. The system will make it easier for editors to ask for help if they are harassed or abused. 
* [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|Realtime Preview for Wikitext]] is coming out of beta as an enabled feature for every user of the 2010 Wikitext [[mw:Special:MyLanguage/Editor|editor]] in the week of January 9, 2023. It will be available to use via the toolbar in the 2010 Wikitext editor. The feature was the 4th most popular wish of the Community Wishlist Survey 2021.

'''Events'''
* You can now [[mw:Special:MyLanguage/Wikimedia Hackathon 2023/Participate|register for the Wikimedia Hackathon 2023]], taking place on May 19–21 in Athens, Greece. You can also apply for a scholarship until January 14th.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2022/51|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2022-W51&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:00, 20 December 2022 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24258101 --&gt;

== Tech News: 2023-02 ==

&lt;section begin=&quot;technews-2023-W02&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/02|Translations]] are available.

'''Recent changes'''
* You can use tags to filter edits in the recent changes feed or on your watchlist. You can now use tags to filter out edits you don't want to see. Previously you could only use tags to focus on the edits with those tags. [https://phabricator.wikimedia.org/T174349]
* [[Special:WhatLinksHere|Special:WhatLinksHere]] shows all pages that link to a specific page. There is now a [https://wlh.toolforge.org prototype] for how to sort those pages alphabetically. You can see the discussion in the [[phab:T4306|Phabricator ticket]].
* You can now use the [[mw:Special:MyLanguage/Extension:Thanks|thanks]] function on your watchlist and the user contribution page. [https://phabricator.wikimedia.org/T51541]
* A wiki page can be moved to give it a new name. You can now get a dropdown menu with common reasons when you move a page. This is so you don't have to write the explanation every time. [https://phabricator.wikimedia.org/T325257]
* [[m:Special:MyLanguage/Matrix.org|Matrix]] is a chat tool. You can now use &lt;code&gt;matrix:&lt;/code&gt; to create Matrix links on wiki pages. [https://phabricator.wikimedia.org/T326021]
* You can filter out translations when you look at the recent changes on multilingual wikis. This didn't hide translation pages. You can now also hide subpages which are translation pages. [https://phabricator.wikimedia.org/T233493]

'''Changes later this week'''
* [[m:Special:MyLanguage/Real Time Preview for Wikitext|Realtime preview for wikitext]] is a tool which lets editors preview the page when they edit wikitext. It will be enabled for all users of the 2010 wikitext editor. You will find it in the editor toolbar.
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2023-01-10|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2023-01-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]).
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-11|en}}. It will be on all wikis from {{#time:j xg|2023-01-12|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/02|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W02&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:07, 10 January 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24342971 --&gt;

== Tech News: 2023-03 ==

&lt;section begin=&quot;technews-2023-W03&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/03|Translations]] are available.

'''Problems'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The URLs in &quot;{{int:last}}&quot; links on page history now contain &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;diff=prev&amp;oldid=[revision ID]&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; in place of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;diff=[revision ID]&amp;oldid=[revision ID]&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This is to fix a problem with links pointing to incorrect diffs when history was filtered by a tag. Some user scripts may break as a result of this change. [https://phabricator.wikimedia.org/T243569]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-18|en}}. It will be on all wikis from {{#time:j xg|2023-01-19|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* Some [[mw:Special:MyLanguage/Talk pages project/Usability|changes to the appearance of talk pages]] have only been available on &lt;code&gt;{{ns:1}}:&lt;/code&gt; and &lt;code&gt;{{ns:3}}:&lt;/code&gt; namespaces.  These will be extended to other talk namespaces, such as &lt;code&gt;{{ns:5}}:&lt;/code&gt;.  They will continue to be unavailable in non-talk namespaces, including &lt;code&gt;{{ns:4}}:&lt;/code&gt; pages (e.g., at the Village Pump).  You can [[Special:Preferences#mw-prefsection-editing-discussion|change your preferences]] ([[Special:Preferences#mw-prefsection-betafeatures|beta feature]]). [https://phabricator.wikimedia.org/T325417]
*On Wikisources, when an image is zoomed or panned in the Page: namespace, the same zoom and pan settings will be remembered for all Page: namespace pages that are linked to a particular Index: namespace page. [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/ProofreadPage/+/868841]
* The Vector 2022 skin will become the default for the English Wikipedia desktop users. The change will take place on January 18 at 15:00 UTC. [[:en:w:Wikipedia:Vector 2022|Learn more]].

'''Future changes'''
* The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]], which invites contributors to make technical proposals and vote for tools and improvements, starts next week on 23 January 2023 at 18:00 UTC. You can start drafting your proposals in [[m:Community Wishlist Survey/Sandbox|the CWS sandbox]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/03|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W03&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:10, 17 January 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24381020 --&gt;

== Tech News: 2023-04 ==

&lt;section begin=&quot;technews-2023-W04&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/04|Translations]] are available.

'''Problems'''
* Last week, for ~15 minutes, all wikis were unreachable for logged-in users and non-cached pages. This was caused by a timing issue. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-17_MediaWiki]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-25|en}}. It will be on all wikis from {{#time:j xg|2023-01-26|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* If you have the Beta Feature for [[mw:Special:MyLanguage/Talk pages project|DiscussionTools]] enabled, the appearance of talk pages will add more information about discussion activity. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/Usability#Status][https://phabricator.wikimedia.org/T317907]
* The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]] (CWS), which invites contributors to make technical proposals and vote for tools and improvements, starts on Monday 23 January 2023 at [https://zonestamp.toolforge.org/1674496814 18:00 UTC]. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/04|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W04&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:46, 23 January 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24418874 --&gt;

== Tech News: 2023-05 ==

&lt;section begin=&quot;technews-2023-W05&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/05|Translations]] are available.

'''Problems'''
* Last week, for ~15 minutes, some users were unable to log in or edit pages. This was caused by a problem with session storage. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-24_sessionstore_quorum_issues]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-01|en}}. It will be on all wikis from {{#time:j xg|2023-02-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis that use localized numbering schemes for references need to add new CSS. This will help to show citation numbers the same way in all reading and editing modes. If your wiki would prefer to do it yourselves, please see the [[mw:Special:MyLanguage/Parsoid/Parser Unification/Cite CSS|details and example CSS to copy from]], and also add your wiki to the list. Otherwise, the developers will directly help out starting the week of February 5.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/05|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W05&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:05, 31 January 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24455949 --&gt;

== Tech News: 2023-06 ==

&lt;section begin=&quot;technews-2023-W06&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/06|Translations]] are available.

'''Recent changes'''
* In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], logged-out users using the full-width toggle will be able to see the setting of their choice even after refreshing pages or opening new ones. This only applies to wikis where Vector 2022 is the default. [https://phabricator.wikimedia.org/T321498]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-08|en}}. It will be on all wikis from {{#time:j xg|2023-02-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* Previously, we announced when some wikis would be in read-only for a few minutes because of a switch of their main database. These switches will not be announced any more, as the read-only time has become non-significant. Switches will continue to happen at 7AM UTC on Tuesdays and Thursdays. [https://phabricator.wikimedia.org/T292543#8568433]
* Across all the wikis, in the Vector 2022 skin, logged-in users will see the page-related links such as &quot;What links here&quot; in a [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page_tools|new side menu]]. It will be displayed on the other side of the screen. This change had previously been made on Czech, English, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T328692]
*[[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] will stop receiving new proposals on [https://zonestamp.toolforge.org/1675706431 Monday, 6 February 2023, at 18:00 UTC]. Proposers should complete any edits by then, to give time for [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translations]] and review. Voting will begin on Friday, 10 February.

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadgets and user scripts will be changing to load on desktop and mobile sites. Previously they would only load on the desktop site. It is recommended that wiki administrators audit the [[MediaWiki:Gadgets-definition|gadget definitions]] prior to this change, and add &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;skins=…&lt;/code&gt;&lt;/bdi&gt; for any gadgets which should not load on mobile. [https://phabricator.wikimedia.org/T328610 More details are available].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/06|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W06&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 10:21, 6 February 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24491749 --&gt;

== Tech News: 2023-07 ==

&lt;section begin=&quot;technews-2023-W07&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/07|Translations]] are available.

'''Problems'''
* On wikis where patrolled edits are enabled, changes made to the [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|mentor list]] by autopatrolled mentors are not correctly marked as patrolled. It will be fixed later this week. [https://phabricator.wikimedia.org/T328444]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-15|en}}. It will be on all wikis from {{#time:j xg|2023-02-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* The Reply tool and other parts of [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools]] will be deployed for all editors using the mobile site.  You can [[mw:Special:MyLanguage/Talk_pages_project/Mobile#Status_Updates|read more about this decision]]. [https://phabricator.wikimedia.org/T298060]

'''Future changes'''
* All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/07|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W07&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:48, 14 February 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24540832 --&gt;

== Tech News: 2023-08 ==

&lt;section begin=&quot;technews-2023-W08&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/08|Translations]] are available.

'''Problems'''
* Last week, during planned maintenance of Cloud Services, unforeseen complications forced the team to turn off all tools for 2–3 hours to prevent data corruption. Work is ongoing to prevent similar problems in the future. [https://phabricator.wikimedia.org/T329535] 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-22|en}}. It will be on all wikis from {{#time:j xg|2023-02-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
*The voting phase for the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] ends on [https://zonestamp.toolforge.org/1677261621 24 February at 18:00 UTC]. The results of the survey will be announced on 28 February.

'''Future changes'''
* All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W08&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:57, 21 February 2023 (UTC)
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== Tech News: 2023-09 ==

&lt;section begin=&quot;technews-2023-W09&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/09|Translations]] are available.

'''Problems'''
* Last week, in some areas of the world, there were problems with loading pages for 20 minutes and saving edits for 55 minutes. These issues were caused by a problem with our caching servers due to unforseen events during a routine maintenance task. [https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_wiki_outage][https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_read_only] 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-01|en}}. It will be on all wikis from {{#time:j xg|2023-03-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W09&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:47, 27 February 2023 (UTC)
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== Tech News: 2023-10 ==

&lt;section begin=&quot;technews-2023-W10&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/10|Translations]] are available.

'''Recent changes'''
* The Community Wishlist Survey 2023 edition has been concluded. Community Tech has [[m:Special:MyLanguage/Community Wishlist Survey 2023/Results|published the results]] of the survey and will provide an update on what is next in April 2023.
* On wikis which use [[mw:Special:MyLanguage/Writing_systems|LanguageConverter]] to handle multiple writing systems, articles which used custom conversion rules in the wikitext (primarily on Chinese Wikipedia) would have these rules applied inconsistently in the table of contents, especially in the Vector 2022 skin. This has now been fixed. [https://phabricator.wikimedia.org/T306862]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-08|en}}. It will be on all wikis from {{#time:j xg|2023-03-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* A search system has been added to the [[Special:Preferences|Preferences screen]]. This will let you find different options more easily. Making it work on mobile devices will happen soon. [https://phabricator.wikimedia.org/T313804]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/10|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W10&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:49, 6 March 2023 (UTC)
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== Tech News: 2023-11 ==

&lt;section begin=&quot;technews-2023-W11&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/11|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-15|en}}. It will be on all wikis from {{#time:j xg|2023-03-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-cbk_zamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cdowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cebwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ckbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-csbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542][https://phabricator.wikimedia.org/T304550] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/11|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W11&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:20, 13 March 2023 (UTC)
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== Tech News: 2023-12 ==

&lt;section begin=&quot;technews-2023-W12&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/12|Translations]] are available.

'''Problems'''
* Last week, some users experienced issues loading image thumbnails. This was due to incorrectly cached images. [https://phabricator.wikimedia.org/T331820]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-22|en}}. It will be on all wikis from {{#time:j xg|2023-03-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A link to the user's [[{{#special:CentralAuth}}]] page will appear on [[{{#special:Contributions}}]] — some user scripts which previously added this link may cause conflicts. This feature request was [[:m:Community Wishlist Survey 2023/Admins and patrollers/Add link to CentralAuth on Special:Contributions|voted #17 in the 2023 Community Wishlist Survey]].
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[{{#special:AbuseFilter}}]] edit window will be resizable and larger by default. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Make the AbuseFilter edit window resizable and larger by default|voted #80 in the 2023 Community Wishlist Survey]].
* There will be a new option for Administrators when they are unblocking a user, to add the unblocked user’s user page to their watchlist. This will work both via [[{{#special:Unblock}}]] and via the API. [https://phabricator.wikimedia.org/T257662]

'''Meetings'''
* You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1679677204 24 March at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia Apps/Office Hours|details and how to join]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/12|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W12&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:25, 21 March 2023 (UTC)
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== Tech News: 2023-13 ==

&lt;section begin=&quot;technews-2023-W13&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/13|Translations]] are available.

'''Recent changes'''
* The [[:mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] condition limit was increased from 1000 to 2000. [https://phabricator.wikimedia.org/T309609]
* [[:m:Special:MyLanguage/Global AbuseFilter#Locally disabled actions|Some Global AbuseFilter]] actions will no longer apply to local projects. [https://phabricator.wikimedia.org/T332521]
* Desktop users are now able to subscribe to talk pages by clicking on the {{int:discussiontools-newtopicssubscription-button-subscribe-label}} link in the {{int:toolbox}} menu. If you subscribe to a talk page, you receive [[mw:Special:MyLanguage/Notifications|notifications]] when new topics are started on that talk page. This is separate from putting the page on your watchlist or subscribing to a single discussion. [https://phabricator.wikimedia.org/T263821]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-29|en}}. It will be on all wikis from {{#time:j xg|2023-03-30|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]).

'''Future changes'''
* You will be able to choose [[mw:Special:MyLanguage/VisualEditor/Diffs|visual diffs]] on all [[m:Special:MyLanguage/Help:Page history|history pages]] at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588]
* [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The legacy [[mw:Mobile Content Service|Mobile Content Service]] is going away in July 2023. Developers are encouraged to switch to Parsoid or another API before then to ensure service continuity. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/4MVQQTONJT7FJAXNVOFV3WWVVMCHRINE/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W13&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:13, 28 March 2023 (UTC)
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== Tech News: 2023-14 ==

&lt;section begin=&quot;technews-2023-W14&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/14|Translations]] are available.

'''Recent changes'''
* The system for automatically creating categories for the [[mw:Special:MyLanguage/Extension:Babel|Babel]] extension has had several important changes and fixes. One of them allows you to insert templates for automatic category descriptions on creation, allowing you to categorize the new categories. [https://phabricator.wikimedia.org/T211665][https://phabricator.wikimedia.org/T64714][https://phabricator.wikimedia.org/T170654][https://phabricator.wikimedia.org/T184941][https://phabricator.wikimedia.org/T33074]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-05|en}}. It will be on all wikis from {{#time:j xg|2023-04-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Some older [[w:en:Web browser|Web browsers]] will stop being able to use [[w:en:JavaScript|JavaScript]] on Wikimedia wikis from this week. This mainly affects users of Internet Explorer 11. If you have an old web browser on your computer you can try to upgrade to a newer version. [https://phabricator.wikimedia.org/T178356]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The deprecated &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;jquery.hoverIntent&lt;/code&gt;&lt;/bdi&gt; module has been removed. This module could be used by gadgets and user scripts, to create an artificial delay in how JavaScript responds to a hover event. Gadgets and user scripts should now use jQuery &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;hover()&lt;/code&gt;&lt;/bdi&gt; or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;on()&lt;/code&gt;&lt;/bdi&gt; instead. Examples can be found in the [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#jquery.hoverIntent|migration guide]]. [https://phabricator.wikimedia.org/T311194]
* Some of the links in [[{{#special:SpecialPages}}]] will be re-arranged. There will be a clearer separation between links that relate to all users, and links related to your own user account. [https://phabricator.wikimedia.org/T333242]
* You will be able to hide the [[mw:Special:MyLanguage/Talk pages project/Replying|Reply button]] in archived discussion pages with a new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__ARCHIVEDTALK__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; magic word.  There will also be a new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.mw-archivedtalk&lt;/code&gt;&lt;/bdi&gt; CSS class for hiding the Reply button in individual sections on a page. [https://phabricator.wikimedia.org/T249293][https://phabricator.wikimedia.org/T295553][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/DiscussionTools/+/738221]

'''Future changes'''
* The Vega software that creates data visualizations in pages, such as graphs, will be upgraded to the newest version in the future. Graphs that still use the very old version 1.5 syntax may stop working properly. Most existing uses have been found and updated, but you can help to check, and to update any local documentation. [[phab:T260542|Examples of how to find and fix these graphs are available]]. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W14&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:39, 3 April 2023 (UTC)
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== Tech News: 2023-15 ==

&lt;section begin=&quot;technews-2023-W15&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/15|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] In the visual editor, it is now possible to edit captions of images in galleries without opening the gallery dialog. This feature request was [[:m:Community Wishlist Survey 2023/Editing/Editable gallery captions in Visual Editor|voted #61 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T190224]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] You can now receive notifications when another user edits your user page. See the &quot;{{int:Echo-category-title-edit-user-page}}&quot; option in [[Special:Preferences#mw-prefsection-echo|your Preferences]]. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Notifications for user page edits|voted #3 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T3876]

'''Problems'''
* There was a problem with all types of CentralNotice banners still being shown to logged-in users even if they had [[Special:Preferences#mw-prefsection-centralnotice-banners|turned off]] specific banner types. This has now been fixed. [https://phabricator.wikimedia.org/T331671]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-12|en}}. It will be on all wikis from {{#time:j xg|2023-04-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-arywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dinwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-elwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-emlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-etwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-euwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-extwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tumwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ffwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiu_vrowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-furwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gcrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gotwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-guwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304551][https://phabricator.wikimedia.org/T308133]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/15|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W15&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:05, 10 April 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24851886 --&gt;

== Tech News: 2023-16 ==

&lt;section begin=&quot;technews-2023-W16&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/16|Translations]] are available.

'''Recent changes'''
* You can now see [[mw:Special:MyLanguage/Help:Extension:Kartographer#Show_nearby_articles|nearby articles on a Kartographer map]] with the button for the new feature &quot;{{int:Kartographer-sidebar-nearbybutton}}&quot;. Six wikis have been testing this feature since October. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles#Implementation][https://phabricator.wikimedia.org/T334079]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] page now has links for &quot;{{int:globalwatchlist-markpageseen}}&quot; for each entry. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Button to mark a single change as read in the global watch list|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334246]

'''Problems'''
* At Wikimedia Commons, some thumbnails have not been getting replaced correctly after a new version of the image is uploaded. This should be fixed later this week. [https://phabricator.wikimedia.org/T331138][https://phabricator.wikimedia.org/T333042]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] For the last few weeks, some external tools had inconsistent problems with logging-in with OAuth. This has now been fixed. [https://phabricator.wikimedia.org/T332650]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-19|en}}. It will be on all wikis from {{#time:j xg|2023-04-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W16&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:54, 18 April 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24881071 --&gt;

== Tech News: 2023-17 ==

&lt;section begin=&quot;technews-2023-W17&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/17|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The date-selection menu on pages such as [[{{#special:Contributions}}]] will now show year-ranges that are in the current and past decade, instead of the current and future decade. This feature request was [[m:Community Wishlist Survey 2023/Miscellaneous/Change year range shown in date selection popup|voted #145 in the 2023 Community Wishlist Survey]].  [https://phabricator.wikimedia.org/T334316]

'''Problems'''
* Due to security issues with the [[mw:Special:MyLanguage/Extension:Graph|Graph extension]], graphs have been disabled in all Wikimedia projects. Wikimedia Foundation teams are working to respond to these vulnerabilities. [https://phabricator.wikimedia.org/T334940]
* For a few days, it was not possible to save some kinds of edits on the mobile version of a wiki. This has been fixed. [https://phabricator.wikimedia.org/T334797][https://phabricator.wikimedia.org/T334799][https://phabricator.wikimedia.org/T334794]

'''Changes later this week'''
* All wikis will be read-only for a few minutes on April 26. This is planned for [https://zonestamp.toolforge.org/1682517653 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch]
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-26|en}}. It will be on all wikis from {{#time:j xg|2023-04-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''Future changes'''
* The Editing team plans an A/B test for [[mw:Special:MyLanguage/Talk pages project/Usability|a usability analysis of the Talk page project]]. The [[mw:Special:MyLanguage/Talk pages project/Usability/Analysis|planned measurements are available]]. Your wiki [[phab:T332946|may be invited to participate]]. Please suggest improvements to the measurement plan at [[mw:Talk:Talk pages project/Usability|the discussion page]].
* [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2023-2024|The Wikimedia Foundation annual plan 2023-2024 draft is open for comment and input]] until May 19. The final plan will be published in July 2023 on Meta-wiki.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W17&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:03, 24 April 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24933592 --&gt;

== Tech News: 2023-18 ==

&lt;section begin=&quot;technews-2023-W18&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/18|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the French and Italian Wikipedias. More languages will be added in the near future. This is part of the [[m:Community Wishlist Survey 2023/Reading/Extend &quot;Who Wrote That?&quot; tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T243711][https://phabricator.wikimedia.org/T270490][https://phabricator.wikimedia.org/T334891]
* The [[:commons:Special:MyLanguage/Commons:Video2commons|Video2commons]] tool has been updated. This fixed several bugs related to YouTube uploads. [https://github.com/toolforge/video2commons/pull/162/commits]
* The [[{{#special:Preferences}}]] page has been redesigned on mobile web. The new design makes it easier to browse the different categories and settings at low screen widths. You can also now access the page via a link in the Settings menu in the mobile web sidebar. [https://www.mediawiki.org/wiki/Moderator_Tools/Content_moderation_on_mobile_web/Preferences]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-03|en}}. It will be on all wikis from {{#time:j xg|2023-05-04|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W18&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:45, 2 May 2023 (UTC)
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== Tech News: 2023-19 ==

&lt;section begin=&quot;technews-2023-W19&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/19|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Last week, Community Tech released the first update for providing [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diffs]], the #1 request in the 2022 Community Wishlist Survey. [[phab:T324759|This update]] adds legends and tooltips to inline diffs so that users unfamiliar with the blue and yellow highlights can better understand the type of edits made.
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] When you close an image that is displayed via MediaViewer, it will now return to the wiki page instead of going back in your browser history. This feature request was [[m:Community Wishlist Survey 2023/Reading/Return to the article when closing the MediaViewer|voted #65 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T236591]
* The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|SyntaxHighlight]] extension now supports &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;wikitext&lt;/code&gt;&lt;/bdi&gt; as a selected language. Old alternatives that were used to highlight wikitext, such as &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;html5&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;moin&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;html+handlebars&lt;/code&gt;&lt;/bdi&gt;, can now be replaced. [https://phabricator.wikimedia.org/T29828]
* [[mw:Special:MyLanguage/Manual:Creating pages with preloaded text|Preloading text to new pages/sections]] now supports preloading from localized MediaWiki interface messages. [https://cs.wikipedia.org/wiki/User_talk:Martin_Urbanec_(WMF)?action=edit&amp;section=new&amp;preload=MediaWiki:July Here is an example] at the {{int:project-localized-name-cswiki/en}} that uses &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;preload=MediaWiki:July&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T330337]

'''Problems'''
* Graph Extension update: Foundation developers have completed upgrading the visualization software to Vega5. Existing community graphs based on Vega2 are no longer compatible. Communities need to update local graphs and templates, and shared lua modules like &lt;bdi lang=&quot;de&quot; dir=&quot;ltr&quot;&gt;[[:de:Modul:Graph]]&lt;/bdi&gt;. The [https://vega.github.io/vega/docs/porting-guide/ Vega Porting guide] provides the most comprehensive detail on migration from Vega2 and [https://www.mediawiki.org/w/index.php?title=Template:Graph:PageViews&amp;action=history here is an example migration]. Vega5 has currently just been enabled on mediawiki.org to provide a test environment for communities. [https://phabricator.wikimedia.org/T334940#8813922]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-10|en}}. It will be on all wikis from {{#time:j xg|2023-05-11|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Until now, all new OAuth apps went through manual review. Starting this week, apps using identification-only or basic authorizations will not require review. [https://phabricator.wikimedia.org/T67750]

'''Future changes'''
* During the next year, MediaWiki will stop using IP addresses to identify logged-out users, and will start automatically assigning unique temporary usernames. Read more at [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates|IP Editing: Privacy Enhancement and Abuse Mitigation/Updates]]. You can [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation#What should it look like?|join the discussion]] about the [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates#What will temporary usernames look like?|format of the temporary usernames]]. [https://phabricator.wikimedia.org/T332805]
* There will be an [[:w:en:A/B testing|A/B test]] on 10 Wikipedias where the Vector 2022 skin is the default skin. Half of logged-in desktop users will see an interface where the different parts of the page are more clearly separated. You can [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2023-05 Zebra9 A/B test|read more]]. [https://phabricator.wikimedia.org/T333180][https://phabricator.wikimedia.org/T335972]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] &lt;code&gt;jquery.tipsy&lt;/code&gt; will be removed from the MediaWiki core. This will affect some user scripts. Many lines with &lt;code&gt;.tipsy(&lt;/code&gt; can be commented out. &lt;code&gt;OO.ui.PopupWidget&lt;/code&gt; can be used to keep things working like they are now. You can [[phab:T336019|read more]] and [[:mw:Help:Locating broken scripts|read about how to find broken scripts]]. [https://phabricator.wikimedia.org/T336019]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W19&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:36, 9 May 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=24998636 --&gt;

== Tech News: 2023-20 ==

&lt;section begin=&quot;technews-2023-W20&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/20|Translations]] are available.

'''Problems'''
* Citations that are automatically generated based on [[d:Q33057|ISBN]] are currently broken. This affects citations made with the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]], and the use of the citoid API in gadgets and user scripts. Work is ongoing to restore this feature. [https://phabricator.wikimedia.org/T336298] 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-17|en}}. It will be on all wikis from {{#time:j xg|2023-05-18|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-gorwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hakwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hifwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-htwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-igwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ilowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-inhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308134] 

'''Future changes'''
* There is a recently formed team at the Wikimedia Foundation which will be focusing on experimenting with new tools. Currently they are building [[m:Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI|a prototype ChatGPT plugin that allows information generated by ChatGPT to be properly attributed]] to the Wikimedia projects.
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget and userscript developers should replace &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;jquery.cookie&lt;/code&gt;&lt;/bdi&gt; with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mediawiki.cookie&lt;/code&gt;&lt;/bdi&gt;. The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;jquery.cookie&lt;/code&gt;&lt;/bdi&gt; library will be removed in ~1 month, and staff developers will run a script to replace any remaining uses at that time. [https://phabricator.wikimedia.org/T336018]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W20&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:45, 15 May 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25011501 --&gt;

== Tech News: 2023-21 ==

&lt;section begin=&quot;technews-2023-W21&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/21|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The &quot;recent edits&quot; time period for page watchers is now 30 days. It used to be 180 days. This was a [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Change information about the number of watchers on a page|Community Wishlist Survey proposal]]. [https://phabricator.wikimedia.org/T336250]

'''Changes later this week'''
* An [[mw:special:MyLanguage/Growth/Positive reinforcement#Impact|improved impact module]] will be available at Wikipedias. The impact module is a feature available to newcomers [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer homepage|at their personal homepage]]. It will show their number of edits, how many readers their edited pages have, how many thanks they have received and similar things. It is also accessible by accessing Special:Impact. [https://phabricator.wikimedia.org/T336203]
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-24|en}}. It will be on all wikis from {{#time:j xg|2023-05-25|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W21&quot;/&gt;

16:55, 22 May 2023 (UTC)
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== Tech News: 2023-22 ==

&lt;section begin=&quot;technews-2023-W22&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/22|Translations]] are available.

'''Recent changes'''
* Citations can once again be added automatically from ISBNs, thanks to Zotero's ISBN searches. The current data sources are the Library of Congress (United States), the Bibliothèque nationale de France (French National Library), and K10plus ISBN (German repository). Additional data source searches can be [[mw:Citoid/Creating Zotero translators|proposed to Zotero]]. The ISBN labels in the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]] will reappear later this week. [https://phabricator.wikimedia.org/T336298#8859917]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The page [[{{#special:EditWatchlist}}]] now has &quot;{{int:watchlistedit-normal-check-all}}&quot; options to select all the pages within a namespace. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Watchlist edit - &quot;check all&quot; checkbox|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334252]	

'''Problems'''
* For a few days earlier this month, the &quot;Add interlanguage link&quot; item in the Tools menu did not work properly. This has now been fixed. [https://phabricator.wikimedia.org/T337081]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-31|en}}. It will be on all wikis from {{#time:j xg|2023-06-01|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* VisualEditor will be switched to a new backend on [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/small.dblist small] and [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/medium.dblist medium] wikis this week. Large wikis will follow in the coming weeks. This is part of the effort to move Parsoid into MediaWiki core. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W22&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:03, 29 May 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25079963 --&gt;

== Tech News: 2023-23 ==

&lt;section begin=&quot;technews-2023-W23&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/23|Translations]] are available.

'''Recent changes'''
* The [[:mw:Special:MyLanguage/Help:Extension:RealMe|RealMe]] extension allows you to mark URLs on your user page as verified for Mastodon and similar software.
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Citation and footnote editing can now be started from the reference list when using the visual editor. This feature request was [[m:Community Wishlist Survey 2023/Citations/Allow citations to be edited in the references section with VisualEditor|voted #2 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T54750]
* Previously, clicking on someone else's link to Recent Changes with filters applied within the URL could unintentionally change your preference for &quot;{{int:Rcfilters-group-results-by-page}}&quot;. This has now been fixed. [https://phabricator.wikimedia.org/T202916#8874081]

'''Problems'''
* For a few days last week, some tools and bots returned outdated information due to database replication problems, and may have been down entirely while it was being fixed. These issues have now been fixed. [https://phabricator.wikimedia.org/T337446]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-07|en}}. It will be on all wikis from {{#time:j xg|2023-06-08|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Bots will no longer be prevented from making edits because of URLs that match the [[mw:Special:MyLanguage/Extension:SpamBlacklist|spam blacklist]]. [https://phabricator.wikimedia.org/T313107]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W23&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:52, 5 June 2023 (UTC)
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== Tech News: 2023-24 ==

&lt;section begin=&quot;technews-2023-W24&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/24|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the Dutch, German, Hungarian, Indonesian, Japanese, Polish and Portuguese Wikipedias. This was the [[m:Community Wishlist Survey 2023/Reading/Extend &quot;Who Wrote That?&quot; tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334891]
* The [[mw:Special:MyLanguage/Structured Data Across Wikimedia/Search Improvements#Search Preview panel|Search Preview panel]] has been deployed on four Wikipedias (Catalan, Dutch, Hungarian and Norwegian). The panel will show an image related to the article (if existing), the top sections of the article, related images (coming from MediaSearch on Commons), and eventually the sister projects associated with the article. [https://phabricator.wikimedia.org/T306341]
* The [[:mw:Special:MyLanguage/Help:Extension:RealMe#Verifying_a_link_on_non-user_pages|RealMe]] extension now allows administrators to verify URLs for any page, for Mastodon and similar software. [https://phabricator.wikimedia.org/T324937]
* The default project license [https://lists.wikimedia.org/hyperkitty/list/wikimediaannounce-l@lists.wikimedia.org/thread/7G6XPWZPQFLZ2JANN3ZX6RT4DVUI3HZQ/ has been officially upgraded] to CC BY-SA 4.0. The software interface messages have been updated. Communities should feel free to start updating any mentions of the old CC BY-SA 3.0 licensing within policies and related documentation pages. [https://phabricator.wikimedia.org/T319064]

'''Problems'''
* For three days last month, some Wikipedia pages edited with VisualEditor or DiscussionTools had an unintended &lt;code&gt;&lt;nowiki&gt;__TOC__&lt;/nowiki&gt;&lt;/code&gt; (or its localized form) added during an edit. There is [[mw:Parsoid/Deployments/T336101_followup|a listing of affected pages sorted by wiki]], that may still need to be fixed. [https://phabricator.wikimedia.org/T336101]
* Currently, the &quot;{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}&quot; feature in VisualEditor is broken. Existing &lt;code&gt;&lt;nowiki&gt;{{DEFAULTSORT:...}}&lt;/nowiki&gt;&lt;/code&gt; keywords incorrectly appear as missing templates in VisualEditor. Developers are exploring how to fix this. In the meantime, those wishing to edit the default sortkey of a page are advised to switch to source editing. [https://phabricator.wikimedia.org/T337398]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Last week, an update to the delete form may have broken some gadgets or user scripts. If you need to manipulate (empty) the reason field, replace &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;#wpReason&lt;/code&gt;&lt;/bdi&gt; with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot; style=&quot;white-space: nowrap;&quot;&gt;&lt;code&gt;#wpReason &gt; input&lt;/code&gt;&lt;/bdi&gt;. See [https://cs.wikipedia.org/w/index.php?title=MediaWiki%3AGadget-CleanDeleteReasons.js&amp;diff=22859956&amp;oldid=12794189 an example fix]. [https://phabricator.wikimedia.org/T337809]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-14|en}}. It will be on all wikis from {{#time:j xg|2023-06-15|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* VisualEditor will be switched to a new backend on English Wikipedia on Monday, and all other [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/large.dblist large] wikis on Thursday. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529]

'''Future changes'''
* From 5 June to 17 July, the Foundation's [[:mw:Wikimedia Security Team|Security team]] is holding a consultation with contributors regarding a draft policy to govern the use of third-party resources in volunteer-developed gadgets and scripts. Feedback and suggestions are warmly welcome at [[m:Special:MyLanguage/Third-party resources policy|Third-party resources policy]] on meta-wiki.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W24&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 14:51, 12 June 2023 (UTC)
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== Tech News: 2023-25 ==

&lt;section begin=&quot;technews-2023-W25&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/25|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Flame graphs are now available in WikimediaDebug. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/JXNQD3EHG5V5QW5UXFDPSHQG4MJ3FWJQ/][https://techblog.wikimedia.org/2023/06/08/flame-graphs-arrive-in-wikimediadebug/]

'''Changes later this week'''
* There is no new MediaWiki version this week.
* There is now a toolbar search popup in the visual editor. You can trigger it by typing &lt;code&gt;\&lt;/code&gt; or pressing &lt;code&gt;ctrl + shift + p&lt;/code&gt;. It can help you quickly access most tools in the editor. [https://commons.wikimedia.org/wiki/File:Visual_editor_toolbar_search_feature.png][https://phabricator.wikimedia.org/T66905]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W25&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:08, 19 June 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25159510 --&gt;

== Tech News: 2023-26 ==

&lt;section begin=&quot;technews-2023-W26&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/26|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Action API modules and Special:LinkSearch will now add a trailing &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;/&lt;/code&gt;&lt;/bdi&gt; to all &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;prop=extlinks&lt;/code&gt;&lt;/bdi&gt; responses for bare domains. This is part of the work to remove duplication in the &lt;code&gt;externallinks&lt;/code&gt; database table. [https://phabricator.wikimedia.org/T337994]

'''Problems'''
* Last week, search was broken on Commons and Wikidata for 23 hours. [https://phabricator.wikimedia.org/T339810][https://wikitech.wikimedia.org/wiki/Incidents/2023-06-18_search_broken_on_wikidata_and_commons]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-28|en}}. It will be on all wikis from {{#time:j xg|2023-06-29|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Minerva skin now applies more predefined styles to the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.mbox-text&lt;/code&gt;&lt;/bdi&gt; CSS class. This enables support for mbox templates that use divs instead of tables. Please make sure that the new styles won't affect other templates in your wiki. [https://gerrit.wikimedia.org/r/c/mediawiki/skins/MinervaNeue/+/930901/][https://phabricator.wikimedia.org/T339040]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadgets will now load on both desktop and mobile by default. Previously, gadgets loaded only on desktop by default. Changing this default using the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;|targets=&lt;/code&gt;&lt;/bdi&gt; parameter is also deprecated and should not be used. You should make gadgets work on mobile or disable them based on the skin (with the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;|skins=&lt;/code&gt;&lt;/bdi&gt; parameter in &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;MediaWiki:Gadgets-definition&lt;/bdi&gt;) rather than whether the user uses the mobile or the desktop website. Popular gadgets that create errors on mobile will be disabled by developers on the Minerva skin as a temporary solution. [https://phabricator.wikimedia.org/T127268]
* All namespace tabs now have the same browser [[m:Special:MyLanguage/Help:Keyboard_shortcuts|access key]] by default. Previously, custom and extension-defined namespaces would have to have their access keys set manually on-wiki, but that is no longer necessary. [https://phabricator.wikimedia.org/T22126]
* The review form of the Flagged Revisions extension now uses the standardized [[mw:Special:MyLanguage/Codex|user interface components]]. [https://phabricator.wikimedia.org/T191156]

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change in the coming weeks at [[:wikitech:Deployments/Train#Thursday|group2 wikis]]. This change improves the accessibility of content. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W26&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:18, 26 June 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25202311 --&gt;

== Tech News: 2023-27 ==

&lt;section begin=&quot;technews-2023-W27&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/27|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the rolling out of the [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|audio links that play on click]] wishlist proposal, [https://noc.wikimedia.org/conf/highlight.php?file=dblists/small.dblist small wikis] will now be able to use the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline audio player mode|inline audio player]] that is implemented by the [[mw:Extension:Phonos|Phonos]] extension. [https://phabricator.wikimedia.org/T336763]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] From this week all gadgets automatically load on mobile and desktop sites. If you see any problems with gadgets on your wikis, please adjust the [[mw:Special:MyLanguage/Extension:Gadgets#Options|gadget options]] in your gadget definitions file. [https://phabricator.wikimedia.org/T328610]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-05|en}}. It will be on all wikis from {{#time:j xg|2023-07-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W27&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:51, 3 July 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25231546 --&gt;

== Tech News: 2023-28 ==

&lt;section begin=&quot;technews-2023-W28&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/28|Translations]] are available.

'''Recent changes'''
* The [[:mw:Special:MyLanguage/Structured Data Across Wikimedia/Section-level Image Suggestions|Section-level Image Suggestions feature]] has been deployed on seven Wikipedias (Portuguese, Russian, Indonesian, Catalan, Hungarian, Finnish and Norwegian Bokmål). The feature recommends images for articles on contributors' watchlists that are a good match for individual sections of those articles.
* [[:m:Special:MyLanguage/Global AbuseFilter|Global abuse filters]] have been enabled on all Wikimedia projects, except English and Japanese Wikipedias (who opted out). This change was made following a [[:m:Requests for comment/Make global abuse filters opt-out|global request for comments]]. [https://phabricator.wikimedia.org/T341159]
* [[{{#special:BlockedExternalDomains}}]] is a new tool for administrators to help fight spam. It provides a clearer interface for blocking plain domains (and their subdomains), is more easily searchable, and is faster for the software to process for each edit on the wiki. It does not support regex (for complex cases), nor URL path-matching, nor the [[MediaWiki:Spam-whitelist|MediaWiki:Spam-whitelist]], but otherwise it replaces most of the functionalities of the existing [[MediaWiki:Spam-blacklist|MediaWiki:Spam-blacklist]]. There is a Python script to help migrate all simple domains into this tool, and more feature details, within [[mw:Special:MyLanguage/Manual:BlockedExternalDomains|the tool's documentation]]. It is available at all wikis except for Meta-wiki, Commons, and Wikidata. [https://phabricator.wikimedia.org/T337431]
* The WikiEditor extension was updated. It includes some of the most frequently used features of wikitext editing. In the past, many of its messages could only be translated by administrators, but now all regular translators on translatewiki can translate them. Please check [https://translatewiki.net/wiki/Special:MessageGroupStats?group=ext-wikieditor&amp;messages=&amp;x=D#sortable:0=asc the state of WikiEditor localization into your language], and if the &quot;Completion&quot; for your language shows anything less than 100%, please complete the translation. See [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/thread/D4YELU2DXMZ75PGELUOKXXMFF3FH45XA/ a more detailed explanation].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-12|en}}. It will be on all wikis from {{#time:j xg|2023-07-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* The default protocol of [[{{#special:LinkSearch}}]] and API counterparts has changed from http to both http and https. [https://phabricator.wikimedia.org/T14810]
* [[{{#special:LinkSearch}}]] and its API counterparts will now search for all of the URL provided in the query. It used to be only the first 60 characters. This feature was requested fifteen years ago. [https://phabricator.wikimedia.org/T17218]

'''Future changes'''
* There is an experiment with a [[:w:en:ChatGPT|ChatGPT]] plugin. This is to show users where the information is coming from when they read information from Wikipedia. It has been tested by Wikimedia Foundation staff and other Wikimedians. Soon all ChatGPT plugin users can use the Wikipedia plugin. This is the same plugin which was mentioned in [[m:Special:MyLanguage/Tech/News/2023/20|Tech News 2023/20]]. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI]
* There is an ongoing discussion on a [[m:Special:MyLanguage/Third-party resources policy|proposed Third-party resources policy]]. The proposal will impact the use of third-party resources in gadgets and userscripts. Based on the ideas received so far, policy includes some of the risks related to user scripts and gadgets loading third-party resources, some best practices and exemption requirements such as code transparency and inspectability. Your feedback and suggestions are warmly welcome until July 17, 2023 on [[m:Talk:Third-party resources policy|on the policy talk page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/28|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W28&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:54, 10 July 2023 (UTC)
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== Tech News: 2023-29 ==

&lt;section begin=&quot;technews-2023-W29&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/29|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] We are now serving 1% of all global user traffic from [[w:en:Kubernetes|Kubernetes]] (you can [[wikitech:MediaWiki On Kubernetes|read more technical details]]). We are planning to increment this percentage regularly. You can [[phab:T290536|follow the progress of this work]]. 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-19|en}}. It will be on all wikis from {{#time:j xg|2023-07-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki [[mw:Special:MyLanguage/Help:System_message|system messages]] will now look for available local fallbacks, instead of always using the default fallback defined by software. This means wikis no longer need to override each language on the [[mw:Special:MyLanguage/Manual:Language#Fallback_languages|fallback chain]] separately. For example, English Wikipedia doesn't have to create &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;en-ca&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;en-gb&lt;/code&gt;&lt;/bdi&gt; subpages with a transclusion of the base pages anymore. This makes it easier to maintain local overrides. [https://phabricator.wikimedia.org/T229992]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;action=growthsetmentorstatus&lt;/code&gt;&lt;/bdi&gt; API will be deprecated with the new MediaWiki version. Bots or scripts calling that API should use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;action=growthmanagementorlist&lt;/code&gt;&lt;/bdi&gt; API now. [https://phabricator.wikimedia.org/T321503]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W29&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:08, 17 July 2023 (UTC)
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== Tech News: 2023-30 ==

&lt;section begin=&quot;technews-2023-W30&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/30|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]]   On July 18, the Wikimedia Foundation launched a survey about the [[:mw:Technical_decision_making|technical decision making process]] for people who do technical work that relies on software that is maintained by the Foundation or affiliates. If this applies to you, [https://wikimediafoundation.limesurvey.net/885471 please take part in the survey]. The survey will be open for three weeks, until August 7. You can find more information in [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/Q7DUCFA75DXG3G2KHTO7CEWMLCYTSDB2/|the announcement e-mail on wikitech-l]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-26|en}}. It will be on all wikis from {{#time:j xg|2023-07-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/30|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W30&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 02:20, 25 July 2023 (UTC)
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== Tech News: 2023-31 ==

&lt;section begin=&quot;technews-2023-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/31|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Synchronizer|Synchronizer]] tool is now available to keep Lua modules synced across Wikimedia wikis, along with [[mw:Multilingual Templates and Modules|updated documentation]] to develop global Lua modules and templates.
* The tag filter on [[{{#special:NewPages}}]] and revision history pages can now be inverted. For example, you can hide edits that were made using an automated tool. [https://phabricator.wikimedia.org/T334337][https://phabricator.wikimedia.org/T334338]
* The Wikipedia [[:w:en:ChatGPT|ChatGPT]] plugin experiment can now be used by ChatGPT users who can use plugins. You can participate in a [[:m:Talk:Wikimedia Foundation Annual Plan/2023-2024/Draft/Future Audiences#Announcing monthly Future Audiences open &quot;office hours&quot;|video call]] if you want to talk about this experiment or similar work. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI]

'''Problems'''
* It was not possible to generate a PDF for pages with non-Latin characters in the title, for the last two weeks. This has now been fixed. [https://phabricator.wikimedia.org/T342442]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-02|en}}. It will be on all wikis from {{#time:j xg|2023-08-03|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Tuesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-kawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kaawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-knwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kshwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kwwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308135] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W31&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:54, 31 July 2023 (UTC)
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== Tech News: 2023-32 ==

&lt;section begin=&quot;technews-2023-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/32|Translations]] are available.

'''Recent changes'''
* Mobile Web editors can now [[mw:Special:MyLanguage/Reading/Web/Advanced_mobile_contributions#August_1,_2023_-_Full-page_editing_added_on_mobile|edit a whole page at once]]. To use this feature, turn on &quot;{{int:Mobile-frontend-mobile-option-amc}}&quot; in your settings and use the &quot;{{int:Minerva-page-actions-editfull}}&quot; button in the &quot;{{int:Minerva-page-actions-overflow}}&quot; menu. [https://phabricator.wikimedia.org/T203151]

'''Changes later this week'''
* There is no new MediaWiki version this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W32&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:20, 7 August 2023 (UTC)
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== Tech News: 2023-33 ==

&lt;section begin=&quot;technews-2023-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/33|Translations]] are available.

'''Recent changes'''
* The Content translation system is no longer using Youdao's [[mw:Special:MyLanguage/Help:Content_translation/Translating/Initial_machine_translation|machine translation service]]. The service was in place for several years, but due to no usage, and availability of alternatives, it was deprecated to reduce maintenance overheads. Other services which cover the same languages are still available. [https://phabricator.wikimedia.org/T329137]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-16|en}}. It will be on all wikis from {{#time:j xg|2023-08-17|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ladwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lezwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lfnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-liwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lijwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lmowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ltgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-maiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-map_bmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mdfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kywiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308136] &lt;!-- TODO replace wiki codes --&gt;

'''Future changes'''
* A few gadgets/user scripts which add icons to the Minerva skin need to have their CSS updated. There are more details available including a [[phab:T344067|search for all existing instances and how to update them]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W33&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 05:59, 15 August 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25428668 --&gt;

== Tech News: 2023-34 ==

&lt;section begin=&quot;technews-2023-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/34|Translations]] are available.

'''Recent changes'''
* The [https://gdrive-to-commons.toolforge.org/ GDrive to Commons Uploader] tool is now available. It enables [[m:Special:MyLanguage/GDrive to Commons Uploader|securely selecting and uploading files]] from your Google Drive directly to Wikimedia Commons. [https://phabricator.wikimedia.org/T267868]
* From now on, we will announce new Wikimedia wikis in Tech News, so you can update any tools or pages.
** Since the last edition, two new wikis have been created:
*** a Wiktionary in [[d:Q7121294|Pa'O]] ([[wikt:blk:|&lt;code&gt;wikt:blk:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T343540]
*** a Wikisource in [[d:Q34002|Sundanese]] ([[s:su:|&lt;code&gt;s:su:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T343539]
** To catch up, the next most recent six wikis are:
*** Wikifunctions ([[f:|&lt;code&gt;f:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T275945]
*** a Wiktionary in [[d:Q2891049|Mandailing]] ([[wikt:btm:|&lt;code&gt;wikt:btm:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T335216]
*** a Wikipedia in [[d:Q5555465|Ghanaian Pidgin]] ([[w:gpe:|&lt;code&gt;w:gpe:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T335969]
*** a Wikinews in [[d:Q3111668|Gungbe]] ([[n:guw:|&lt;code&gt;n:guw:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T334394]
*** a Wiktionary in [[d:Q33522|Kabardian]] ([[wikt:kbd:|&lt;code&gt;wikt:kbd:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T333266]
*** a Wikipedia in [[d:Q35570|Fante]] ([[w:fat:|&lt;code&gt;w:fat:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T335016]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-23|en}}. It will be on all wikis from {{#time:j xg|2023-08-24|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There is an existing [[mw:Stable interface policy|stable interface policy]] for MediaWiki backend code. There is a [[mw:User:Jdlrobson/Stable interface policy/frontend|proposed stable interface policy for frontend code]]. This is relevant for anyone who works on gadgets or Wikimedia frontend code. You can read it, discuss it, and let the proposer know if there are any problems. [https://phabricator.wikimedia.org/T344079]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W34&quot;/&gt;

15:25, 21 August 2023 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25497111 --&gt;

== Tech News: 2023-35 ==

&lt;section begin=&quot;technews-2023-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/35|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diff handling of paragraph splits]], improved detection of splits is being rolled out. Over the last two weeks, we deployed this support to [[wikitech:Deployments/Train#Groups|group0]] and group1 wikis. This week it will be deployed to group2 wikis. [https://phabricator.wikimedia.org/T341754]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] All [[{{#special:Contributions}}]] pages now show the user's local edit count and the account's creation date. [https://phabricator.wikimedia.org/T324166]
* Wikisource users can now use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;prpbengalicurrency&lt;/code&gt;&lt;/bdi&gt; label to denote Bengali currency characters as page numbers inside the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;pagelist&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; tag.  [https://phabricator.wikimedia.org/T268932]
* Two preferences have been relocated. The preference &quot;{{int:visualeditor-preference-visualeditor}}&quot; is now shown on the [[Special:Preferences#mw-prefsection-editing|&quot;{{int:prefs-editing}}&quot; tab]] at all wikis. Previously it was shown on the &quot;{{int:prefs-betafeatures}}&quot; tab at some wikis. The preference &quot;{{int:visualeditor-preference-newwikitexteditor-enable}}&quot; is now also shown on the &quot;{{int:prefs-editing}}&quot; tab at all wikis, instead of the &quot;{{int:prefs-betafeatures}}&quot; tab. [https://phabricator.wikimedia.org/T335056][https://phabricator.wikimedia.org/T344158]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-30|en}}. It will be on all wikis from {{#time:j xg|2023-08-31|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] New signups for a Wikimedia developer account will start being pushed towards &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://idm.wikimedia.org/ idm.wikimedia.org]&lt;/bdi&gt;, rather than going via Wikitech. [[wikitech:IDM|Further information about the new system is available]].
* All right-to-left language wikis, plus Korean, Armenian, Ukrainian, Russian, and Bulgarian Wikipedias, will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. This feature will come to more wikis in future weeks. [https://phabricator.wikimedia.org/T267921]

'''Future changes'''
* The removal of the [[mw:Special:MyLanguage/Extension:DoubleWiki|DoubleWiki extension]] is being discussed. This extension currently allows Wikisource users to view articles from multiple language versions side by side when the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;=&gt;&lt;/code&gt;&lt;/bdi&gt; symbol next to a specific language edition is selected. Comments on this are welcomed at [[phab:T344544|the phabricator task]].
* A proposal has been made to merge the second hidden-categories list (which appears below the wikitext editing form) with the main list of categories (which is further down the page). [[phab:T340606|More information is available on Phabricator]]; feedback is welcome!

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W35&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 14:00, 28 August 2023 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25510866 --&gt;

== Tech News: 2023-36 ==

&lt;section begin=&quot;technews-2023-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/36|Translations]] are available.

'''Recent changes'''
* [[m:Wikisource_EditInSequence|EditInSequence]], a feature that allows users to edit pages faster on Wikisource has been moved to a Beta Feature based on community feedback. To enable it, you can navigate to the [[Special:Preferences#mw-prefsection-betafeatures|beta features tab in Preferences]]. [https://phabricator.wikimedia.org/T308098]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Generate Audio for IPA|Generate Audio for IPA]] and [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|Audio links that play on click]] wishlist proposals, the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline_audio_player_mode|inline audio player mode]] of [[mw:Extension:Phonos|Phonos]] has been deployed to all projects. [https://phabricator.wikimedia.org/T336763]
* There is a new option for Administrators when they are changing the usergroups for a user, to add the user’s user page to their watchlist. This works both via [[{{#special:UserRights}}]] and via the API. [https://phabricator.wikimedia.org/T272294]
* One new wiki has been created:
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q34318|Talysh]] ([[w:tly:|&lt;code&gt;w:tly:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T345166]
'''Problems'''
* The [[mw:Special:MyLanguage/Extension:LoginNotify|LoginNotify extension]] was not sending notifications since January. It has now been fixed, so going forward, you may see notifications for failed login attempts, and successful login attempts from a new device. [https://phabricator.wikimedia.org/T344785]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-06|en}}. It will be on all wikis from {{#time:j xg|2023-09-07|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-mhrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-miwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-minwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mtwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mwlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-myvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mznwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-napwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ndswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nds_nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-novwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nqowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nrmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nsowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ocwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-olowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-omwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-orwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-oswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pagwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-papwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pcdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pdcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pflwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pihwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pnbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pntwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pswiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308137][https://phabricator.wikimedia.org/T308138]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W36&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:33, 4 September 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25566983 --&gt;

== Tech News: 2023-37 ==

&lt;section begin=&quot;technews-2023-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/37|Translations]] are available.

'''Recent changes'''
* [[mw:Special:MyLanguage/ORES|ORES]], the revision evaluation service, is now using a new open-source infrastructure on all wikis except for English Wikipedia and Wikidata. These two will follow this week. If you notice any unusual results from the Recent Changes filters that are related to ORES (for example, &quot;{{int:ores-rcfilters-damaging-title}}&quot; and &quot;{{int:ores-rcfilters-goodfaith-title}}&quot;), please [[mw:Talk:Machine Learning|report them]]. [https://phabricator.wikimedia.org/T342115]
* When you are logged in on one Wikimedia wiki and visit a different Wikimedia wiki, the system tries to log you in there automatically. This has been unreliable for a long time. You can now visit the login page to make the system try extra hard. If you feel that made logging in better or worse than it used to be, your feedback is appreciated. [https://phabricator.wikimedia.org/T326281]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-13|en}}. It will be on all wikis from {{#time:j xg|2023-09-14|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/Technical decision making|Technical Decision-Making Forum Retrospective]] team invites anyone involved in the technical field of Wikimedia projects to signup to and join [[mw:Technical decision making/Listening Sessions|one of their listening sessions]] on 13 September. Another date will be scheduled later. The goal is to improve the technical decision-making processes.
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|Better diff handling of paragraph splits]] wishlist proposal, the inline switch widget in diff pages is being rolled out this week to all wikis. The inline switch will allow viewers to toggle between a unified inline or two-column diff wikitext format. [https://phabricator.wikimedia.org/T336716]

'''Future changes'''
* All wikis will be read-only for a few minutes on 20 September. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T345263]
* The Enterprise API is launching a new feature called &quot;[http://breakingnews-beta.enterprise.wikimedia.com/ breaking news]&quot;. Currently in BETA, this attempts to identify likely &quot;newsworthy&quot; topics as they are currently being written about in any Wikipedia. Your help is requested to improve the accuracy of its detection model, especially on smaller language editions, by recommending templates or identifiable editing patterns. See more information at [[mw:Special:MyLanguage/Wikimedia Enterprise/Breaking news|the documentation page]] on MediaWiki or [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#What is Breaking News|the FAQ]] on Meta.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W37&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:07, 11 September 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25589064 --&gt;

== Tech News: 2023-38 ==

&lt;section begin=&quot;technews-2023-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/38|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki now has a [[mw:Stable interface policy/frontend|stable interface policy for frontend code]] that more clearly defines how we deprecate MediaWiki code and wiki-based code (e.g. gadgets and user scripts). Thank you to everyone who contributed to the content and discussions. [https://phabricator.wikimedia.org/T346467][https://phabricator.wikimedia.org/T344079]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-20|en}}. It will be on all wikis from {{#time:j xg|2023-09-21|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* All wikis will be read-only for a few minutes on September 20. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] [https://phabricator.wikimedia.org/T345263]
* All wikis will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. [https://phabricator.wikimedia.org/T267921]

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The team investigating the Graph Extension posted [[mw:Extension:Graph/Plans#Proposal|a proposal for reenabling it]] and they need your input.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W38&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:19, 18 September 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25623533 --&gt;

== Tech News: 2023-39 ==

&lt;section begin=&quot;technews-2023-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/39|Translations]] are available.

'''Recent changes'''
* The Vector 2022 skin will now remember the pinned/unpinned status for the Table of Contents for all logged-out users. [https://phabricator.wikimedia.org/T316060]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-27|en}}. It will be on all wikis from {{#time:j xg|2023-09-28|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mediawiki.ui&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; modules are now deprecated as part of the move to Vue.js and Codex. There is a [[mw:Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. More [[phab:T346468|details are available in the task]] and your questions are welcome there.
* Gadget definitions will have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new &quot;namespaces&quot; option]]. The option takes a list of namespace IDs. Gadgets that use this option will only load on pages in the given namespaces.

'''Future changes'''
* New variables will be added to [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]]: &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;global_account_groups&lt;/bdi&gt;&lt;/code&gt; and &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;global_account_editcount&lt;/bdi&gt;&lt;/code&gt;. They are available only when an account is being created. You can use them to prevent blocking automatic creation of accounts when users with many edits elsewhere visit your wiki for the first time. [https://phabricator.wikimedia.org/T345632][https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:AbuseFilter/Rules_format]

'''Meetings'''
* You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1698426015 27 October at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia_Apps/Office_Hours#October_2023|details and how to join]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:51, 26 September 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25655264 --&gt;

== Tech News: 2023-40 ==

&lt;section begin=&quot;technews-2023-W40&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/40|Translations]] are available.

'''Recent changes'''
* There is a new [[Special:Preferences#mw-prefsection-rendering-advancedrendering|user preference]] for &quot;{{int:tog-forcesafemode}}&quot;. This setting will make pages load without including any on-wiki JavaScript or on-wiki stylesheet pages. It can be useful for debugging broken JavaScript gadgets. [https://phabricator.wikimedia.org/T342347]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget definitions now have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new &quot;&lt;var&gt;contentModels&lt;/var&gt;&quot; option]]. The option takes a list of page content models, like &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;wikitext&lt;/bdi&gt;&lt;/code&gt; or &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;css&lt;/bdi&gt;&lt;/code&gt;. Gadgets that use this option will only load on pages with the given content models.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-04|en}}. It will be on all wikis from {{#time:j xg|2023-10-05|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Vector 2022 skin will no longer use the custom styles and scripts of Vector legacy (2010). The change will be made later this year or in early 2024. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|how to adjust the CSS and JS pages on your wiki]]. [https://phabricator.wikimedia.org/T331679]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/40|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W40&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:26, 3 October 2023 (UTC)
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== Tech News: 2023-41 ==

&lt;section begin=&quot;technews-2023-W41&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/41|Translations]] are available.

'''Recent changes'''
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q33291|Fon]] ([[w:fon:|&lt;code&gt;w:fon:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T347935]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-11|en}}. It will be on all wikis from {{#time:j xg|2023-10-12|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-warwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xalwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xmfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zeawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zh_min_nanwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zuwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308139]
* At some wikis, newcomers are suggested images from Commons to add to articles without any images. Starting on Tuesday, newcomers at these wikis will be able to add images to unillustrated article sections. The specific wikis are listed under &quot;Images recommendations&quot; [[mw:Special:MyLanguage/Growth/Deployment table|at the Growth team deployment table]]. You can [[mw:Special:MyLanguage/Help:Growth/Tools/Add an image|learn more about this feature.]] [https://phabricator.wikimedia.org/T345940]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In the mobile web skin (Minerva) the CSS ID &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;#page-actions&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; will be replaced with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;#p-views&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This change is to make it consistent with other skins and to improve support for gadgets and extensions in the mobile skin. A few gadgets may need to be updated; there are [https://phabricator.wikimedia.org/T348267 details and search-links in the task].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/41|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W41&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 14:39, 9 October 2023 (UTC)
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== Tech News: 2023-42 ==

&lt;section begin=&quot;technews-2023-W42&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/42|Translations]] are available.

'''Recent changes'''
* The [[m:Special:MyLanguage/Help:Unified login|Unified login]] system's edge login should now be fixed for some browsers (Chrome, Edge, Opera). This means that if you visit a new sister project wiki, you should be logged in automatically without the need to click &quot;Log in&quot; or reload the page. Feedback on whether it's working for you is welcome. [https://phabricator.wikimedia.org/T347889]
* [[mw:Special:MyLanguage/Manual:Interface/Edit_notice|Edit notices]] are now available within the MobileFrontend/Minerva skin. This feature was inspired by [[w:en:Wikipedia:EditNoticesOnMobile|the gadget on English Wikipedia]]. See more details in [[phab:T316178|T316178]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-18|en}}. It will be on all wikis from {{#time:j xg|2023-10-19|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]).

'''Future changes'''
* In 3 weeks, in the Vector 2022 skin, code related to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;addPortletLink&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;#p-namespaces&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; that was deprecated one year ago will be removed. If you notice tools that should appear next to the &quot;Discussion&quot; tab are then missing, please tell the gadget's maintainers to see [[phab:T347907|instructions in the Phabricator task]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/42|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W42&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:47, 16 October 2023 (UTC)
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== Tech News: 2023-43 ==

&lt;section begin=&quot;technews-2023-W43&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/43|Translations]] are available.

'''Recent changes'''
* There is a new [[mw:Special:MyLanguage/Wikimedia Language engineering/Newsletter/2023/October|Language and internationalization newsletter]], written quarterly. It contains updates on new feature development, improvements in various language-related technical projects, and related support work.
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Source map support has been enabled on all wikis. When you open the debugger in your browser's developer tools, you should be able to see the unminified JavaScript source code. [https://phabricator.wikimedia.org/T47514]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-25|en}}. It will be on all wikis from {{#time:j xg|2023-10-26|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/43|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W43&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:16, 23 October 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25782286 --&gt;

== Tech News: 2023-44 ==

&lt;section begin=&quot;technews-2023-W44&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/44|Translations]] are available.

'''Recent changes'''
* The Structured Content team, as part of its project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]], made some UX improvements to the upload step of choosing own vs not own work ([[phab:T347590|T347590]]), as well as to the licensing step for own work ([[phab:T347756|T347756]]).
* The Design Systems team has released version 1.0.0 of [[wmdoc:codex/latest/|Codex]], the new design system for Wikimedia. See the [[mw:Special:MyLanguage/Design_Systems_Team/Announcing_Codex_1.0|full announcement about the release of Codex 1.0.0]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-01|en}}. It will be on all wikis from {{#time:j xg|2023-11-02|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]).
* Listings on category pages are sorted on each wiki for that language using a [[:w:en:International Components for Unicode|library]]. For a brief period on 2 November, changes to categories will not be sorted correctly for many languages. This is because the developers are upgrading to a new version of the library. They will then use a script to fix the existing categories. This will take a few hours or a few days depending on how big the wiki is. You can [[mw:Special:MyLanguage/Wikimedia Technical Operations/ICU announcement|read more]]. [https://phabricator.wikimedia.org/T345561][https://phabricator.wikimedia.org/T267145] 
* Starting November 1, the impact module (Special:Impact) will be upgraded by the Growth team. The new impact module shows newcomers more data regarding their impact on the wiki. It was tested by a few wikis during the last few months. [https://phabricator.wikimedia.org/T336203]

'''Future changes'''
* There is [[mw:Special:MyLanguage/Extension:Graph/Plans#Roadmap|a proposed plan]] for re-enabling the Graph Extension. You can help by reviewing this proposal and [[mw:Extension_talk:Graph/Plans#c-PPelberg_(WMF)-20231020221600-Update:_20_October|sharing what you think about it]].
* The WMF is working on making it possible for administrators to [[mw:Special:MyLanguage/Community_configuration_2.0|edit MediaWiki configuration directly]]. This is similar to previous work on Special:EditGrowthConfig. [[phab:T349757|A technical RfC is running until November 08, where you can provide feedback.]] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/44|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W44&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:21, 30 October 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25801989 --&gt;

== Tech News: 2023-45 ==

&lt;section begin=&quot;technews-2023-W45&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/45|Translations]] are available.

'''Recent changes'''
* In the Vector 2022 skin, the default font-size of a number of navigational elements (tagline, tools menu, navigational links, and more) has been increased slightly to match the font size used in page content. [https://phabricator.wikimedia.org/T346062]

'''Problems'''
* Last week, there was a problem displaying some recent edits on [https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist a few wikis], for 1-6 hours. The edits were saved but not immediately shown. This was due to a database problem. [https://phabricator.wikimedia.org/T350443]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-08|en}}. It will be on all wikis from {{#time:j xg|2023-11-09|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]).
* The Growth team will reassign newcomers from former mentors to [[mw:Special:MyLanguage/Growth/Structured mentor list|the currently active mentors]]. They have also changed the notification language to be more user-friendly. [https://phabricator.wikimedia.org/T330071][https://phabricator.wikimedia.org/T327493]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/45|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W45&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:05, 6 November 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25838105 --&gt;

== Tech News: 2023-46 ==

&lt;section begin=&quot;technews-2023-W46&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/46|Translations]] are available.

'''Recent changes'''
* Four new wikis have been created:
** a Wikipedia in [[d:Q7598268|Moroccan Amazigh]] ([[w:zgh:|&lt;code&gt;w:zgh:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T350216]
** a Wikipedia in [[d:Q35159|Dagaare]] ([[w:dga:|&lt;code&gt;w:dga:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T350218]
** a Wikipedia in [[d:Q33017|Toba Batak]] ([[w:bbc:|&lt;code&gt;w:bbc:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T350320]
** a Wikiquote in [[d:Q33151|Banjar]] ([[q:bjn:|&lt;code&gt;q:bjn:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T350217]

'''Problems'''
* Last week, users who previously visited Meta-Wiki or Wikimedia Commons and then became logged out on those wikis could not log in again. The problem is now resolved. [https://phabricator.wikimedia.org/T350695]
* Last week, some pop-up dialogs and menus were shown with the wrong font size. The problem is now resolved. [https://phabricator.wikimedia.org/T350544]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-15|en}}. It will be on all wikis from {{#time:j xg|2023-11-16|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]).

'''Future changes'''
* Reference Previews are coming to many wikis as a default feature. They are popups for references, similar to the [[mw:Special:MyLanguage/Page Previews|PagePreviews feature]]. [[m:WMDE Technical Wishes/ReferencePreviews#Opt-out feature|You can opt out]] of seeing them. If you are [[Special:Preferences#mw-prefsection-gadgets|using the gadgets]] Reference Tooltips or Navigation Popups, you won’t see Reference Previews. [[phab:T282999|Deployment]] is planned for November 22, 2023. 
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Canary (also known as heartbeat) events will be produced into [https://stream.wikimedia.org/?doc#/streams Wikimedia event streams] from December 11. Streams users are advised to filter out these events, by discarding all events where &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;meta.domain == &quot;canary&quot;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Updates to [[mw:Special:MyLanguage/Manual:Pywikibot|Pywikibot]] or [https://github.com/ChlodAlejandro/wikimedia-streams wikimedia-streams] will discard these events by default. [https://phabricator.wikimedia.org/T266798]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/46|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W46&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:52, 13 November 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25859263 --&gt;

== Tech News: 2023-47 ==

&lt;section begin=&quot;technews-2023-W47&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/47|Translations]] are available.

'''Changes later this week'''
* There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Starting on Wednesday, a new set of Wikipedias will get &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot; ({{int:project-localized-name-quwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_rupwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_tarawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rwwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-satwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-shwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-siwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-skwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-slwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-smwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-suwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-szlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tcywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tetwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-towiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tpiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ttwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-twwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tyvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-udmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-uzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vecwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vepwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vlswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vowiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308141][https://phabricator.wikimedia.org/T308142][https://phabricator.wikimedia.org/T308143] 
* The Vector 2022 skin will have some minor visual changes to drop-down menus, column widths, and more. These changes were added to four Wikipedias last week. If no issues are found, these changes will proceed to all wikis this week. These changes will make it possible to add new menus for readability and dark mode. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Updates#November_2023:_Visual_changes,_more_deployments,_and_shifting_focus|Learn more]]. [https://phabricator.wikimedia.org/T347711]

'''Future changes'''
* There is [[mw:Extension talk:Graph/Plans#Update: 15 November|an update on re-enabling the Graph Extension]]. To speed up the process, Vega 2 will not be supported and only [https://phabricator.wikimedia.org/T335325 some protocols] will be available at launch. You can help by sharing what you think about the plan.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/47|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W47&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:55, 21 November 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25884616 --&gt;

== Tech News: 2023-48 ==

&lt;section begin=&quot;technews-2023-W48&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/48|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-29|en}}. It will be on all wikis from {{#time:j xg|2023-11-30|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki's JavaScript system will now allow &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;async&lt;/code&gt;/&lt;code&gt;await&lt;/code&gt;&lt;/bdi&gt; syntax in gadgets and user scripts. Gadget authors should remember that users' browsers may not support it, so it should be used appropriately. [https://phabricator.wikimedia.org/T343499]
* The deployment of &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a link]]&quot; announced [[m:Special:MyLanguage/Tech/News/2023/47|last week]] was postponed. It will resume this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/48|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W48&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:08, 27 November 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25906379 --&gt;

== Tech News: 2023-49 ==

&lt;section begin=&quot;technews-2023-W49&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/49|Translations]] are available.

'''Recent changes'''
* The spacing between paragraphs on Vector 2022 has been changed from 7px to 14px to match the size of the text. This will make it easier to distinguish paragraphs from sentences. [https://phabricator.wikimedia.org/T351754]
* The &quot;{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}&quot; feature in VisualEditor is working again. You no longer need to switch to source editing to edit &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{DEFAULTSORT:...}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; keywords. [https://phabricator.wikimedia.org/T337398]

'''Changes later this week'''
* There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* On 6 December, people who have the enabled the preference for &quot;{{int:Discussiontools-preference-visualenhancements}}&quot; will notice the [[mw:Special:MyLanguage/Talk pages project/Usability|talk page usability improvements]] appear on pages that include the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__NEWSECTIONLINK__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; magic word. If you notice any issues, please [[phab:T352232|share them with the team on Phabricator]].

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge [[wikitech:News/Toolforge Grid Engine deprecation|Grid Engine shutdown process]] will start on December 14. Maintainers of [[toolforge:grid-deprecation|tools that still use this old system]] should plan to migrate to Kubernetes, or tell the team your plans on Phabricator in the task about your tool, before that date. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/VIWWQKMSQO2ED3TVUR7KPPWRTOBYBVOA/]
* Communities using [[mw:Special:MyLanguage/Structured_Discussions|Structured Discussions]] are being contacted regarding [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|the upcoming deprecation of Structured Discussions]]. You can read more about this project, and share your comments, [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|on the project's page]].

'''Events'''
* Registration &amp; Scholarship applications are now open for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2024|Wikimedia Hackathon 2024]] that will take place from 3–5 May in Tallinn, Estonia. Scholarship applications are open until 5 January 2024.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/49|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W49&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:50, 4 December 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25914435 --&gt;

== Tech News: 2023-50 ==

&lt;section begin=&quot;technews-2023-W50&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/50|Translations]] are available.

'''Recent changes'''
* On Wikimedia Commons, there are some minor user-interface improvements for the &quot;choosing own vs not own work&quot; step in the UploadWizard. This is part of the Structured Content team's project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]]. [https://phabricator.wikimedia.org/T352707][https://phabricator.wikimedia.org/T352709]

'''Problems'''
* There was a problem showing the [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer homepage|Newcomer homepage]] feature with the &quot;impact module&quot; and their page-view graphs, for a few days in early December. This has now been fixed. [https://phabricator.wikimedia.org/T352352][https://phabricator.wikimedia.org/T352349]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-13|en}}. It will be on all wikis from {{#time:j xg|2023-12-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
* [[File:Octicons-tools.svg|15px|link=]] The [https://wikimediafoundation.limesurvey.net/796964 2023 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 5 January 2024, and has an associated [[foundation:Legal:December_2023_Developer_Satisfaction_Survey|privacy statement]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/50|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W50&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 02:12, 12 December 2023 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25945501 --&gt;

== Tech News: 2023-51 ==

&lt;section begin=&quot;technews-2023-W51&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/51|Translations]] are available.

'''Tech News'''
* The next issue of Tech News will be sent out on 8 January 2024 because of [[w:en:Christmas and holiday season|the holidays]].

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-20|en}}. It will be on all wikis from {{#time:j xg|2023-12-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Starting December 18, it won't be possible to activate Structured Discussions on a user's own talk page using the Beta feature. The Beta feature option remains available for users who want to deactivate Structured Discussions. This is part of [[mw:Structured Discussions/Deprecation|Structured Discussions' deprecation work]]. [https://phabricator.wikimedia.org/T248309] 
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There will be full support for redirects in the Module namespace. The &quot;Move Page&quot; feature will leave an appropriate redirect behind, and such redirects will be appropriately recognized by the software (e.g. hidden from [[{{#special:UnconnectedPages}}]]). There will also be support for [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Renaming or moving modules|manual redirects]]. [https://phabricator.wikimedia.org/T120794]

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The MediaWiki JavaScript documentation is moving to a new format. During the move, you can read the old docs using [https://doc.wikimedia.org/mediawiki-core/REL1_41/js/ version 1.41]. Feedback about [https://doc.wikimedia.org/mediawiki-core/master/js/ the new site] is welcome on the [[mw:Talk:JSDoc_WMF_theme|project talk page]].
* The Wishathon is a new initiative that encourages collaboration across the Wikimedia community to develop solutions for wishes collected through the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. The first community Wishathon will take place from 15–17 March. If you are interested in a project proposal as a user, developer, designer, or product lead, you can [[m:Special:MyLanguage/Event:WishathonMarch2024|register for the event and read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2023/51|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2023-W51&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:17, 18 December 2023 (UTC)
&lt;!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=25959059 --&gt;

== Tech News: 2024-02 ==

&lt;section begin=&quot;technews-2024-W02&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/02|Translations]] are available.

'''Recent changes'''
* [https://mediawiki2latex.wmflabs.org/ mediawiki2latex] is a tool that converts wiki content into the formats of LaTeX, PDF, ODT, and EPUB. The code now runs many times faster due to recent improvements. There is also an optional Docker container you can [[b:de:Benutzer:Dirk_Hünniger/wb2pdf/install#Using_Docker|install]] on your local machine.
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The way that Random pages are selected has been updated. This will slowly reduce the problem of some pages having a lower chance of appearing. [https://phabricator.wikimedia.org/T309477]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-10|en}}. It will be on all wikis from {{#time:j xg|2024-01-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/02|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W02&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:19, 9 January 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26026251 --&gt;

== Tech News: 2024-03 ==

&lt;section begin=&quot;technews-2024-W03&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/03|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Pages that use the JSON [[mw:Special:MyLanguage/Manual:ContentHandler|contentmodel]] will now use tabs instead of spaces for auto-indentation. This will significantly reduce the page size. [https://phabricator.wikimedia.org/T326065]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and personal user scripts may now use JavaScript syntax introduced in ES6 (also known as &quot;ES2015&quot;) and ES7 (&quot;ES2016&quot;). MediaWiki validates the source code to protect other site functionality from syntax errors, and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browsers|supported browsers]]. Previously, Gadgets could use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;requiresES6&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; option. This option is no longer needed and will be removed in the future. [https://phabricator.wikimedia.org/T75714]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Manual:Bot passwords|Bot passwords]] and [[mw:Special:MyLanguage/OAuth/Owner-only consumers|owner-only OAuth consumers]] can now be restricted to allow editing only specific pages. [https://phabricator.wikimedia.org/T349957]
* You can now [[mw:Special:MyLanguage/Extension:Thanks|thank]] edits made by bots. [https://phabricator.wikimedia.org/T341388]
* An update on the status of the Community Wishlist Survey for 2024 [[m:Special:MyLanguage/Community Wishlist Survey/Future Of The Wishlist/January 4, 2024 Update|has been published]]. Please read and give your feedback.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-17|en}}. It will be on all wikis from {{#time:j xg|2024-01-18|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Starting on January 17, it will not be possible to login to Wikimedia wikis from some specific old versions of the Chrome browser (versions 51–66, released between 2016 and 2018). Additionally, users of iOS 12, or Safari on Mac OS 10.14, may need to login to each wiki separately. [https://phabricator.wikimedia.org/T344791]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;jquery.cookie&lt;/code&gt;&lt;/bdi&gt; module was deprecated and replaced with the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mediawiki.cookie&lt;/code&gt;&lt;/bdi&gt; module last year. A script has now been run to replace any remaining uses, and this week the temporary alias will be removed. [https://phabricator.wikimedia.org/T354966]

'''Future changes'''
* Wikimedia Deutschland is working to [[m:WMDE Technical Wishes/Reusing references|make reusing references easier]]. They are looking for people who are interested in participating in [https://wikimedia.sslsurvey.de/User-research-into-Reusing-References-Sign-up-Form-2024/en/ individual video calls for user research in January and February].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/03|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W03&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:13, 16 January 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26074460 --&gt;

== Tech News: 2024-04 ==

&lt;section begin=&quot;technews-2024-W04&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/04|Translations]] are available.

'''Problems'''
* A bug in UploadWizard prevented linking to the userpage of the uploader when uploading. It has now been fixed. [https://phabricator.wikimedia.org/T354529]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-24|en}}. It will be on all wikis from {{#time:j xg|2024-01-25|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/04|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W04&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:03, 23 January 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26096197 --&gt;

== Tech News: 2024-05 ==

&lt;section begin=&quot;technews-2024-W05&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/05|Translations]] are available.

'''Recent changes'''
* Starting Monday January 29, all talk pages messages' timestamps will become a link. This link is a permanent link to the comment. It allows users to find the comment they are looking for, even if this comment was moved elsewhere. This will affect all wikis except for the English Wikipedia. You can read more about this change [https://diff.wikimedia.org/2024/01/29/talk-page-permalinks-dont-lose-your-threads/ on Diff] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk_pages_permalinking|on Mediawiki.org]].&lt;!-- The Diff post will be published on Monday morning UTC--&gt; [https://phabricator.wikimedia.org/T302011]
* There are some improvements to the CAPTCHA to make it harder for spam bots and scripts to bypass it. If you have feedback on this change, please comment on [[phab:T141490|the task]]. Staff are monitoring metrics related to the CAPTCHA, as well as secondary metrics such as account creations and edit counts.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-31|en}}. It will be on all wikis from {{#time:j xg|2024-02-01|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] On February 1, a link will be added to the &quot;Tools&quot; menu to download a [[w:en:QR code|QR code]] that links to the page you are viewing. There will also be a new [[{{#special:QrCode}}]] page to create QR codes for any Wikimedia URL. This addresses the [[m:Community Wishlist Survey 2023/Mobile and apps/Add ability to share QR code for a page in any Wikimedia project|#19 most-voted wish]] from the [[m:Community Wishlist Survey 2023/Results|2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T329973]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] which only work in some skins have sometimes used the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;targets&lt;/code&gt;&lt;/bdi&gt; option to limit where you can use them. This will stop working this week. You should use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;skins&lt;/code&gt;&lt;/bdi&gt; option instead. [https://phabricator.wikimedia.org/T328497]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/05|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W05&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:31, 29 January 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26137870 --&gt;

== Tech News: 2024-06 ==

&lt;section begin=&quot;technews-2024-W06&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/06|Translations]] are available.

'''Recent changes'''
*The mobile site history pages now use the same HTML as the desktop history pages. If you hear of any problems relating to mobile history usage please point them to [[phab:T353388|the phabricator task]].
*On most wikis, admins can now block users from making specific actions. These actions are: uploading files, creating new pages, moving (renaming) pages, and sending thanks. The goal of this feature is to allow admins to apply blocks that are adequate to the blocked users' activity. [[m:Special:MyLanguage/Community health initiative/Partial blocks#action-blocks|Learn more about &quot;action blocks&quot;]]. [https://phabricator.wikimedia.org/T242541][https://phabricator.wikimedia.org/T280531]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-07|en}}. It will be on all wikis from {{#time:j xg|2024-02-08|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Talk pages permalinks that included diacritics and non-Latin script were malfunctioning. This issue is fixed. [https://phabricator.wikimedia.org/T356199]

'''Future changes'''
* [[m:WMDE Technical Wishes/ReferencePreviews#24WPs|24 Wikipedias]] with [[mw:Special:MyLanguage/Reference_Tooltips|Reference Tooltips]] as a default gadget are encouraged to remove that default flag. This would make [[mw:Special:MyLanguage/Help:Reference_Previews|Reference Previews]] the new default for reference popups, leading to a more consistent experience across wikis. For [[m:WMDE Technical Wishes/ReferencePreviews#46WPs|46 Wikipedias]] with less than 4 interface admins, the change is already scheduled for mid-February, [[m:Talk:WMDE Technical Wishes/ReferencePreviews#Reference Previews to become the default for previewing references on more wikis.|unless there are concerns]]. The older Reference Tooltips gadget will still remain usable and will override this feature, if it is available on your wiki and you have enabled it in your settings. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/ReferencePreviews#Reference_Previews_to_become_the_default_for_previewing_references_on_more_wikis][https://phabricator.wikimedia.org/T355312]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/06|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W06&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:22, 5 February 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26180971 --&gt;

== Tech News: 2024-07 ==

&lt;section begin=&quot;technews-2024-W07&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/07|Translations]] are available.

'''Recent changes'''
*  The [[d:Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split experiment]] is working and loaded onto 3 test servers. The team in charge is testing the split's impact and requires feedback from WDQS users through the UI or programmatically in different channels. [https://www.wikidata.org/wiki/Wikidata_talk:SPARQL_query_service/WDQS_graph_split][https://phabricator.wikimedia.org/T356773][https://www.wikidata.org/wiki/User:Sannita_(WMF)] Users' feedback will validate the impact of various use cases and workflows around the Wikidata Query service. [https://www.wikidata.org/wiki/Wikidata:SPARQL_query_service/WDQS_backend_update/October_2023_scaling_update][https://www.mediawiki.org/wiki/Wikidata_Query_Service/User_Manual#Federation]

'''Problems'''
*There was a bug that affected the appearance of visited links when using mobile device to access wiki sites. It made the links appear black; [[phab:T356928|this issue]] is fixed.  

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-14|en}}. It will be on all wikis from {{#time:j xg|2024-02-15|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] As work continues on the grid engine deprecation,[https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation] tools on the grid engine will be stopped starting on February 14th, 2024. If you have tools actively migrating you can ask for an extension so they are not stopped. [https://wikitech.wikimedia.org/wiki/Portal:Toolforge/About_Toolforge#Communication_and_support] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/07|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W07&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 05:48, 13 February 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26223994 --&gt;

== Tech News: 2024-08 ==

&lt;section begin=&quot;technews-2024-W08&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/08|Translations]] are available.

'''Recent changes'''
* If you have the &quot;{{int:Tog-enotifwatchlistpages}}&quot; option enabled, edits by bot accounts no longer trigger notification emails. Previously, only minor edits would not trigger the notification emails. [https://phabricator.wikimedia.org/T356984]
* There are changes to how user and site scripts load for [[mw:Special:MyLanguage/Skin:Vector/2022| Vector 2022]] on specific wikis. The changes impacted the following Wikis: all projects with [[mw:Special:MyLanguage/Skin:Vector|Vector legacy]] as the default skin, Wikivoyage, and Wikibooks. Other wikis will be affected over the course of the next three months. Gadgets are not impacted. If you have been affected or want to minimize the impact on your project, see [[Phab:T357580| this ticket]]. Please coordinate and take action proactively.
*Newly auto-created accounts (the accounts you get when you visit a new wiki) now have the same local notification preferences as users who freshly register on that wiki. It is effected in four notification types listed in the [[phab:T353225|task's description]].
*The maximum file size when using [[c:Special:MyLanguage/Commons:Upload_Wizard|Upload Wizard]] is now 5 GiB. [https://phabricator.wikimedia.org/T191804]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-21|en}}. It will be on all wikis from {{#time:j xg|2024-02-22|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Selected tools on the grid engine have been [[wikitech:News/Toolforge_Grid_Engine_deprecation|stopped]] as we prepare to shut down the grid on March 14th, 2024. The tool's code and data have not been deleted. If you are a maintainer and you want your tool re-enabled reach out to the [[wikitech:Portal:Toolforge/About_Toolforge#Communication_and_support|team]]. Only tools that have asked for extension are still running on the grid.
* The CSS &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[https://developer.mozilla.org/en-US/docs/Web/CSS/filter filter]&lt;/code&gt;&lt;/bdi&gt; property can now be used in HTML &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;style&lt;/code&gt;&lt;/bdi&gt; attributes in wikitext. [https://phabricator.wikimedia.org/T308160]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W08&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:36, 19 February 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26254282 --&gt;

== Tech News: 2024-09 ==

&lt;section begin=&quot;technews-2024-W09&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/09|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/VisualEditor_on_mobile|mobile visual editor]] is now the default editor for users who never edited before, at a small group of wikis. [[mw:Special:MyLanguage/VisualEditor_on_mobile/VE_mobile_default#A/B_test_results| Research ]] shows that users using this editor are slightly more successful publishing the edits they started, and slightly less successful publishing non-reverted edits. Users who defined the wikitext editor as their default on desktop will get the wikitext editor on mobile for their first edit on mobile as well. [https://phabricator.wikimedia.org/T352127]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/ResourceLoader/Core modules#mw.config|mw.config]] value &lt;code&gt;wgGlobalGroups&lt;/code&gt; now only contains groups that are active in the wiki. Scripts no longer have to check whether the group is active on the wiki via an API request. A code example of the above is: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;if (/globalgroupname/.test(mw.config.get(&quot;wgGlobalGroups&quot;)))&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T356008]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-28|en}}. It will be on all wikis from {{#time:j xg|2024-02-29|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
* The right to change [[mw:Special:MyLanguage/Manual:Tags|edit tags]] (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;changetags&lt;/code&gt;&lt;/bdi&gt;) will be removed from users in Wikimedia sites, keeping it by default for admins and bots only. Your community can ask to retain the old configuration on your wiki before this change happens. Please indicate in [[phab:T355639|this ticket]] to keep it for your community before the end of March 2024.
'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W09&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:23, 26 February 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26294125 --&gt;

== Tech News: 2024-10 ==

&lt;section begin=&quot;technews-2024-W10&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/10|Translations]] are available.

'''Recent changes'''
* The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Special:Book&lt;/code&gt;&lt;/bdi&gt; page (as well as the associated &quot;Create a book&quot; functionality) provided by the old [[mw:Special:MyLanguage/Extension:Collection|Collection extension]] has been removed from all Wikisource wikis, as it was broken. This does not affect the ability to download normal books, which is provided by the [[mw:Special:MyLanguage/Extension:Wikisource|Wikisource extension]]. [https://phabricator.wikimedia.org/T358437]
* [[m:Wikitech|Wikitech]] now uses the next-generation [[mw:Special:MyLanguage/Parsoid|Parsoid]] wikitext parser by default to generate all pages in the Talk namespace.  Report any problems on the [[mw:Talk:Parsoid/Parser_Unification/Known_Issues|Known Issues discussion page]]. You can use the [[mw:Special:MyLanguage/Extension:ParserMigration|ParserMigration]] extension to control the use of Parsoid; see the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|ParserMigration help documentation]] for more details.
* Maintenance on [https://etherpad.wikimedia.org etherpad] is completed. If you encounter any issues, please indicate in [[phab:T316421|this ticket]].
* [[File:Octicons-tools.svg|12px|link=|alt=| Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] allow interface admins to create custom features with CSS and JavaScript. The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Gadget&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Gadget_definition&lt;/code&gt;&lt;/bdi&gt; namespaces and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;gadgets-definition-edit&lt;/code&gt;&lt;/bdi&gt; user right were reserved for an experiment in 2015, but were never used. These were visible on Special:Search and Special:ListGroupRights. The unused namespaces and user rights are now removed. No pages are moved, and no changes need to be made. [https://phabricator.wikimedia.org/T31272]
* A usability improvement to the &quot;Add a citation&quot; in Wikipedia workflow has been made, the insert button was moved to the popup header. [https://phabricator.wikimedia.org/T354847]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-06|en}}. It will be on all wikis from {{#time:j xg|2024-03-07|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
*  All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233]
* The HTML markup of headings and section edit links will be changed later this year to improve accessibility. See [[mw:Special:MyLanguage/Heading_HTML_changes|Heading HTML changes]] for details. The new markup will be the same as in the new Parsoid wikitext parser. You can test your gadget or stylesheet with the new markup if you add &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;?useparsoid=1&lt;/code&gt;&lt;/bdi&gt; to your URL ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Selecting_a_parser_using_a_URL_query_string|more info]]) or turn on Parsoid read views in your user options ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Enabling_via_user_preference|more info]]).
*

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/10|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W10&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:47, 4 March 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26329807 --&gt;

== Tech News: 2024-11 ==

&lt;section begin=&quot;technews-2024-W11&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/11|Translations]] are available.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-13|en}}. It will be on all wikis from {{#time:j xg|2024-03-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* After consulting with various communities, the line height of the text on the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] will be increased to its previous value of 1.65. Different options for typography can also be set using the options in the menu, as needed. [https://phabricator.wikimedia.org/T358498]
*The active link color in [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva]] will be changed to provide more consistency with our other platforms and best practices. [https://phabricator.wikimedia.org/T358516]
* [[c:Special:MyLanguage/Commons:Structured data|Structured data on Commons]] will no longer ask whether you want to leave the page without saving. This will prevent the “information you’ve entered may not be saved” popups from appearing when no information have been entered. It will also make file pages on Commons load faster in certain cases. However, the popups will be hidden even if information has indeed been entered. If you accidentally close the page before saving the structured data you entered, that data will be lost. [https://phabricator.wikimedia.org/T312315]

'''Future changes'''
* All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/11|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W11&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:04, 11 March 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26374013 --&gt;

== Tech News: 2024-12 ==

&lt;section begin=&quot;technews-2024-W12&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/12|Translations]] are available.

'''Recent changes'''
* The notice &quot;Language links are at the top of the page&quot; that appears in the [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]] main menu has been removed now that users have learned the new location of the Language switcher. [https://phabricator.wikimedia.org/T353619]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/IP_Editing:_Privacy_Enhancement_and_Abuse_Mitigation/IP_Info_feature|IP info feature]] displays data from Spur, an IP addresses database. Previously, the only data source for this feature was MaxMind. Now, IP info is more useful for patrollers. [https://phabricator.wikimedia.org/T341395]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge Grid Engine services have been shut down after the final migration process from Grid Engine to Kubernetes. [https://wikitech.wikimedia.org/wiki/Obsolete:Toolforge/Grid][https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation][https://techblog.wikimedia.org/2022/03/14/toolforge-and-grid-engine/]
* Communities can now customize the default reasons for undeleting a page by creating [[MediaWiki:Undelete-comment-dropdown]]. [https://phabricator.wikimedia.org/T326746]

'''Problems'''
* [[m:Special:MyLanguage/WMDE_Technical_Wishes/RevisionSlider|RevisionSlider]] is an interface to interactively browse a page's history. Users in [[mw:Special:MyLanguage/Extension:RevisionSlider/Developing_a_RTL-accessible_feature_in_MediaWiki_-_what_we%27ve_learned_while_creating_the_RevisionSlider|right-to-left]] languages reported RevisionSlider reacting wrong to mouse clicks. This should be fixed now. [https://phabricator.wikimedia.org/T352169]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-20|en}}. It will be on all wikis from {{#time:j xg|2024-03-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* All wikis will be read-only for a few minutes on March 20. This is planned at [https://zonestamp.toolforge.org/1710943200 14:00 UTC]. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/12|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W12&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:39, 18 March 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26410165 --&gt;

== Tech News: 2024-13 ==

&lt;section begin=&quot;technews-2024-W13&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/13|Translations]] are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] An update was made on March 18th 2024 to how various projects load site, user JavaScript and CSS in [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]]. A [[phab:T360384|checklist]] is provided for site admins to follow.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-27|en}}. It will be on all wikis from {{#time:j xg|2024-03-28|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W13&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:56, 25 March 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26446209 --&gt;

== Tech News: 2024-14 ==

&lt;section begin=&quot;technews-2024-W14&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/14|Translations]] are available.

'''Recent changes'''
* Users of the [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading|reading accessibility]] beta feature will notice that the default line height for the standard and large text options has changed. [https://phabricator.wikimedia.org/T359030]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-03|en}}. It will be on all wikis from {{#time:j xg|2024-04-04|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
* The Wikimedia Foundation has an annual plan. The annual plan decides what the Wikimedia Foundation will work on. You can now read [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product &amp; Technology OKRs#Draft Key Results|the draft key results]] for the Product and Technology department. They are suggestions for what results the Foundation wants from big technical changes from July 2024 to June 2025. You can [[m:Talk:Wikimedia Foundation Annual Plan/2024-2025/Product &amp; Technology OKRs|comment on the talk page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W14&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 03:36, 2 April 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26462933 --&gt;

== Tech News: 2024-15 ==

&lt;section begin=&quot;technews-2024-W15&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/15|Translations]] are available.

'''Recent changes'''
* Web browsers can use tools called [[:w:en:Browser extension|extensions]]. There is now a Chrome extension called [[m:Future Audiences/Experiment:Citation Needed|Citation Needed]] which you can use to see if an online statement is supported by a Wikipedia article. This is a small experiment to see if Wikipedia can be used this way. Because it is a small experiment, it can only be used in Chrome in English.
* [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A new [[mw:Special:MyLanguage/Help:Edit Recovery|Edit Recovery]] feature has been added to all wikis, available as a [[Special:Preferences#mw-prefsection-editing|user preference]]. Once you enable it, your in-progress edits will be stored in your web browser, and if you accidentally close an editing window or your browser or computer crashes, you will be prompted to recover the unpublished text. Please leave any feedback on the [[m:Special:MyLanguage/Talk:Community Wishlist Survey 2023/Edit-recovery feature|project talk page]]. This was the #8 wish in the 2023 Community Wishlist Survey.
* Initial results of [[mw:Special:MyLanguage/Edit check|Edit check]] experiments [[mw:Special:MyLanguage/Edit_check#4_April_2024|have been published]]. Edit Check is now deployed as a default feature at [[phab:T342930#9538364|the wikis that tested it]]. [[mw:Talk:Edit check|Let us know]] if you want your wiki to be part of the next deployment of Edit check. [https://phabricator.wikimedia.org/T342930][https://phabricator.wikimedia.org/T361727]
* Readers using the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] on mobile will notice there has been an improvement in the line height across all typography settings. [https://phabricator.wikimedia.org/T359029]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-10|en}}. It will be on all wikis from {{#time:j xg|2024-04-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* New accounts and logged-out users will get the [[mw:Special:MyLanguage/VisualEditor|visual editor]] as their default editor on mobile. This deployment is made at all wikis except for the English Wikipedia. [https://phabricator.wikimedia.org/T361134]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/15|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W15&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:37, 8 April 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26564838 --&gt;

== Tech News: 2024-16 ==

&lt;section begin=&quot;technews-2024-W16&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/16|Translations]] are available.

'''Problems'''
* Between 2 April and 8 April, on wikis using [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged Revisions]], the &quot;{{Int:tag-mw-reverted}}&quot; tag was not applied to undone edits. In addition, page moves, protections and imports were not autoreviewed. This problem is now fixed. [https://phabricator.wikimedia.org/T361918][https://phabricator.wikimedia.org/T361940]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-17|en}}. It will be on all wikis from {{#time:j xg|2024-04-18|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[mw:Special:MyLanguage/Help:Magic words#DEFAULTSORT|Default category sort keys]] will now affect categories added by templates placed in [[mw:Special:MyLanguage/Help:Cite|footnotes]]. Previously footnotes used the page title as the default sort key even if a different default sort key was specified (category-specific sort keys already worked). [https://phabricator.wikimedia.org/T40435]
* A new variable &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;page_last_edit_age&lt;/code&gt;&lt;/bdi&gt; will be added to [[Special:AbuseFilter|abuse filters]]. It tells how many seconds ago the last edit to a page was made. [https://phabricator.wikimedia.org/T269769]

'''Future changes'''
* Volunteer developers are kindly asked to update the code of their tools and features to handle [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]]. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]].
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Four database fields will be removed from database replicas (including [[quarry:|Quarry]]). This affects only the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;abuse_filter&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;abuse_filter_history&lt;/code&gt;&lt;/bdi&gt; tables. Some queries might need to be updated. [https://phabricator.wikimedia.org/T361996]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W16&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:29, 15 April 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26564838 --&gt;

== Tech News: 2024-17 ==

&lt;section begin=&quot;technews-2024-W17&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/17|Translations]] are available.

'''Recent changes'''
* Starting this week, newcomers editing Wikipedia [[mw:Special:MyLanguage/Growth/Positive reinforcement#Leveling up 3|will be encouraged]] to try structured tasks. [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer tasks|Structured tasks]] have been shown to [[mw:Special:MyLanguage/Growth/Personalized first day/Structured tasks/Add a link/Experiment analysis, December 2021|improve newcomer activation and retention]]. [https://phabricator.wikimedia.org/T348086]
* You can [[m:Special:MyLanguage/Coolest Tool Award|nominate your favorite tools]] for the fifth edition of the Coolest Tool Award. Nominations will be open until May 10. 

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-24|en}}. It will be on all wikis from {{#time:j xg|2024-04-25|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
* This is the last warning that by the end of May 2024 the Vector 2022 skin will no longer share site and user scripts/styles with old Vector. For user-scripts that you want to keep using on Vector 2022, copy the contents of [[{{#special:MyPage}}/vector.js]] to [[{{#special:MyPage}}/vector-2022.js]]. There are [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|more technical details]] available. Interface administrators who foresee this leading to lots of technical support questions may wish to send a mass message to your community, as was done on French Wikipedia. [https://phabricator.wikimedia.org/T362701]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W17&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:28, 22 April 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26647188 --&gt;

== Tech News: 2024-18 ==

&lt;section begin=&quot;technews-2024-W18&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/18|Translations]] are available.

'''Recent changes'''

[[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]]
* The appearance of talk pages changed for the following wikis: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}. These wikis participated to a test, where 50% of users got the new design, for one year. As this test [[Mw:Special:MyLanguage/Talk pages project/Usability/Analysis|gave positive results]], the new design is deployed on these wikis as the default design. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] (&quot;{{int:discussiontools-preference-visualenhancements}}&quot;). The deployment will happen at all wikis in the coming weeks. [https://phabricator.wikimedia.org/T341491]
* Seven new wikis have been created: 
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q33014|Betawi]] ([[w:bew:|&lt;code&gt;w:bew:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T357866]
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35708|Kusaal]] ([[w:kus:|&lt;code&gt;w:kus:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T359757]
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35513|Igala]] ([[w:igl:|&lt;code&gt;w:igl:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T361644]
** a {{int:project-localized-name-group-wiktionary}} in [[d:Q33541|Karakalpak]] ([[wikt:kaa:|&lt;code&gt;wikt:kaa:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T362135]
** a {{int:project-localized-name-group-wikisource}} in [[d:Q9228|Burmese]] ([[s:my:|&lt;code&gt;s:my:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T361085]
** a {{int:project-localized-name-group-wikisource}} in [[d:Q9237|Malay]] ([[s:ms:|&lt;code&gt;s:ms:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T363039]
** a {{int:project-localized-name-group-wikisource}} in [[d:Q8108|Georgian]] ([[s:ka:|&lt;code&gt;s:ka:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T363085]
* You can now [https://translatewiki.net/wiki/Support#Early_access:_Watch_Message_Groups_on_Translatewiki.net watch message groups/projects] on [[m:Special:MyLanguage/translatewiki.net|Translatewiki.net]]. Initially, this feature will notify you of added or deleted messages in these groups. [https://phabricator.wikimedia.org/T348501]
* Dark mode is now available on all wikis, on mobile web for logged-in users who opt into the [[Special:MobileOptions|advanced mode]]. This is the early release of the feature. Technical editors are invited to [https://night-mode-checker.wmcloud.org/ check for accessibility issues on wikis]. See [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|more detailed guidelines]].

'''Problems'''
* [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can use an alternative visual style without labels, by using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mapstyle=&quot;osm&quot;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This wasn't working in previews, creating the wrong impression that it wasn't supported. This has now been fixed. [https://phabricator.wikimedia.org/T362531]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-01|en}}. It will be on all wikis from {{#time:j xg|2024-05-02|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W18&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 03:33, 30 April 2024 (UTC)
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== Tech News: 2024-19 ==

&lt;section begin=&quot;technews-2024-W19&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/19|Translations]] are available.

'''Recent changes'''
[[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]]
* The appearance of talk pages changed for all wikis, except for Commons, Wikidata and most Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/18|a few]] have already received this design change). You can read the detail of the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] (&quot;{{int:discussiontools-preference-visualenhancements}}&quot;). The deployment will happen at remaining wikis in the coming weeks. [https://phabricator.wikimedia.org/T352087][https://phabricator.wikimedia.org/T319146]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Interface admins now have greater control over the styling of article components on mobile with the introduction of the &lt;code&gt;SiteAdminHelper&lt;/code&gt;. More information on how styles can be disabled can be found [[mw:Special:MyLanguage/Extension:WikimediaMessages#Site_admin_helper|at the extension's page]]. [https://phabricator.wikimedia.org/T363932]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has added article body sections in JSON format and a curated short description field to the existing parsed Infobox. This expansion to the API is also available via Wikimedia Cloud Services. [https://enterprise.wikimedia.com/blog/article-sections-and-description/]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-08|en}}. It will be on all wikis from {{#time:j xg|2024-05-09|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* When you look at the Special:Log page, the first view is labelled &quot;All public logs&quot;, but it only shows some logs. This label will now say &quot;Main public logs&quot;. [https://phabricator.wikimedia.org/T237729]

'''Future changes'''
* A new service will be built to replace [[mw:Special:MyLanguage/Extension:Graph|Extension:Graph]]. Details can be found in [[mw:Special:MyLanguage/Extension:Graph/Plans|the latest update]] regarding this extension.
* Starting May 21, English Wikipedia and German Wikipedia will get the possibility to activate &quot;[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]&quot;. This is part of the [[phab:T304110|progressive deployment of this tool to all Wikipedias]]. These communities can [[mw:Special:MyLanguage/Growth/Community configuration|activate and configure the feature locally]]. [https://phabricator.wikimedia.org/T308144]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W19&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:44, 6 May 2024 (UTC)
&lt;!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26729363 --&gt;

== Tech News: 2024-20 ==

&lt;section begin=&quot;technews-2024-W20&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/20|Translations]] are available.

'''Recent changes'''
* On Wikisource there is a special page listing pages of works without corresponding scan images. Now you can use the new magic word &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;__EXPECTWITHOUTSCANS__&lt;/code&gt;&lt;/bdi&gt; to exclude certain pages (list of editions or translations of works) from that list. [https://phabricator.wikimedia.org/T344214]
* If you use the [[Special:Preferences#mw-prefsection-editing|user-preference]] &quot;{{int:tog-uselivepreview}}&quot;, then the template-page feature &quot;{{int:Templatesandbox-editform-legend}}&quot; will now also work without reloading the page. [https://phabricator.wikimedia.org/T136907]
* [[mw:Special:Mylanguage/Extension:Kartographer|Kartographer]] maps can now specify an alternative text via the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;alt=&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; attribute. This is identical in usage to the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;alt=&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; attribute in the [[mw:Special:MyLanguage/Help:Images#Syntax|image and gallery syntax]]. An exception for this feature is wikis like Wikivoyage where the miniature maps are interactive. [https://phabricator.wikimedia.org/T328137]
* The old [[mw:Special:MyLanguage/Extension:GuidedTour|Guided Tour]] for the &quot;[[mw:Special:MyLanguage/Edit Review Improvements/New filters for edit review|New Filters for Edit Review]]&quot; feature has been removed. It was created in 2017 to show people with older accounts how the interface had changed, and has now been seen by most of the intended people. [https://phabricator.wikimedia.org/T217451]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-15|en}}. It will be on all wikis from {{#time:j xg|2024-05-16|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[{{#special:search}}]] results page will now use CSS flex attributes, for better accessibility, instead of a table. If you have a gadget or script that adjusts search results, you should update your script to the new HTML structure. [https://phabricator.wikimedia.org/T320295]

'''Future changes'''
* In the Vector 2022 skin, main pages will be displayed at full width (like special pages). The goal is to keep the number of characters per line large enough. This is related to the coming changes to typography in Vector 2022. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates|Learn more]]. [https://phabricator.wikimedia.org/T357706]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Two columns of the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:Special:MyLanguage/Manual:pagelinks table|pagelinks]]&lt;/code&gt;&lt;/bdi&gt; database table (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;pl_namespace&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;pl_title&lt;/code&gt;&lt;/bdi&gt;) are being dropped soon. Users must use two columns of the new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;[[mw:special:MyLanguage/Manual:linktarget table|linktarget]]&lt;/code&gt;&lt;/bdi&gt; table instead (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;lt_namespace&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;lt_title&lt;/code&gt;&lt;/bdi&gt;). In your existing SQL queries:
*# Replace &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;JOIN pagelinks&lt;/code&gt;&lt;/bdi&gt; with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;JOIN linktarget&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;pl_&lt;/code&gt;&lt;/bdi&gt; with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;lt_&lt;/code&gt;&lt;/bdi&gt; in the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;ON&lt;/code&gt;&lt;/bdi&gt; statement
*# Below that add &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;JOIN pagelinks ON lt_id = pl_target_id&lt;/code&gt;&lt;/bdi&gt;
** See &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[phab:T222224]]&lt;/bdi&gt; for technical reasoning. [https://phabricator.wikimedia.org/T222224][https://phabricator.wikimedia.org/T299947]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W20&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:58, 13 May 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26762074 --&gt;

== Tech News: 2024-21 ==

&lt;section begin=&quot;technews-2024-W21&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/21|Translations]] are available.

'''Recent changes'''
* The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, will now correctly delete pages which were moved to another title. [https://phabricator.wikimedia.org/T43351]
* New changes have been made to the UploadWizard in Wikimedia Commons: the overall layout has been improved, by following new styling and spacing for the form and its fields; the headers and helper text for each of the fields was changed; the Caption field is now a required field, and there is an option for users to copy their caption into the media description. [https://commons.wikimedia.org/wiki/Commons:WMF_support_for_Commons/Upload_Wizard_Improvements#Changes_to_%22Describe%22_workflow][https://phabricator.wikimedia.org/T361049]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-22|en}}. It will be on all wikis from {{#time:j xg|2024-05-23|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]]  The HTML used to render all headings [[mw:Heading_HTML_changes|is being changed to improve accessibility]]. It will change on 22 May in some skins (Timeless, Modern, CologneBlue, Nostalgia, and Monobook). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in all other skins. The developers are also considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W21&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:04, 20 May 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26786311 --&gt;

== Tech News: 2024-22 ==

&lt;section begin=&quot;technews-2024-W22&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/22|Translations]] are available.

'''Recent changes'''
* Several bugs related to the latest updates to the UploadWizard on Wikimedia Commons have been fixed. For more information, see [[:phab:T365107|T365107]] and [[:phab:T365119|T365119]].
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In March 2024 a new [[mw:ResourceLoader/Core_modules#addPortlet|addPortlet]] API was added to allow gadgets to create new portlets (menus) in the skin. In certain skins this can be used to create dropdowns. Gadget developers are invited to try it and [[phab:T361661|give feedback]].
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Some CSS in the Minerva skin has been removed to enable easier community configuration. Interface editors should check the rendering on mobile devices for aspects related to the classes: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.collapsible&lt;/code&gt;&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.multicol&lt;/code&gt;&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.reflist&lt;/code&gt;&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.coordinates&lt;/code&gt;&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;.topicon&lt;/code&gt;&lt;/bdi&gt;. [[phab:T361659|Further details are available on replacement CSS]] if it is needed.

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-29|en}}. It will be on all wikis from {{#time:j xg|2024-05-30|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* When you visit a wiki where you don't yet have a local account, local rules such as edit filters can sometimes prevent your account from being created. Starting this week, MediaWiki takes your global rights into account when evaluating whether you can override such local rules. [https://phabricator.wikimedia.org/T316303]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W22&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:15, 28 May 2024 (UTC)
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== Tech News: 2024-23 ==

&lt;section begin=&quot;technews-2024-W23&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/23|Translations]] are available.

'''Recent changes'''
* It is now possible for local administrators to add new links to the bottom of the site Tools menu without JavaScript. [[mw:Manual:Interface/Sidebar#Add or remove toolbox sections|Documentation is available]]. [https://phabricator.wikimedia.org/T6086]
* The message name for the definition of the tracking category of WikiHiero has changed from &quot;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;MediaWiki:Wikhiero-usage-tracking-category&lt;/code&gt;&lt;/bdi&gt;&quot; to &quot;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;MediaWiki:Wikihiero-usage-tracking-category&lt;/code&gt;&lt;/bdi&gt;&quot;. [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/wikihiero/+/1035855]
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q5317225|Kadazandusun]] ([[w:dtp:|&lt;code&gt;w:dtp:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T365220]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-05|en}}. It will be on all wikis from {{#time:j xg|2024-06-06|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Future changes'''
* Next week, on wikis with the Vector 2022 skin as the default, logged-out desktop users will be able to choose between different font sizes. The default font size will also be increased for them. This is to make Wikimedia projects easier to read. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-06 deployments|Learn more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W23&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:35, 3 June 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26844397 --&gt;

== Tech News: 2024-24 ==

&lt;section begin=&quot;technews-2024-W24&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/24|Translations]] are available.

'''Recent changes'''
* The software used to render SVG files has been updated to a new version, fixing many longstanding bugs in SVG rendering. [https://phabricator.wikimedia.org/T265549]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading HTML changes|is being changed to improve accessibility]]. It was changed last week in some skins (Vector legacy and Minerva). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in Vector-2022. The developers are still considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that.
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML markup used for citations by [[mw:Special:MyLanguage/Parsoid|Parsoid]] changed last week. In places where Parsoid previously added the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw-reference-text&lt;/code&gt;&lt;/bdi&gt; class, Parsoid now also adds the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;reference-text&lt;/code&gt;&lt;/bdi&gt; class for better compatibility with the legacy parser. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1036705]

'''Problems'''
* There was a bug with the Content Translation interface that caused the tools menus to appear in the wrong location. This has now been fixed. [https://phabricator.wikimedia.org/T366374]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-12|en}}. It will be on all wikis from {{#time:j xg|2024-06-13|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The new version of MediaWiki includes another change to the HTML markup used for citations: [[mw:Special:MyLanguage/Parsoid|Parsoid]] will now generate a &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;span class=&quot;mw-cite-backlink&quot;&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; wrapper for both named and unnamed references for better compatibility with the legacy parser. Interface administrators should verify that gadgets that interact with citations are compatible with the new markup. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1035809] 
* On multilingual wikis that use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;translate&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; system, there is a feature that shows potentially-outdated translations with a pink background until they are updated or confirmed. From this week, confirming translations will be logged, and there is a new user-right that can be required for confirming translations if the community [[m:Special:MyLanguage/Requesting wiki configuration changes|requests it]]. [https://phabricator.wikimedia.org/T49177]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W24&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:20, 10 June 2024 (UTC)
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== Tech News: 2024-25 ==

&lt;section begin=&quot;technews-2024-W25&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/25|Translations]] are available.

'''Recent changes'''
* People who attempt to add an external link in the visual editor will now receive immediate feedback if they attempt to link to a domain that a project has decided to block. Please see [[mw:Special:MyLanguage/Edit_check#11_June_2024|Edit check]] for more details. [https://phabricator.wikimedia.org/T366751]
* The new [[mw:Special:MyLanguage/Extension:CommunityConfiguration|Community Configuration extension]] is available [[testwiki:Special:CommunityConfiguration|on Test Wikipedia]]. This extension allows communities to customize specific features to meet their local needs. Currently only Growth features are configurable, but the extension will support other [[mw:Special:MyLanguage/Community_configuration#Use_cases|Community Configuration use cases]] in the future. [https://phabricator.wikimedia.org/T323811][https://phabricator.wikimedia.org/T360954]
* The dark mode [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] is now available on category and help pages, as well as more special pages. There may be contrast issues. Please report bugs on the [[mw:Talk:Reading/Web/Accessibility_for_reading|project talk page]]. [https://phabricator.wikimedia.org/T366370]

'''Problems'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Cloud Services tools were not available for 25 minutes last week. This was caused by a faulty hardware cable in the data center. [https://wikitech.wikimedia.org/wiki/Incidents/2024-06-11_WMCS_Ceph]
* Last week, styling updates were made to the Vector 2022 skin. This caused unforeseen issues with templates, hatnotes, and images. Changes to templates and hatnotes were reverted. Most issues with images were fixed. If you still see any, [[phab:T367463|report them here]]. [https://phabricator.wikimedia.org/T367480]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-19|en}}. It will be on all wikis from {{#time:j xg|2024-06-20|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Starting June 18, the [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Edit Check]] will be deployed to [[phab:T361843|a new set of Wikipedias]]. This feature is intended to help newcomers and to assist edit-patrollers by inviting people who are adding new content to a Wikipedia article to add a citation when they do not do so themselves. During [[mw:Special:MyLanguage/Edit_check#Reference_Check_A/B_Test|a test at 11 wikis]], the number of citations added [https://diff.wikimedia.org/?p=127553 more than doubled] when Reference Check was shown to people. Reference Check is [[mw:Special:MyLanguage/Edit check/Configuration|community configurable]]. [https://phabricator.wikimedia.org/T361843]&lt;!-- NOTE: THE DIFF BLOG WILL BE PUBLISHED ON MONDAY --&gt;
* [[m:Special:MyLanguage/Mailing_lists|Mailing lists]] will be unavailable for roughly two hours on Tuesday 10:00–12:00 UTC. This is to enable migration to a new server and upgrade its software. [https://phabricator.wikimedia.org/T367521]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W25&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:48, 17 June 2024 (UTC)
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== Tech News: 2024-26 ==

&lt;section begin=&quot;technews-2024-W26&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/26|Translations]] are available.

'''Recent changes'''
* Editors will notice that there have been some changes to the background color of text in the diff view, and the color of the byte-change numbers, last week. These changes are intended to make text more readable in both light mode and dark mode, and are part of a larger effort to increase accessibility. You can share your comments or questions [[mw:Talk:Reading/Web/Accessibility for reading|on the project talkpage]]. [https://phabricator.wikimedia.org/T361717]
* The text colors that are used for visited-links, hovered-links, and active-links, were also slightly changed last week to improve their accessibility in both light mode and dark mode. [https://phabricator.wikimedia.org/T366515]

'''Problems'''
* You can [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|copy permanent links to talk page comments]] by clicking on a comment's timestamp. [[mw:Talk pages project/Permalinks|This feature]] did not always work when the topic title was very long and the link was used as a wikitext link. This has been fixed. Thanks to Lofhi for submitting the bug. [https://phabricator.wikimedia.org/T356196]

'''Changes later this week'''
* [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-26|en}}. It will be on all wikis from {{#time:j xg|2024-06-27|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]
* Starting 26 June, all talk pages messages' timestamps will become a link at English Wikipedia, making this feature available for you to use at all wikis. This link is a permanent link to the comment. It allows users to find the comment they were linked to, even if this comment has since been moved elsewhere. You can read more about this feature [[DiffBlog:/2024/01/29/talk-page-permalinks-dont-lose-your-threads/|on Diff]] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|on Mediawiki.org]]. [https://phabricator.wikimedia.org/T365974]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W26&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:32, 24 June 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=26989424 --&gt;

== Tech News: 2024-27 ==

&lt;section begin=&quot;technews-2024-W27&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/27|Translations]] are available.

'''Recent changes'''
* Over the next three weeks, dark mode will become available for all users, both logged-in and logged-out, starting with the mobile web version. This fulfils one of the [[m:Special:MyLanguage/Community_Wishlist_Survey_2023/Reading/Dark_mode|top-requested community wishes]], and improves low-contrast reading and usage in low-light settings. As part of these changes, dark mode will also work on User-pages and Portals. There is more information in [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading/Updates#June_2024:_Typography_and_dark_mode_deployments,_new_global_preferences|the latest Web team update]]. [https://phabricator.wikimedia.org/T366364]
* Logged-in users can now set [[m:Special:GlobalPreferences#mw-prefsection-rendering-skin-skin-prefs|global preferences for the text-size and dark-mode]], thanks to a combined effort across Foundation teams. This allows Wikimedians using multiple wikis to set up a consistent reading experience easily, for example by switching between light and dark mode only once for all wikis. [https://phabricator.wikimedia.org/T341278] 
* If you use a very old web browser some features might not work on the Wikimedia wikis. This affects Internet Explorer 11 and versions of Chrome, Firefox and Safari older than 2016. This change makes it possible to use new [[d:Q46441|CSS]] features and to send less code to all readers. [https://phabricator.wikimedia.org/T288287][https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:How_to_make_a_MediaWiki_skin#Using_CSS_variables_for_supporting_different_themes_e.g._dark_mode]
* Wikipedia Admins can customize local wiki configuration options easily using [[mw:Special:MyLanguage/Community Configuration|Community Configuration]]. Community Configuration was created to allow communities to customize how some features work, because each language wiki has unique needs. At the moment, admins can configure [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] on their home wikis, in order to better recruit and retain new editors. More options will be provided in the coming months. [https://phabricator.wikimedia.org/T366458]
* Editors interested in language issues that are related to [[w:en:Unicode|Unicode standards]], can now discuss those topics at [[mw:Talk:WMF membership with Unicode Consortium|a new conversation space in MediaWiki.org]]. The Wikimedia Foundation is now a [[mw:Special:MyLanguage/WMF membership with Unicode Consortium|member of the Unicode Consortium]], and the coordination group can collaboratively review the issues discussed and, where appropriate, bring them to the attention of the Unicode Consortium.
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2891049|Mandailing]] ([[w:btm:|&lt;code&gt;w:btm:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T368038] 

'''Problems'''
* Editors can once again click on links within the visual editor's citation-preview, thanks to a bug fix by the Editing Team. [https://phabricator.wikimedia.org/T368119]

'''Future changes'''
* Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 2 weeks. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W27&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:59, 1 July 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=27038456 --&gt;

== Tech News: 2024-28 ==

&lt;section begin=&quot;technews-2024-W28&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/28|Translations]] are available.

'''Recent changes'''
* At the Wikimedia Foundation a new task force was formed to replace the disabled Graph with [[mw:Special:MyLanguage/Extension:Chart/Project|more secure, easy to use, and extensible Chart]]. You can [[mw:Special:MyLanguage/Newsletter:Chart Project|subscribe to the newsletter]] to get notified about new project updates and other news about Chart.
* The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents]] extension is now available on Meta-wiki, Igbo Wikipedia, and Swahili Wikipedia, and can be requested on your wiki. This extension helps in managing and making events more visible, giving Event organizers the ability to use tools like the Event registration tool. To learn more about the deployment status and how to request this extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment_status|CampaignEvents page on Meta-wiki]]. 
* Editors using the iOS Wikipedia app who have more than 50 edits can now use the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits#Add an image|Add an Image]] feature. This feature presents opportunities for small but useful contributions to Wikipedia.
* Thank you to [[mw:MediaWiki Product Insights/Contributor retention and growth/Celebration|all of the authors]] who have contributed to MediaWiki Core. As a result of these contributions, the [[mw:MediaWiki Product Insights/Contributor retention and growth|percentage of authors contributing more than 5 patches has increased by 25% since last year]], which helps ensure the sustainability of the platform for the Wikimedia projects.

'''Problems'''
* A problem with the color of the talkpage tabs always showing as blue, even for non-existent pages which should have been red, affecting the Vector 2022 skin, [[phab:T367982|has been fixed]]. 

'''Future changes'''
* The Trust and Safety Product team wants to introduce [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] with as little disruption to tools and workflows as possible. Volunteer developers, including gadget and user-script maintainers, are kindly asked to update the code of their tools and features to handle temporary accounts. The team has [[mw:Trust and Safety Product/Temporary Accounts/For developers|created documentation]] explaining how to do the update. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]].

'''Tech News survey'''
* Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 1 more week. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/28|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W28&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:31, 8 July 2024 (UTC)
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== Tech News: 2024-29 ==

&lt;section begin=&quot;technews-2024-W29&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/29|Translations]] are available.

'''Tech News survey'''
* Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 3 more days. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available.

'''Recent changes'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia developers can now officially continue to use both [[mw:Special:MyLanguage/Gerrit|Gerrit]] and [[mw:Special:MyLanguage/GitLab|GitLab]], due to a June 24 decision by the Wikimedia Foundation to support software development on both platforms. Gerrit and GitLab are both code repositories used by developers to write, review, and deploy the software code that supports the MediaWiki software that the wiki projects are built on, as well as the tools used by editors to create and improve content. This decision will safeguard the productivity of our developers and prevent problems in code review from affecting our users. More details are available in the [[mw:GitLab/Migration status|Migration status]] page.
* The Wikimedia Foundation seeks applicants for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product and Technology Advisory Council]] (PTAC). This group will bring technical contributors and Wikimedia Foundation together to co-define a more resilient, future-proof technological platform. Council members will evaluate and consult on the movement's product and technical activities, so that we develop multi-generational projects. We are looking for a range of technical contributors across the globe, from a variety of Wikimedia projects. [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal#Joining the PTAC as a technical volunteer|Please apply here by August 10]].
* Editors with rollback user-rights who use the Wikipedia App for Android can use the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Anti Vandalism|Edit Patrol]] features. These features include a new feed of Recent Changes, related links such as Undo and Rollback, and the ability to create and save a personal library of user talk messages to use while patrolling. If your wiki wants to make these features available to users who do not have rollback rights but have reached a certain edit threshold, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android#Contact us|you can contact the team]]. You can [[diffblog:2024/07/10/ِaddressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/|read more about this project on Diff blog]].
* Editors who have access to [[m:Special:MyLanguage/The_Wikipedia_Library|The Wikipedia Library]] can once again use non-open access content in SpringerLinks, after the Foundation [[phab:T368865|contacted]] them to restore access. You can read more about [[m:Tech/News/Recently_resolved_community_tasks|this and 21 other community-submitted tasks that were completed last week]]. 

'''Changes later this week'''
* This week, [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-07 deployments|dark mode will be available on a number of Wikipedias]], both desktop and mobile, for logged-in and logged-out users. Interface admins and user script maintainers are encouraged to check gadgets and user scripts in the dark mode, to find any hard-coded colors and fix them. There are some [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations for dark mode compatibility]] to help.

'''Future changes'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Next week, functionaries, volunteers maintaining tools, and software development teams are invited to test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on testwiki. Temporary accounts is a feature that will help improve privacy on the wikis. No further temporary account deployments are scheduled yet. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. [https://phabricator.wikimedia.org/T348895]
* Editors who upload files cross-wiki, or teach other people how to do so, may wish to join a Wikimedia Commons discussion. The Commons community is discussing limiting who can upload files through the cross-wiki upload/Upload dialog feature to users auto-confirmed on Wikimedia Commons. This is due to the large amount of copyright violations uploaded this way. There is a short summary at [[c:Special:MyLanguage/Commons:Cross-wiki upload|Commons:Cross-wiki upload]] and [[c:Commons:Village pump/Proposals#Deactivate cross-wiki uploads for new users|discussion at Commons:Village Pump]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]].
&lt;/div&gt;&lt;section end=&quot;technews-2024-W29&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:31, 16 July 2024 (UTC)
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== Tech News: 2024-30 ==

&lt;section begin=&quot;technews-2024-W30&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/30|Translations]] are available.

'''Feature News'''
* Stewards can now [[:m:Special:MyLanguage/Global_blocks|globally block]] accounts. Before [[phab:T17294|the change]] only IP addresses and IP ranges could be blocked globally. Global account blocks are useful when the blocked user should not be logged out. [[:m:Special:MyLanguage/Global_locks|Global locks]] (a similar tool logging the user out of their account) are unaffected by this change. The new global account block feature is related to the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project, which is a new type of user account that replaces IP addresses of unregistered editors that are no longer made public.
* Later this week, Wikimedia site users will notice that the Interface of [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as &quot;Pending Changes&quot;) is improved and consistent with the rest of the MediaWiki interface and [[mw:Special:MyLanguage/Codex|Wikimedia's design system]]. The FlaggedRevs interface experience on mobile and [[mw:Special:MyLanguage/Skin:MinervaNeue|Minerva skin]] was inconsistent before it was fixed and ported to [[mw:Special:MyLanguage/Codex|Codex]] by the WMF Growth team and some volunteers. [https://phabricator.wikimedia.org/T191156]
*  Wikimedia site users can now submit account vanishing requests via [[m:Special:GlobalVanishRequest|GlobalVanishRequest]]. This feature is used when a contributor wishes to stop editing forever. It helps you hide your past association and edit to protect your privacy. Once processed, the account will be locked and renamed. [https://phabricator.wikimedia.org/T367329]
* Have you tried monitoring and addressing vandalism in Wikipedia using your phone? [https://diff.wikimedia.org/2024/07/10/%d9%90addressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/ A Diff blog post on Patrolling features in the Mobile App] highlights some of the new capabilities of the feature, including swiping through a feed of recent changes and a personal library of user talk messages for use when patrolling from your phone. 
* Wikimedia contributors and GLAM (galleries, libraries, archives, and museums) organisations can now learn and measure the impact Wikimedia Commons is having towards creating quality encyclopedic content using the [https://doc.wikimedia.org/generated-data-platform/aqs/analytics-api/reference/commons.html Commons Impact Metrics] analytics dashboard. The dashboard offers organizations analytics on things like monthly edits in a category, the most viewed files, and which Wikimedia articles are using Commons images. As a result of these new data dumps, GLAM organisation can more reliably measure their return on investment for programs bringing content into the digital Commons. [https://diff.wikimedia.org/2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/]

'''Project Updates'''
*  Come share your ideas for improving the wikis on the newly reopened [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]]. The Community Wishlist is Wikimedia’s forum for volunteers to share ideas (called wishes) to improve how the wikis work. The new version of the wishlist is always open, works with both wikitext and Visual Editor, and allows wishes in any language.

'''Learn more'''
* Have you ever wondered how Wikimedia software works across over 300 languages? This is 253 languages more than the Google Chrome interface, and it's no accident. The Language and Product Localization Team at the Wikimedia Foundation supports your work by adapting all the tools and interfaces in the MediaWiki software so that contributors in our movement who translate pages and strings can translate them and have the sites in all languages. Read more about the team and their upcoming work on [https://diff.wikimedia.org/2024/07/17/building-towards-a-robust-multilingual-knowledge-ecosystem-for-the-wikimedia-movement/ Diff]. 
* How can Wikimedia build innovative and experimental products while maintaining such heavily used websites? A recent [https://diff.wikimedia.org/2024/07/09/on-the-value-of-experimentation/ blog post] by WMF staff Johan Jönsson highlights the work of the [[m:Future Audiences#Objectives and Key Results|WMF Future Audience initiative]], where the goal is not to build polished products but test out new ideas, such as a [[m:Future_Audiences/Experiments: conversational/generative AI|ChatGPT plugin]] and [[m:Future_Audiences/Experiment:Add a Fact|Add a Fact]], to help take Wikimedia into the future. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/30|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]].
&lt;/div&gt;&lt;section end=&quot;technews-2024-W30&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:04, 23 July 2024 (UTC)
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== Tech News: 2024-31 ==

&lt;section begin=&quot;technews-2024-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/31|Translations]] are available.

'''Feature news'''
* Editors using the Visual Editor in languages that use non-Latin characters for numbers, such as Hindi, Manipuri and Eastern Arabic, may notice some changes in the formatting of reference numbers. This is a side effect of preparing a new sub-referencing feature, and will also allow fixing some general numbering issues in Visual Editor. If you notice any related problems on your wiki, please share details at the [[m:Talk:WMDE Technical Wishes/Sub-referencing|project talkpage]].

'''Bugs status'''
* Some logged-in editors were briefly unable to edit or load pages last week. [[phab:T370304|These errors]] were mainly due to the addition of new [[mw:Special:MyLanguage/Help:Extension:Linter|linter]] rules which led to caching problems. Fixes have been applied and investigations are continuing.
* Editors can use the [[mw:Special:MyLanguage/Trust and Safety Product/IP Info|IP Information tool]] to get information about IP addresses. This tool is available as a Beta Feature in your preferences. The tool was not available for a few days last week, but is now working again. Thank you to Shizhao for filing the bug report. You can read about that, and [[m:Tech/News/Recently resolved community tasks#2024-07-25|28 other community-submitted tasks]] that were resolved last week.

'''Project updates'''
* There are new features and improvements to Phabricator from the Release Engineering and Collaboration Services teams, and some volunteers, including: the search systems, the new task creation system, the login systems, the translation setup which has resulted in support for more languages (thanks to Pppery), and fixes for many edge-case errors. You can [[phab:phame/post/view/316/iterative_improvements/|read details about these and other improvements in this summary]].
* There is an [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|update on the Charts project]]. The team has decided which visualization library to use, which chart types to start focusing on, and where to store chart definitions.
* One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9056|Czech]] ([[voy:cs:|&lt;code&gt;voy:cs:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T370905] 

'''Learn more'''
* There is a [[diffblog:2024/07/26/the-journey-to-open-our-first-data-center-in-south-america/|new Wikimedia Foundation data center]] in São Paulo, Brazil which helps to reduce load times.
* There is new [[diffblog:2024/07/22/the-perplexing-process-of-uploading-images-to-wikipedia/|user research]] on problems with the process of uploading images.
* Commons Impact Metrics are [[diffblog:2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/|now available]] via data dumps and API.
* The latest quarterly [[mw:Technical Community Newsletter/2024/July|Technical Community Newsletter]] is now available.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W31&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:10, 29 July 2024 (UTC)
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== Tech News: 2024-32 ==

&lt;section begin=&quot;technews-2024-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/32|Translations]] are available.

'''Feature news'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Two new parser functions will be available this week: &lt;code&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;[[mw:Special:MyLanguage/Help:Magic_words#dir|#dir]]&lt;nowiki&gt;}}&lt;/nowiki&gt;&lt;/code&gt; and &lt;code&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;[[mw:Special:MyLanguage/Help:Magic_words#bcp47|#bcp47]]&lt;nowiki&gt;}}&lt;/nowiki&gt;&lt;/code&gt;. These will reduce the need for &lt;code&gt;Template:Dir&lt;/code&gt; and &lt;code&gt;Template:BCP47&lt;/code&gt; on Commons and allow us to [[phab:T343131|drop 100 million rows]] from the &quot;what links here&quot; database. Editors at any wiki that use these templates, can help by replacing the templates with these new functions. The templates at Commons will be updated during the Hackathon at Wikimania. [https://phabricator.wikimedia.org/T359761][https://phabricator.wikimedia.org/T366623]
* Communities can request the activation of the visual editor on entire namespaces where discussions sometimes happen (for instance ''Wikipedia:'' or ''Wikisource:'' namespaces) if they understand the [[mw:Special:MyLanguage/Help:VisualEditor/FAQ#WPNS|known limitations]]. For discussions, users can already use [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] in these namespaces.
* The tracking category &quot;Pages using Timeline&quot; has been renamed to &quot;Pages using the EasyTimeline extension&quot; [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3ATimeline-tracking-category&amp;namespace=8 in TranslateWiki]. Wikis that have created the category locally should rename their local creation to match.

'''Project updates'''
* Editors who help to organize WikiProjects and similar on-wiki collaborations, are invited to share ideas and examples of successful collaborations with the Campaigns and Programs teams. You can fill out [[m:Special:MyLanguage/Campaigns/WikiProjects|a brief survey]] or share your thoughts [[m:Talk:Campaigns/WikiProjects|on the talkpage]]. The teams are particularly looking for details about successful collaborations on non-English wikis.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The new parser is being rolled out on {{int:project-localized-name-group-wikivoyage}} wikis over the next few months. The {{int:project-localized-name-enwikivoyage}} and {{int:project-localized-name-hewikivoyage}} were [[phab:T365367|switched]] to Parsoid last week. For more information, see [[mw:Parsoid/Parser_Unification|Parsoid/Parser Unification]].

'''Learn more'''
* There will be more than 200 sessions at Wikimania this week. Here is a summary of some of the [[diffblog:2024/08/05/interested-in-product-and-tech-here-are-some-wikimania-sessions-you-dont-want-to-miss/|key sessions related to the product and technology area]].
* The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/07-02|Wikimedia Foundation Bulletin]] is available.
* The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/July|Language and Internationalization newsletter]] is available. It includes: New design previews for Translatable pages; Updates about MinT for Wiki Readers; the release of Translation dumps; and more.
* The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/31|Growth newsletter]] is available.
* The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/July 2024|MediaWiki Product Insights newsletter]] is available.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W32&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:43, 5 August 2024 (UTC)
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== Tech News: 2024-33 ==

&lt;section begin=&quot;technews-2024-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/33|Translations]] are available.

'''Feature news'''
* [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] editors and maintainers can now [[mw:Special:MyLanguage/Extension:AbuseFilter/Actions#Show a CAPTCHA|make a CAPTCHA show if a filter matches an edit]]. This allows communities to quickly respond to spamming by automated bots. [https://phabricator.wikimedia.org/T20110]
* [[m:Special:MyLanguage/Stewards|Stewards]] can now specify if global blocks should prevent account creation. Before [[phab:T17273|this change]] by the [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product]] Team, all global blocks would prevent account creation. This will allow stewards to reduce the unintended side-effects of global blocks on IP addresses.

'''Project updates'''
* [[wikitech:Help talk:Toolforge/Toolforge standards committee#August_2024_committee_nominations|Nominations are open on Wikitech]] for new members to refresh the [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]]. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open until at least 2024-08-26.
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2880037|West Coast Bajau]] ([[w:bdr:|&lt;code&gt;w:bdr:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T371757]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W33&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:21, 12 August 2024 (UTC)
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== Tech News: 2024-34 ==

&lt;section begin=&quot;technews-2024-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/34|Translations]] are available.

'''Feature news'''
* Editors who want to re-use references but with different details such as page numbers, will be able to do so by the end of 2024, using a new [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Sub-referencing in a nutshell|sub-referencing]] feature. You can read more [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|about the project]] and [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|how to test the prototype]].
* Editors using tracking categories to identify which pages use specific extensions may notice that six of the categories have been renamed to make them more easily understood and consistent. These categories are automatically added to pages that use specialized MediaWiki extensions. The affected names are for: [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aintersection-category&amp;namespace=8 DynamicPageList], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Akartographer-tracking-category&amp;namespace=8 Kartographer], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aphonos-tracking-category&amp;namespace=8 Phonos], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Arss-tracking-category&amp;namespace=8 RSS], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Ascore-use-category&amp;namespace=8 Score], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Awikihiero-usage-tracking-category&amp;namespace=8 WikiHiero]. Wikis that have created the category locally should rename their local creation to match. Thanks to Pppery for these improvements. [https://phabricator.wikimedia.org/T347324]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Technical volunteers who edit modules and want to get a list of the categories used on a page, can now do so using the &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;categories&lt;/bdi&gt;&lt;/code&gt; property of &lt;code&gt;&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;[[mediawikiwiki:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Title objects|mw.title objects]]&lt;/bdi&gt;&lt;/code&gt;. This enables wikis to configure workflows such as category-specific edit notices. Thanks to SD001 for these improvements. [https://phabricator.wikimedia.org/T50175][https://phabricator.wikimedia.org/T85372]

'''Bugs status'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Your help is needed to check if any pages need to be moved or deleted. A maintenance script was run to clean up unreachable pages (due to Unicode issues or introduction of new namespaces/namespace aliases). The script tried to find appropriate names for the pages (e.g. by following the Unicode changes or by moving pages whose titles on Wikipedia start with &lt;code&gt;Talk:WP:&lt;/code&gt; so that their titles start with &lt;code&gt;Wikipedia talk:&lt;/code&gt;), but it may have failed for some pages, and moved them to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;[[Special:PrefixIndex/T195546/]]&lt;/bdi&gt; instead. Your community should check if any pages are listed there, and move them to the correct titles, or delete them if they are no longer needed. A full log (including pages for which appropriate names could be found) is available in [[phab:P67388]].
* Editors who volunteer as [[mw:Special:MyLanguage/Help:Growth/Mentorship|mentors]] to newcomers on their wiki are once again able to access lists of potential mentees who they can connect with to offer help and guidance. This functionality was restored thanks to [[phab:T372164|a bug fix]]. Thank you to Mbch331 for filing the bug report. You can read about that, and 18 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].

'''Project updates'''
* The application deadline for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product &amp; Technology Advisory Council]] (PTAC) has been extended to September 16. Members will help by providing advice to Foundation Product and Technology leadership on short and long term plans, on complex strategic problems, and help to get feedback from more contributors and technical communities. Selected members should expect to spend roughly 5 hours per month for the Council, during the one year pilot. Please consider applying, and spread the word to volunteers you think would make a positive contribution to the committee.

'''Learn more'''
* The [[m:Special:MyLanguage/Coolest Tool Award#2024 Winners|2024 Coolest Tool Awards]] were awarded at Wikimania, in seven categories. For example, one award went to the ISA Tool, used for adding structured data to files on Commons, which was recently improved during the [[m:Event:Wiki Mentor Africa ISA Hackathon 2024|Wiki Mentor Africa Hackathon]]. You can see video demonstrations of each tool at the awards page. Congratulations to this year's recipients, and thank you to all tool creators and maintainers.
* The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/08-01|Wikimedia Foundation Bulletin]] is available, and includes some highlights from Wikimania, an upcoming Language community meeting, and other news from the movement.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W34&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:54, 20 August 2024 (UTC)
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== Tech News: 2024-35 ==

&lt;section begin=&quot;technews-2024-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/35|Translations]] are available.

'''Feature news'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Administrators can now test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on test2wiki. This was done to allow cross-wiki testing of temporary accounts, for when temporary accounts switch between projects. The feature was enabled on testwiki a few weeks ago. No further temporary account deployments are scheduled yet. Temporary Accounts is a project to create a new type of user account that replaces IP addresses of unregistered editors which are no longer made public. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]].
* Later this week, editors at wikis that use [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as &quot;Pending Changes&quot;) may notice that the indicators at the top of articles have changed. This change makes the system more consistent with the rest of the MediaWiki interface. [https://phabricator.wikimedia.org/T191156]

'''Bugs status'''
* Editors who use the 2010 wikitext editor, and use the Character Insert buttons, will [[phab:T361465|no longer]] experience problems with the buttons adding content into the edit-summary instead of the edit-window. You can read more about that, and 26 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].

'''Project updates'''
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Please review and vote on [[m:Special:MyLanguage/Community Wishlist/Focus areas|Focus Areas]], which are groups of wishes that share a problem. Focus Areas were created for the newly reopened Community Wishlist, which is now open year-round for submissions. The first batch of focus areas are specific to moderator workflows, around welcoming newcomers, minimizing repetitive tasks, and prioritizing tasks. Once volunteers have reviewed and voted on focus areas, the Foundation will then review and select focus areas for prioritization.
* Do you have a project and are willing to provide a three (3) month mentorship for an intern? [[mw:Special:MyLanguage/Outreachy|Outreachy]] is a twice a year program for people to participate in a paid internship that will start in December 2024 and end in early March 2025, and they need mentors and projects to work on. Projects can be focused on coding or non-coding (design, documentation, translation, research). See the Outreachy page for more details, and a list of past projects since 2013.

'''Learn more'''
* If you're curious about the product and technology improvements made by the Wikimedia Foundation last year, read [[diffblog:2024/08/21/wikimedia-foundation-product-technology-improving-the-user-experience/|this recent highlights summary on Diff]].
* To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out:
** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Community Configuration - Shaping On-Wiki Functionality Together.webm|Community Configuration - Shaping On-Wiki Functionality Together]] (55 mins) - about the [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] project.
** [[c:File:Wikimania 2024 - Belgrade - Day 1 - Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views.webm|Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views]] (30 mins) - an overview for both technical and non technical audiences, covering some of the challenges and open questions, related to the [[mw:MediaWiki Product Insights|platform evolution, stewardship and developer experiences]] research.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W35&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:33, 26 August 2024 (UTC)
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== Tech News: 2024-36 ==

&lt;section begin=&quot;technews-2024-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/36|Translations]] are available.

'''Weekly highlight'''
* Editors and volunteer developers interested in data visualisation can now test the new software for charts. Its early version is available on beta Commons and beta Wikipedia. This is an important milestone before making charts available on regular wikis. You can [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|read more about this project update]] and help to test the charts.

'''Feature news'''
* Editors who use the [[{{#special:Unusedtemplates}}]] page can now filter out pages which are expected to be there permanently, such as sandboxes, test-cases, and templates that are always substituted. Editors can add the new magic word [[mw:Special:MyLanguage/Help:Magic words#EXPECTUNUSEDTEMPLATE|&lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;__EXPECTUNUSEDTEMPLATE__&lt;/nowiki&gt;&lt;/code&gt;]] to a template page to hide it from the listing. Thanks to Sophivorus and DannyS712 for these improvements. [https://phabricator.wikimedia.org/T184633]
* Editors who use the New Topic tool on discussion pages, will [[phab:T334163|now be reminded]] to add a section header, which should help reduce the quantity of newcomers who add sections without a header. You can read more about that, and {{formatnum:28}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].
* Last week, some Toolforge tools had occasional connection problems. The cause is still being investigated, but the problems have been resolved for now. [https://phabricator.wikimedia.org/T373243]
* Translation administrators at multilingual wikis, when editing multiple translation units, can now easily mark which changes require updates to the translation. This is possible with the [[phab:T298852#10087288|new dropdown menu]].

'''Project updates'''
* A new draft text of a policy discussing the use of Wikimedia's APIs [[m:Special:MyLanguage/API Policy Update 2024|has been published on Meta-Wiki]]. The draft text does not reflect a change in policy around the APIs; instead, it is an attempt to codify existing API rules. Comments, questions, and suggestions are welcome on [[m:Talk:API Policy Update 2024|the proposed update’s talk page]] until September 13 or until those discussions have concluded.

'''Learn more'''
* To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out:
** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Charts, the successor of Graphs - A secure and extensible tool for data visualization.webm|Charts, the successor of Graphs - A secure and extensible tool for data visualization]] (25 mins) – about the above-mentioned Charts project.
** [[c:File:Wikimania 2024 - Ohrid - Day 3 - State of Language Technology and Onboarding at Wikimedia.webm|State of Language Technology and Onboarding at Wikimedia]] (90 mins) – about some of the language tools that support Wikimedia sites, such as [[mw:Special:MyLanguage/Content translation|Content]]/[[mw:Special:MyLanguage/Content translation/Section translation|Section Translation]], [[mw:Special:MyLanguage/MinT|MinT]], and LanguageConverter; also the current state and future of languages onboarding. [https://phabricator.wikimedia.org/T368772]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W36&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:07, 3 September 2024 (UTC)
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== Tech News: 2024-37 ==

&lt;section begin=&quot;technews-2024-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/37|Translations]] are available.

'''Feature news'''
* Starting this week, the standard [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will receive new colors that make them compatible in dark mode. This is the first of many changes to come as part of a major upgrade to syntax highlighting. You can learn more about what's to come on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. [https://phabricator.wikimedia.org/T365311][https://phabricator.wikimedia.org/T259059]
* Editors of wikis using Wikidata will now be notified of only relevant Wikidata changes in their watchlist. This is because the Lua functions &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;entity:getSitelink()&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw.wikibase.getSitelink(qid)&lt;/code&gt;&lt;/bdi&gt; will have their logic unified for tracking different aspects of sitelinks to reduce junk notifications from [[m:Wikidata For Wikimedia Projects/Projects/Watchlist Wikidata Sitelinks Tracking|inconsistent sitelinks tracking]]. [https://phabricator.wikimedia.org/T295356]

'''Project updates'''
*  Users of all Wikis will have access to Wikimedia sites as read-only for a few minutes on September 25, starting at 15:00 UTC. This is a planned datacenter switchover for maintenance purposes. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T370962]
* Contributors of [[phab:T363538#10123348|11 Wikipedias]], including English will have a new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;MOS&lt;/code&gt;&lt;/bdi&gt; namespace added to their Wikipedias. This improvement ensures that links beginning with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;MOS:&lt;/code&gt;&lt;/bdi&gt; (usually shortcuts to the [[w:en:Wikipedia:Manual of Style|Manual of Style]]) are not broken by [[w:en:Mooré|Mooré]] Wikipedia (language code &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mos&lt;/code&gt;&lt;/bdi&gt;). [https://phabricator.wikimedia.org/T363538]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W37&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:52, 9 September 2024 (UTC)
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== Tech News: 2024-38 ==

&lt;section begin=&quot;technews-2024-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/38|Translations]] are available.

'''Improvements and Maintenance'''
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Editors interested in templates can help by reading the latest Wishlist focus area, [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template recall and discovery]], and share your feedback on the talkpage. This input helps the Community Tech team to decide the right technical approach to build. Everyone is also encouraged to continue adding [[m:Special:MyLanguage/Community Wishlist|new wishes]].
* The new automated [[{{#special:NamespaceInfo}}]] page helps editors understand which [[mw:Special:MyLanguage/Help:Namespaces|namespaces]] exist on each wiki, and some details about how they are configured. Thanks to DannyS712 for these improvements. [https://phabricator.wikimedia.org/T263513]
* [[mw:Special:MyLanguage/Help:Edit check#Reference check|References Check]] is a feature that encourages editors to add a citation when they add a new paragraph to a Wikipedia article. For a short time, the corresponding tag &quot;Edit Check (references) activated&quot; was erroneously being applied to some edits outside of the main namespace. This has been fixed. [https://phabricator.wikimedia.org/T373692]
* It is now possible for a wiki community to change the order in which a page’s categories are displayed on their wiki. By default, categories are displayed in the order they appear in the wikitext. Now, wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool authors can now access ToolsDB's [[wikitech:Portal:Data Services#ToolsDB|public databases]] from both [[m:Special:MyLanguage/Research:Quarry|Quarry]] and [[wikitech:Superset|Superset]]. Those databases have always been accessible to every [[wikitech:Portal:Toolforge|Toolforge]] user, but they are now more broadly accessible, as Quarry can be accessed by anyone with a Wikimedia account. In addition, Quarry's internal database can now be [[m:Special:MyLanguage/Research:Quarry#Querying Quarry's own database|queried from Quarry itself]]. This database contains information about all queries that are being run and starred by users in Quarry. This information was already public through the web interface, but you can now query it using SQL. You can read more about that, and {{formatnum:20}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].
* Any pages or tools that still use the very old CSS classes &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mw-message-box&lt;/code&gt;&lt;/bdi&gt; need to be updated. These old classes will be removed next week or soon afterwards. Editors can use a [https://global-search.toolforge.org/?q=mw-message-box&amp;regex=1&amp;namespaces=&amp;title= global-search] to determine what needs to be changed. It is possible to use the newer &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;cdx-message&lt;/code&gt;&lt;/bdi&gt; group of classes as a replacement (see [https://doc.wikimedia.org/codex/latest/components/demos/message.html#css-only-version the relevant Codex documentation], and [https://meta.wikimedia.org/w/index.php?title=Tech/Header&amp;diff=prev&amp;oldid=27449042 an example update]), but using locally defined onwiki classes would be best. [https://phabricator.wikimedia.org/T374499]

'''Technical project updates'''
* Next week, all Wikimedia wikis will be read-only for a few minutes. This will start on September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. This is a planned datacenter switchover for maintenance purposes. [[m:Special:MyLanguage/Tech/Server switch|This maintenance process also targets other services.]] The previous switchover took 3 minutes, and the Site Reliability Engineering teams use many tools to make sure that this essential maintenance work happens as quickly as possible. [https://phabricator.wikimedia.org/T370962]

'''Tech in depth'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/August 2024|MediaWiki Product Insights newsletter]] is available. This edition includes details about: research about [[mw:Special:MyLanguage/Manual:Hooks|hook]] handlers to help simplify development, research about performance improvements, work to improve the REST API for end-users, and more.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: 
** [[c:File:Wikimania 2024 - Auditorium Kyiv - Day 4 - Hackathon Showcase.webm|Hackathon Showcase]] (45 mins) - 19 short presentations by some of the Hackathon participants, describing some of the projects they worked on, such as automated testing of maintenance scripts, a video-cutting command line tool, and interface improvements for various tools. There are [[phab:T369234|more details and links available]] in the Phabricator task.
** [[c:File:Co-Creating a Sustainable Future for the Toolforge Ecosystem.webm|Co-Creating a Sustainable Future for the Toolforge Ecosystem]] (40 mins) - a roundtable discussion for tool-maintainers, users, and supporters of Toolforge about how to make the platform sustainable and how to evaluate the tools available there.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W38&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:02, 17 September 2024 (UTC)
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== Tech News: 2024-39 ==

&lt;section begin=&quot;technews-2024-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/39|Translations]] are available.

'''Weekly highlight'''
* All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only]] for a few minutes on Wednesday September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. Reading the wikis will not be interrupted, but editing will be paused. These twice-yearly processes allow WMF's site reliability engineering teams to remain prepared to keep the wikis functioning even in the event of a major interruption to one of our data centers.

'''Updates for editors'''
[[File:Add alt text from a halfsheet, with the article behind.png|thumb|A screenshot of the interface for the Alt Text suggested-edit feature]]
* Editors who use the iOS Wikipedia app in Spanish, Portuguese, French, or Chinese, may see the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|Alt Text suggested-edit experiment]] after editing an article, or completing a suggested edit using &quot;[[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project#Hypothesis 2 Add an Image Suggested Edit|Add an image]]&quot;. Alt-text helps people with visual impairments to read Wikipedia articles. The team aims to learn if adding alt-text to images is a task that editors can be successful with. Please share any feedback on [[mw:Talk:Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|the discussion page]].
* The Codex color palette has been updated with new and revised colors for the MediaWiki user interfaces. The [[mw:Special:MyLanguage/Design System Team/Color/Design documentation#Updates|most noticeable changes]] for editors include updates for: dark mode colors for Links and for quiet Buttons (progressive and destructive), visited Link colors for both light and dark modes, and background colors for system-messages in both light and dark modes.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] It is now possible to include clickable wikilinks and external links inside code blocks. This includes links that are used within &lt;code&gt;&lt;nowiki&gt;&lt;syntaxhighlight&gt;&lt;/nowiki&gt;&lt;/code&gt; tags and on code pages (JavaScript, CSS, Scribunto and Sanitized CSS). Uses of template syntax &lt;code&gt;&lt;nowiki&gt;{{…}}&lt;/nowiki&gt;&lt;/code&gt; are also linked to the template page. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T368166]
* Two bugs were fixed in the [[m:Special:MyLanguage/Account vanishing|GlobalVanishRequest]] system by improving the logging and by removing an incorrect placeholder message. [https://phabricator.wikimedia.org/T370595][https://phabricator.wikimedia.org/T372223]
* View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] From [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]]: 
** The API now enables 5,000 on-demand API requests per month and twice-monthly HTML snapshots freely (gratis and libre). More information on the updates and also improvements to the software development kits (SDK) are explained on [https://enterprise.wikimedia.com/blog/enhanced-free-api/ the project's blog post]. While Wikimedia Enterprise APIs are designed for high-volume commercial reusers, this change enables many more community use-cases to be built on the service too.
** The Snapshot API (html dumps) have added beta Structured Contents endpoints ([https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/ blog post on that]) as well as released two beta datasets (English and French Wikipedia) from that endpoint to Hugging Face for public use and feedback ([https://enterprise.wikimedia.com/blog/hugging-face-dataset/ blog post on that]). These pre-parsed data sets enable new options for researchers, developers, and data scientists to use and study the content.

'''In depth'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The Wikidata Query Service (WDQS) is used to get answers to questions using the Wikidata data set. As Wikidata grows, we had to make a major architectural change so that WDQS could remain performant. As part of the [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split project]], we have new SPARQL endpoints available for serving the &quot;[https://query-scholarly.wikidata.org scholarly]&quot; and &quot;[https://query-main.wikidata.org main]&quot; subgraphs of Wikidata. The [http://query.wikidata.org query.wikidata.org endpoint] will continue to serve the full Wikidata graph until March 2025. After this date, it will only serve the main graph. For more information, please see [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|the announcement on Wikidata]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:36, 23 September 2024 (UTC)
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== Tech News: 2024-40 ==

&lt;section begin=&quot;technews-2024-W40&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/40|Translations]] are available.

'''Updates for editors'''
* Readers of [[phab:T375401|42 more wikis]] can now use Dark Mode. If the option is not yet available for logged-out users of your wiki, this is likely because many templates do not yet display well in Dark Mode. Please use the [https://night-mode-checker.wmcloud.org/ night-mode-checker tool] if you are interested in helping to reduce the number of issues. The [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations page]] provides guidance on this. Dark Mode is enabled on additional wikis once per month.
* Editors using the 2010 wikitext editor as their default can access features from the 2017 wikitext editor by adding &lt;code dir=ltr&gt;?veaction=editsource&lt;/code&gt; to the URL. If you would like to enable the 2017 wikitext editor as your default, it can be set in [[Special:Preferences#mw-input-wpvisualeditor-newwikitext|your preferences]]. [https://phabricator.wikimedia.org/T239796]
* For logged-out readers using the Vector 2022 skin, the &quot;donate&quot; link has been moved from a collapsible menu next to the content area into a more prominent top menu, next to &quot;Create an account&quot;. This restores the link to the level of prominence it had in the Vector 2010 skin. [[mw:Readers/2024 Reader and Donor Experiences#Donor Experiences (Key Result WE 3.2 and the related hypotheses)|Learn more]] about the changes related to donor experiences. [https://phabricator.wikimedia.org/T373585]
* The CampaignEvents extension provides tools for organizers to more easily manage events, communicate with participants, and promote their events on the wikis. The extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|enabled]] on Arabic Wikipedia, Igbo Wikipedia, Swahili Wikipedia, and Meta-Wiki. [[w:zh:Wikipedia:互助客栈/其他#引進CampaignEvents擴充功能|Chinese Wikipedia has decided]] to enable the extension, and discussions on the extension are in progress [[w:es:Wikipedia:Votaciones/2024/Sobre la política de Organizadores de Eventos|on Spanish Wikipedia]] and [[d:Wikidata:Project chat#Enabling the CampaignEvents Extention on Wikidata|on Wikidata]]. To learn how to enable the extension on your wiki, you can visit [[m:Special:MyLanguage/CampaignEvents|the CampaignEvents page on Meta-Wiki]].
* View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Developers with an account on Wikitech-wiki should [[wikitech:Wikitech/SUL-migration|check if any action is required]] for their accounts. The wiki is being changed to use the single-user-login (SUL) system, and other configuration changes. This change will help reduce the overall complexity for the weekly software updates across all our wikis.

'''In depth'''
* The [[m:Special:MyLanguage/Tech/Server switch|server switch]] was completed successfully last week with a read-only time of [[wikitech:Switch Datacenter#Past Switches|only 2 minutes 46 seconds]]. This periodic process makes sure that engineers can switch data centers and keep all of the wikis available for readers, even if there are major technical issues. It also gives engineers a chance to do maintenance and upgrades on systems that normally run 24 hours a day, and often helps to reveal weaknesses in the infrastructure. The process involves dozens of software services and hundreds of hardware servers, and requires multiple teams working together. Work over the past few years has reduced the time from 17 minutes down to 2–3 minutes. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/66ZW7B2MG63AESQVTXDIFQBDBS766JGW/]

'''Meetings and events'''
* October 4–6: [[m:Special:MyLanguage/WikiIndaba conference 2024|WikiIndaba Conference's Hackathon]] in Johannesburg, South Africa
* November 4–6: [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] in Vienna, Austria

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/40|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W40&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:20, 30 September 2024 (UTC)
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== Tech News: 2024-41 ==

&lt;section begin=&quot;technews-2024-W41&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/41|Translations]] are available.

'''Weekly highlight'''
* Communities can now request installation of [[mw:Special:MyLanguage/Moderator Tools/Automoderator|Automoderator]] on their wiki. Automoderator is an automated anti-vandalism tool that reverts bad edits based on scores from the new &quot;Revert Risk&quot; machine learning model. You can [[mw:Special:MyLanguage/Extension:AutoModerator/Deploying|read details about the necessary steps]] for installation and configuration. [https://phabricator.wikimedia.org/T336934]

'''Updates for editors'''
* Translators in wikis where [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|the mobile experience of Content Translation is available]], can now customize their articles suggestion list from 41 filtering options when using the tool. This topic-based article suggestion feature makes it easy for translators to self-discover relevant articles based on their area of interest and translate them. You can [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;active-list=suggestions try it with your mobile device]. [https://phabricator.wikimedia.org/T368422]
* View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* It is now possible for &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;syntaxhighlight&gt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; code blocks to offer readers a &quot;Copy&quot; button if the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;copy=1&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; attribute is [[mw:Special:MyLanguage/Extension:SyntaxHighlight#copy|set on the tag]]. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T40932]
* Customized copyright footer messages on all wikis will be updated. The new versions will use wikitext markup instead of requiring editing raw HTML. [https://phabricator.wikimedia.org/T375789]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this month, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] will be rolled out on several pilot wikis. The final list of the wikis will be published in the second half of the month. If you maintain any tools, bots, or gadgets on [[phab:T376499|these 11 wikis]], and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]].
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Rate limiting has been enabled for the code review tools [[Wikitech:Gerrit|Gerrit]] and [[Wikitech:GitLab|GitLab]] to address ongoing issues caused by malicious traffic and scraping. Clients that open too many concurrent connections will be restricted for a few minutes. This rate limiting is managed through [[Wikitech:nftables|nftables]] firewall rules. For more details, see Wikitech's pages on [[Wikitech:Firewall#Throttling with nftables|Firewall]], [[Wikitech:GitLab/Abuse and rate limiting|GitLab limits]] and [[Wikitech:Gerrit/Operations#Throttling IPs|Gerrit operations]].
* Five new wikis have been created: 
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q49224|Komering]] ([[w:kge:|&lt;code&gt;w:kge:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T374813]
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36096|Mooré]] ([[m:mos:|&lt;code&gt;m:mos:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T374641]
** a {{int:project-localized-name-group-wiktionary}} in [[d:Q36213|Madurese]] ([[wikt:mad:|&lt;code&gt;wikt:mad:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T374968]
** a {{int:project-localized-name-group-wikiquote}} in [[d:Q2501174|Gorontalo]] ([[q:gor:|&lt;code&gt;q:gor:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T375088]
** a {{int:project-localized-name-group-wikinews}} in [[d:Q56482|Shan]] ([[n:shn:|&lt;code&gt;n:shn:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T375430]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/41|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W41&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:42, 7 October 2024 (UTC)
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== Tech News: 2024-42 ==

&lt;section begin=&quot;technews-2024-W42&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/42|Translations]] are available.

'''Updates for editors'''
* The Structured Discussion extension (also known as Flow) is starting to be removed. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|A first set of wikis]] are being contacted. These wikis are invited to stop using Flow, and to move all Flow boards to sub-pages, as archives. At these wikis, a script will move all Flow pages that aren't a sub-page to a sub-page automatically, starting on 22 October 2024. On 28 October 2024, all Flow boards at these wikis will be set in read-only mode. [https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation][https://phabricator.wikimedia.org/T370722]
* WMF's Search Platform team is working on making it easier for readers to perform text searches in their language. A [[phab:T332342|change last week]] on over 30 languages makes it easier to find words with accents and other diacritics. This applies to both full-text search and to types of advanced search such as the &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;''hastemplate''&lt;/bdi&gt; and &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;''incategory''&lt;/bdi&gt; keywords. More technical details (including a few other minor search upgrades) are available. [https://www.mediawiki.org/wiki/User:TJones_%28WMF%29/Notes/Language_Analyzer_Harmonization_Notes#ASCII-folding/ICU-folding_%28T332342%29]
* View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Help:Edit check|EditCheck]] was installed at Russian Wikipedia, and fixes were made for some missing user interface styles.

'''Updates for technical contributors'''
* Editors who use the Toolforge tool [[toolforge:copyvios|Earwig's Copyright Violation Detector]] will now be required to log in with their Wikimedia account before running checks using the &quot;search engine&quot; option. This change is needed to help prevent external bots from misusing the system. Thanks to Chlod for these improvements. [https://en.wikipedia.org/wiki/Wikipedia_talk:New_pages_patrol/Reviewers#Authentication_is_now_required_for_search_engine_checks_on_Earwig's_Copyvio_Tool]
* [[m:Special:MyLanguage/Phabricator|Phabricator]] users can create tickets and add comments on existing tickets via Email again. [[mw:Special:MyLanguage/Phabricator/Help#Using email|Sending email to Phabricator]] has been fixed. [https://phabricator.wikimedia.org/T356077]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Some HTML elements in the interface are now wrapped with a &lt;code&gt;&lt;nowiki&gt;&lt;bdi&gt;&lt;/nowiki&gt;&lt;/code&gt; element, to make our HTML output more aligned with Web standards. More changes like this will be coming in future weeks. This change might break some tools that rely on the previous HTML structure of the interface. Note that relying on the HTML structure of the interface is [[mw:Special:MyLanguage/Stable interface policy/Frontend#What is not stable?|not recommended]] and might break at any time. [https://phabricator.wikimedia.org/T375975]

'''In depth'''
* The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/September 2024|MediaWiki Product Insights newsletter]] is available. This edition includes: updates on Wikimedia's authentication system, research to simplify feature development in the MediaWiki platform, updates on Parser Unification and MathML rollout, and more.
* The latest quarterly [[mw:Technical Community Newsletter/2024/October|Technical Community Newsletter]] is now available. This edition include: research about improving topic suggestions related to countries, improvements to PHPUnit tests, and more.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/42|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W42&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:21, 14 October 2024 (UTC)
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== Tech News: 2024-43 ==

&lt;section begin=&quot;technews-2024-W43&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/43|Translations]] are available.

'''Weekly highlight'''
* The Mobile Apps team has released an [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh#Phase 1: Creating a user Profile Menu (T373714)|update]] to the iOS app's navigation, and it is now available in the latest App store version. The team added a new Profile menu that allows for easy access to editor features like Notifications and Watchlist from the Article view, and brings the &quot;Donate&quot; button into a more accessible place for users who are reading an article. This is the first phase of a larger planned [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh|navigation refresh]] to help the iOS app transition from a primarily reader-focused app, to an app that fully supports reading and editing. The Wikimedia Foundation has added more editing features and support for on-wiki communication based on volunteer requests in recent years.
[[File:IOS App Navigation refresh first phase 05.png|thumb|iOS Wikipedia App's profile menu and contents]]

'''Updates for editors'''
* Wikipedia readers can now download a browser extension to experiment with some early ideas on potential features that recommend articles for further reading, automatically summarize articles, and improve search functionality. For more details and to stay updated, check out the Web team's [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments|Content Discovery Experiments page]] and [[mw:Special:MyLanguage/Newsletter:Web team's projects|subscribe to their newsletter]].
* Later this month, logged-out editors of [[phab:T376499|these 12 wikis]] will start to have [[mw:Special:Mylanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] created. The list may slightly change - some wikis may be removed but none will be added. Temporary account is a new [[mw:Special:MyLanguage/User account types|type of user account]]. It enhances the logged-out editors' privacy and makes it easier for community members to communicate with them. If you maintain any tools, bots, or gadgets on these 12 wikis, and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. Read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|deployment plan across all wikis]].
* View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[w:nr:Main Page|South Ndebele]], [[w:rsk:Главни бок|Pannonian Rusyn]], [[w:ann:Uwu|Obolo]], [[w:iba:Lambar Keterubah|Iban]] and [[w:tdd:ᥞᥨᥝᥴ ᥘᥣᥲ ᥖᥥᥰ|Tai Nüa]] Wikipedia languages were created last week. [https://www.wikidata.org/wiki/Q36785][https://www.wikidata.org/wiki/Q35660][https://www.wikidata.org/wiki/Q36614][https://www.wikidata.org/wiki/Q33424][https://www.wikidata.org/wiki/Q36556]
* It is now possible to create functions on Wikifunctions using Wikidata lexemes, through the new [[f:Z6005|Wikidata lexeme type]] launched last week. When you go to one of these functions, the user interface provides a lexeme selector that helps you pick a lexeme from Wikidata that matches the word you type. After hitting run, your selected lexeme is retrieved from Wikidata, transformed into a Wikidata lexeme type, and passed into the selected function. Read more about this in [[f:Special:MyLanguage/Wikifunctions:Status updates/2024-10-17#Function of the Week: select representation from lexeme|the latest Wikifunctions newsletter]].

'''Updates for technical contributors'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Users of the Wikimedia sites can now format dates more easily in different languages with the new &lt;code dir=&quot;ltr&quot;&gt;{{[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##timef|#timef]]:…}}&lt;/code&gt; parser function. For example, &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{#timef:now|date|en}}&lt;/nowiki&gt;&lt;/code&gt; will show as &quot;&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;{{#timef:now|date|en}}&lt;/bdi&gt;&quot;. Previously, &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{#time:…}}&lt;/nowiki&gt;&lt;/code&gt; could be used to format dates, but this required knowledge of the order of the time and date components and their intervening punctuation. &lt;code dir=&quot;ltr&quot;&gt;#timef&lt;/code&gt; (or &lt;code dir=&quot;ltr&quot;&gt;#timefl&lt;/code&gt; for local time) provides access to the standard date formats that MediaWiki uses in its user interface. This may help to simplify some templates on multi-lingual wikis like Commons and Meta. [https://phabricator.wikimedia.org/T223772][https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:ParserFunctions##timef]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Commons and Meta users can now efficiently [[mw:Special:MyLanguage/Help:Magic words#Localization|retrieve the user's language]] using &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{USERLANGUAGE}}&lt;/nowiki&gt;&lt;/code&gt; instead of using &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{int:lang}}&lt;/nowiki&gt;&lt;/code&gt;. [https://phabricator.wikimedia.org/T4085]
* The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Tech Advisory Council]] (PTAC) now has its pilot members with representation across Africa, Asia, Europe, North America and South America. They will work to address the [[Special:MyLanguage/Movement Strategy/Initiatives/Technology Council|Movement Strategy's Technology Council]] initiative of having a co-defined and more resilient technological platform. [https://meta.wikimedia.org/wiki/Movement_Strategy/Initiatives/Technology_Council]

'''In depth'''
* The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/32|Growth newsletter]] is available. It includes: an upcoming Newcomer Homepage Community Updates module, new Community Configuration options, and details on new projects.
* The Wikimedia Foundation is [[mw:Special:MyLanguage/Wikimedia Security Team#CNA Partnership|now an official partner of the CVE program]], which is an international effort to catalog publicly disclosed cybersecurity vulnerabilities. This partnership will allow the Security Team to instantly publish [[w:en:Common Vulnerabilities and Exposures|common vulnerabilities and exposures]] (CVE) records that are affecting MediaWiki core, extensions, and skins, along with any other code the Foundation is a steward of.
* The [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]] is now [[m:Community Wishlist/Updates#October 16, 2024: Conversations Made Easier: Machine-Translated Wishes Are Here!|testing machine translations]] for Wishlist content. Volunteers can now read machine-translated versions of wishes and dive into discussions even before translators arrive to translate content.

'''Meetings and events'''
* 24 October - Wiki Education Speaker Series Webinar - [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/N4XTB4G55BUY3M3PNGUAKQWJ7A4UOPAK/ Open Source Tech: Building the Wiki Education Dashboard], featuring Wikimedia interns and a Web developer in the panel.
* 20–22 December 2024 - [[m:Special:MyLanguage/Indic Wikimedia Hackathon Bhubaneswar 2024|Indic Wikimedia Hackathon Bhubaneswar 2024]] in Odisha, India. A hackathon for community members, including developers, designers and content editors, to build technical solutions that improve contributors' experiences.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/43|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W43&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:52, 21 October 2024 (UTC)
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== Tech News: 2024-44 ==

&lt;section begin=&quot;technews-2024-W44&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/44|Translations]] are available.

'''Updates for editors'''
* Later in November, the Charts extension will be deployed to the test wikis in order to help identify and fix any issue. A security review is underway to then enable deployment to pilot wikis for broader testing. You can read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates#October 2024: Working towards production deployment|the October project update]] and see the [https://en.wikipedia.beta.wmflabs.org/wiki/Charts latest documentation and examples on Beta Wikipedia].
* View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[w:en:PediaPress|Pediapress.com]], an external service that creates books from Wikipedia, can now use [[mw:Special:MyLanguage/Wikimedia Maps|Wikimedia Maps]] to include existing pre-rendered infobox map images in their printed books on Wikipedia. [https://phabricator.wikimedia.org/T375761]

'''Updates for technical contributors'''
* Wikis can use [[:mw:Special:MyLanguage/Extension:GuidedTour|the Guided Tour extension]] to help newcomers understand how to edit. The Guided Tours extension now works with [[mw:Special:MyLanguage/Manual:Dark mode|dark mode]]. Guided Tour maintainers can check their tours to see that nothing looks odd. They can also set &lt;code&gt;emitTransitionOnStep&lt;/code&gt; to &lt;code&gt;true&lt;/code&gt; to fix an old bug. They can use the new flag &lt;code&gt;allowAutomaticBack&lt;/code&gt; to avoid back-buttons they don't want. [https://phabricator.wikimedia.org/T73927#10241528]
*  Administrators in the Wikimedia projects who use the [[mw:Special:MyLanguage/Help:Extension:Nuke|Nuke Extension]] will notice that mass deletions done with this tool have the &quot;Nuke&quot; tag. This change will make reviewing and analyzing deletions performed with the tool easier. [https://phabricator.wikimedia.org/T366068]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/44|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W44&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:56, 28 October 2024 (UTC)
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== Tech News: 2024-45 ==

&lt;section begin=&quot;technews-2024-W45&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/45|Translations]] are available.

'''Updates for editors'''
* Stewards can now make [[m:Special:MyLanguage/Global blocks|global account blocks]] cause global [[mw:Special:MyLanguage/Autoblock|autoblocks]]. This will assist stewards in preventing abuse from users who have been globally blocked. This includes preventing globally blocked temporary accounts from exiting their session or switching browsers to make subsequent edits for 24 hours. Previously, temporary accounts could exit their current session or switch browsers to continue editing. This is an anti-abuse tool improvement for the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project. You can read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|progress on key features for temporary accounts]]. [https://phabricator.wikimedia.org/T368949]
* Wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]] can now use the [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Event list#October 29, 2024: Collaboration List launched|Collaboration List]] feature. This list provides a new, easy way for contributors to learn about WikiProjects on their wikis. Thanks to the Campaign team for this work that is part of [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product %26 Technology OKRs#WE KRs|the 2024/25 annual plan]]. If you are interested in bringing the CampaignEvents extension to your wiki, you can [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|follow these steps]] or you can reach out to User:Udehb-WMF for help.
* The text color for red links will be slightly changed later this week to improve their contrast in light mode. [https://phabricator.wikimedia.org/T370446]
* View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, on multilingual wikis, users [[phab:T216368|can now]] hide translations from the WhatLinksHere special page.

'''Updates for technical contributors'''
* XML [[m:Special:MyLanguage/Data dumps|data dumps]] have been temporarily paused whilst a bug is investigated. [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/message/BXWJDPO5QI2QMBCY7HO36ELDCRO6HRM4/]

'''In depth'''
* Temporary Accounts have been deployed to six wikis; thanks to the Trust and Safety Product team for [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|this work]], you can read about [[phab:T340001|the deployment plans]]. Beginning next week, Temporary Accounts will also be enabled on [[phab:T378336|seven other projects]]. If you are active on these wikis and need help migrating your tools, please reach out to [[m:User:Udehb-WMF|User:Udehb-WMF]] for assistance.
*  The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/October|Language and Internationalization newsletter]] is available.  It includes: New languages supported in translatewiki or in MediaWiki; New keyboard input methods for some languages; details about recent and upcoming meetings, and more.

'''Meetings and events'''
* [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] is happening in Vienna, Austria and online from 4 to 6 November 2024. The conference will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/45|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W45&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:50, 4 November 2024 (UTC)
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== Tech News: 2024-46 ==

&lt;section begin=&quot;technews-2024-W46&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/46|Translations]] are available.

'''Updates for editors'''
* On wikis with the [[mw:Special:MyLanguage/Help:Extension:Translate|Translate extension]] enabled, users will notice that the FuzzyBot will now automatically create translated versions of categories used on translated pages. [https://phabricator.wikimedia.org/T285463]
* View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the submitted task to use the [[mw:Special:MyLanguage/Extension:SecurePoll|SecurePoll extension]] for English Wikipedia's special [[w:en:Wikipedia:Administrator elections|administrator election]] was resolved on time. [https://phabricator.wikimedia.org/T371454] 

'''Updates for technical contributors'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] In &lt;code dir=&quot;ltr&quot;&gt;[[mw:MediaWiki_1.44/wmf.2|1.44.0-wmf-2]]&lt;/code&gt;, the logic of Wikibase function &lt;code&gt;getAllStatements&lt;/code&gt; changed to behave like &lt;code&gt;getBestStatements&lt;/code&gt;. Invoking the function now returns a copy of values which are immutable. [https://phabricator.wikimedia.org/T270851]
* [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. The API will be rerouting some page content endpoints from RESTbase to the newer [[mw:Special:MyLanguage/API:REST API|MediaWiki REST API]] endpoints. The [[phab:T374683|impacted endpoints]] include getting page/revision metadata and rendered HTML content. These changes will be available on testwiki later this week, with other projects to follow. This change should not affect existing functionality, but active users of the impacted endpoints should verify behavior on testwiki, and raise any concerns on the related [[phab:T374683|Phabricator ticket]].

'''In depth'''
* Admins and users of the Wikimedia projects [[mw:Special:MyLanguage/Moderator_Tools/Automoderator#Usage|where Automoderator is enabled]] can now monitor and evaluate important metrics related to Automoderator's actions. [https://superset.wmcloud.org/superset/dashboard/unified-automoderator-activity-dashboard/ This Superset dashboard] calculates and aggregates metrics about Automoderator's behaviour on the projects in which it is deployed. Thanks to the Moderator Tools team for this Dashboard; you can visit [[mw:Special:MyLanguage/Moderator Tools/Automoderator/Unified Activity Dashboard|the documentation page]] for more information about this work. [https://phabricator.wikimedia.org/T369488]

'''Meetings and events'''
* 21 November 2024 ([[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] &amp; [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]) - [[c:Commons:WMF support for Commons/Commons community calls|Community call]] with Wikimedia Commons volunteers and stakeholders to help prioritize support efforts for 2025-2026 Fiscal Year. The theme of this call is how content should be organised on Wikimedia Commons.
'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/46|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W46&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:07, 12 November 2024 (UTC)
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== Tech News: 2024-47 ==

&lt;section begin=&quot;technews-2024-W47&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/47|Translations]] are available.

'''Updates for editors'''
* Users of Wikimedia sites will now be warned when they create a [[mw:Special:MyLanguage/Help:Redirects|redirect]] to a page that doesn't exist. This will reduce the number of broken redirects to red links in our projects. [https://phabricator.wikimedia.org/T326057]
* View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Manual:Pywikibot/Overview|Pywikibot]], which automates work on MediaWiki sites, was upgraded to 9.5.0 on Toolforge. [https://phabricator.wikimedia.org/T378676]

'''Updates for technical contributors'''
* On wikis that use the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs extension]], pages created or moved by users with the appropriate permissions are marked as flagged automatically. This feature has not been working recently, and changes fixing it should be deployed this week. Thanks to Daniel and Wargo for working on this. [https://phabricator.wikimedia.org/T379218][https://phabricator.wikimedia.org/T368380]

'''In depth'''
* There is a new [https://diff.wikimedia.org/2024/11/05/say-hi-to-temporary-accounts-easier-collaboration-with-logged-out-editors-with-better-privacy-protection Diff post] about Temporary Accounts, available in more than 15 languages. Read it to learn about what Temporary Accounts are, their impact on different groups of users, and the plan to introduce the change on all wikis.

'''Meetings and events'''
* Technical volunteers can now register for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which will take place in Istanbul, Turkey. [https://pretix.eu/wikimedia/hackathon2025/ Application for travel and accommodation scholarships] is open from '''November 12 to December 10 2024'''. The registration for the event will close in mid-April 2025. The Wikimedia Hackathon is an annual gathering that unites the global technical community to collaborate on existing projects and explore new ideas.
* Join the [[C:Special:MyLanguage/Commons:WMF%20support%20for%20Commons/Commons%20community%20calls|Wikimedia Commons community calls]] this week to help prioritize support for Commons which will be planned for 2025–2026. The theme will be how content should be organised on Wikimedia Commons. This is an opportunity for volunteers who work on different things to come together and talk about what matters for the future of the project. The calls will take place '''November 21, 2024, [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]'''.
* A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place '''November 29, 16:00 UTC''' to discuss updates and technical problem-solving.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/47|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W47&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 02:00, 19 November 2024 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=27806858 --&gt;

== Tech News: 2024-48 ==

&lt;section begin=&quot;technews-2024-W48&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/48|Translations]] are available.

'''Updates for editors'''
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new version of the standard wikitext editor-mode [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will be available as a [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] later this week. This brings many new features and bug fixes, including right-to-left support, [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Template folding|template folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and an improved search panel. You can learn more on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]].
* The 2010 wikitext editor now supports common keyboard shortcuts such &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Ctrl&lt;/code&gt;+&lt;code&gt;B&lt;/code&gt;&lt;/bdi&gt; for bold and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Ctrl&lt;/code&gt;+&lt;code&gt;I&lt;/code&gt;&lt;/bdi&gt; for italics. A full [[mw:Help:Extension:WikiEditor#Keyboard shortcuts|list of all six shortcuts]] is available. Thanks to SD0001 for this improvement. [https://phabricator.wikimedia.org/T62928]
* Starting November 28, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: &lt;bdi&gt;bswiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;elwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;euwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;fawiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;fiwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;frwikiquote&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;frwikisource&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;frwikiversity&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;frwikivoyage&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;idwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;lvwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;plwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;ptwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;urwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;viwikisource&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;zhwikisource&lt;/bdi&gt;. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. 
* View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a user creating a new AbuseFilter can now only set the filter to &quot;protected&quot; [[phab:T377765|if it includes a protected variable]].

'''Updates for technical contributors'''
* The [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]], which can be used in JavaScript, CSS, JSON, and Lua pages, [[phab:T377663|now offers]] live autocompletion. Thanks to SD0001 for this improvement. The feature can be temporarily disabled on a page by pressing &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;Ctrl&lt;/code&gt;+&lt;code&gt;,&lt;/code&gt;&lt;/bdi&gt; and un-selecting &quot;&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;Live Autocompletion&lt;/bdi&gt;&quot;.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool-maintainers who use the Graphite system for tracking metrics, need to migrate to the newer Prometheus system. They can check [https://grafana.wikimedia.org/d/K6DEOo5Ik/grafana-graphite-datasource-utilization?orgId=1 this dashboard] and the list in the Description of the [[phab:T350592|task T350592]] to see if their tools are listed, and they should claim metrics and dashboards connected to their tools. They can then disable or migrate all existing metrics by following the instructions in the task. The Graphite service will become read-only in April. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/KLUV4IOLRYXPQFWD6WKKJUHMWE77BMSZ/]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The [[mw:Special:MyLanguage/NewPP parser report|New PreProcessor parser performance report]] has been fixed to give an accurate count for the number of Wikibase entities accessed. It had previously been resetting after 400 entities. [https://phabricator.wikimedia.org/T279069]

'''Meetings and events'''
* A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place November 29 at [https://zonestamp.toolforge.org/1732896000 16:00 UTC]. There will be presentations on topics like developing language keyboards, the creation of the Mooré Wikipedia, the language support track at [[m:Wiki Indaba|Wiki Indaba]], and a report from the Wayuunaiki community on their experiences with the Incubator and as a new community over the last 3 years. This meeting will be in English and will also have Spanish interpretation.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/48|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W48&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:42, 25 November 2024 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=27847039 --&gt;

== Tech News: 2024-49 ==

&lt;section begin=&quot;technews-2024-W49&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/49|Translations]] are available.

'''Updates for editors'''
* Two new parser functions were added this week. The &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;[[mw:Special:MyLanguage/Help:Magic words#interwikilink|#interwikilink]]&lt;nowiki&gt;}}&lt;/nowiki&gt;&lt;/code&gt; function adds an [[mw:Special:MyLanguage/Help:Links#Interwiki links|interwiki link]] and the &lt;code dir=&quot;ltr&quot;&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;[[mw:Special:MyLanguage/Help:Magic words#interlanguagelink|#interlanguagelink]]&lt;nowiki&gt;}}&lt;/nowiki&gt;&lt;/code&gt; function adds an [[mw:Special:MyLanguage/Help:Links#Interlanguage links|interlanguage link]]. These parser functions are useful on wikis where namespaces conflict with interwiki prefixes. For example, links beginning with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;MOS:&lt;/code&gt;&lt;/bdi&gt; on English Wikipedia [[phab:T363538|conflict with the &lt;code&gt;mos&lt;/code&gt; language code prefix of Mooré Wikipedia]].
* Starting this week, Wikimedia wikis no longer support connections using old RSA-based HTTPS certificates, specifically rsa-2048. This change is to improve security for all users. Some older, unsupported browser or smartphone devices will be unable to connect; Instead, they will display a connectivity error. See the [[wikitech:HTTPS/Browser_Recommendations|HTTPS Browser Recommendations page]] for more-detailed information. All modern operating systems and browsers are always able to reach Wikimedia projects. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/CTYEHVNSXUD3NFAAMG3BLZVTVQWJXJAH/]
* Starting December 16, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: &lt;bdi&gt;arwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;cawiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;frwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;mediawikiwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;orwiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;wawiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;wawiktionary&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;wikidatawiki&lt;/bdi&gt;{{int:comma-separator/en}}&lt;bdi&gt;zhwiki&lt;/bdi&gt;. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. [https://phabricator.wikimedia.org/T380910]
* This month the Chart extension was deployed to production and is now available on Commons and Testwiki. With the security review complete, pilot wiki deployment is expected to start in the first week of December. You can see a working version [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details.
* View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug with the &quot;Download as PDF&quot; system was fixed. [https://phabricator.wikimedia.org/T376438]

'''Updates for technical contributors'''
* In late February, temporary accounts will be rolled out on at least 10 large wikis. This deployment will have a significant effect on the community-maintained code. This is about Toolforge tools, bots, gadgets, and user scripts that use IP address data or that are available for logged-out users. The Trust and Safety Product team wants to identify this code, monitor it, and assist in updating it ahead of the deployment to minimize disruption to workflows. The team asks technical editors and volunteer developers to help identify such tools by adding them to [[mw:Trust and Safety Product/Temporary Accounts/For developers/Impacted tools|this list]]. In addition, review the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|updated documentation]] to learn how to adjust the tools. Join the discussions on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|project talk page]] or in the [[discord:channels/221049808784326656/1227616742340034722|dedicated thread]] on the [[w:Wikipedia:Discord|Wikimedia Community Discord server (in English)]] for support and to share feedback. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/49|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W49&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:22, 2 December 2024 (UTC)
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== Tech News: 2024-50 ==

&lt;section begin=&quot;technews-2024-W50&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/50|Translations]] are available.

'''Weekly highlight'''
* Technical documentation contributors can find updated resources, and new ways to connect with each other and the Wikimedia Technical Documentation Team, at the [[mw:Special:MyLanguage/Documentation|Documentation hub]] on MediaWiki.org. This page links to: resources for writing and improving documentation, a new &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;#wikimedia-techdocs&lt;/bdi&gt; IRC channel on libera.chat, a listing of past and upcoming documentation events, and ways to request a documentation consultation or review. If you have any feedback or ideas for improvements to the documentation ecosystem, please [[mw:Wikimedia Technical Documentation Team#Contact us|contact the Technical Documentation Team]].

'''Updates for editors'''
[[File:Edit Check on Desktop.png|thumb|Layout change for the Edit Check feature]]
* Later this week, [[mw:Special:MyLanguage/Edit check|Edit Check]] will be relocated to a sidebar on desktop. Edit check is the feature for new editors to help them follow policies and guidelines. This layout change creates space to present people with [[mw:Edit check#1 November 2024|new Checks]] that appear ''while'' they are typing. The [[mw:Special:MyLanguage/Edit check#Reference Check A/B Test|initial results]] show newcomers encountering Edit Check are 2.2 times more likely to publish a new content edit that includes a reference and is not reverted.
* The Chart extension, which enables editors to create data visualizations, was successfully made available on MediaWiki.org and three pilot wikis (Italian, Swedish, and Hebrew Wikipedias). You can see a working examples [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details.
* Translators in wikis where the [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|mobile experience of Content Translation is available]], can now discover articles in Wikiproject campaigns of their interest from the &quot;[https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;campaign=specialcx&amp;filter-type=automatic&amp;filter-id=collections&amp;active-list=suggestions&amp;from=es&amp;to=en All collection]&quot; category in the articles suggestion feature. Wikiproject Campaign organizers can use this feature, to help translators to discover articles of interest, by adding the &lt;code dir=ltr&gt;&lt;nowiki&gt;&lt;page-collection&gt; &lt;/page-collection&gt;&lt;/nowiki&gt;&lt;/code&gt; tag to their campaign article list page on Meta-wiki. This will make those articles discoverable in the Content Translation tool. For more detailed information on how to use the tool and tag, please refer to [[mw:Special:MyLanguage/Translation suggestions: Topic-based &amp; Community-defined lists/How to use the features|the step-by-step guide]]. [https://phabricator.wikimedia.org/T378958]
* The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, now has a [[phab:T376379#10310998|multiselect filter for namespace selection]]. This enables users to select multiple specific namespaces, instead of only one or all, when fetching pages for deletion.
* The Nuke feature also now [[phab:T364225#10371365|provides links]] to the userpage of the user whose pages were deleted, and to the pages which were not selected for deletion, after page deletions are queued. This enables easier follow-up admin-actions. Thanks to Chlod and the Moderator Tools team for both of these improvements. [https://phabricator.wikimedia.org/T364225#10371365]
* The Editing Team is working on making it easier to populate citations from archive.org using the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|Citoid]] tool, the auto-filled citation generator. They are asking communities to add two parameters preemptively, &lt;code dir=ltr&gt;archiveUrl&lt;/code&gt; and &lt;code dir=ltr&gt;archiveDate&lt;/code&gt;, within the TemplateData for each citation template using Citoid. You can see an [https://en.wikipedia.org/w/index.php?title=Template%3ACite_web%2Fdoc&amp;diff=1261320172&amp;oldid=1260788022 example of a change in a template], and a [https://global-search.toolforge.org/?namespaces=10&amp;q=%5C%22citoid%5C%22%3A%20%5C%7B&amp;regex=1&amp;title= list of all relevant templates]. [https://phabricator.wikimedia.org/T374831]
* One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9240|Indonesian]] ([[voy:id:|&lt;code&gt;voy:id:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T380726]
* Last week, all wikis had problems serving pages to logged-in users and some logged-out users for 30–45 minutes. This was caused by a database problem, and investigation is ongoing. [https://www.wikimediastatus.net/incidents/3g2ckc7bp6l9]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug in the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add Link]] feature has been fixed. Previously, the list of sections which are excluded from Add Link was partially ignored in certain cases. [https://phabricator.wikimedia.org/T380455][https://phabricator.wikimedia.org/T380329]

'''Updates for technical contributors'''
* [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, now has an early-stage [[gitiles:design/codex-php|implementation in PHP]]. It is available for general use in MediaWiki extensions and Toolforge apps through [https://packagist.org/packages/wikimedia/codex Composer], with use in MediaWiki core coming soon. More information is available in [[wmdoc:design-codex-php/main/index.html|the documentation]]. Thanks to Doğu for the inspiration and many contributions to the library. [https://phabricator.wikimedia.org/T379662]
* [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. On December 4, the MediaWiki Interfaces team began rerouting page/revision metadata and rendered HTML content endpoints on [[testwiki:|testwiki]] from RESTbase to comparable MediaWiki REST API endpoints. The team encourages active users of these endpoints to verify their tool's behavior on testwiki and raise any concerns on the related [[phab:T374683|Phabricator ticket]] before the end of the year, as they intend to roll out the same change across all Wikimedia projects in early January. These changes are part of the work to replace the outdated [[mw:RESTBase/deprecation|RESTBase]] system.
* The [https://wikimediafoundation.limesurvey.net/986172 2024 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 3 January 2025, and has an associated [[foundation:Legal:Developer Satisfaction Survey 2024 Privacy Statement|privacy statement]].
* There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar]

'''Meetings and events'''
* The next meeting in the series of [[c:Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation discussions with the Wikimedia Commons community]] will take place on [[m:Event:Commons community discussion - 12 December 2024 08:00 UTC|December 12 at 8:00 UTC]] and [[m:Event:Commons community discussion - 12_December 2024 16:00 UTC|at 16:00 UTC]]. The topic of this call is new media and new contributors. Contributors from all wikis are welcome to attend.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/50|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W50&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:16, 9 December 2024 (UTC)
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== Tech News: 2024-51 ==

&lt;section begin=&quot;technews-2024-W51&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/51|Translations]] are available.

'''Weekly highlight'''
* Interested in improving event management on your home wiki? The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents extension]] offers organizers features like event registration management, event/wikiproject promotion, finding potential participants, and more - all directly on-wiki. If you are an organizer or think your community would benefit from this extension, start a discussion to enable it on your wiki today. To learn more about how to enable this extension on your wiki, visit the [[m:CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|deployment status page]].

'''Updates for editors'''
* Users of the iOS Wikipedia App in Italy and Mexico on the Italian, Spanish, and English Wikipedias, can see a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review|personalized Year in Review]] with insights based on their reading and editing history.
* Users of the Android Wikipedia App in Sub-Saharan Africa and South Asia can see the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Rabbit Holes|Rabbit Holes]] feature. This feature shows a suggested search term in the Search bar based on the current article being viewed, and a suggested reading list generated from the user’s last two visited articles.
* The [[m:Special:MyLanguage/Global reminder bot|global reminder bot]] is now active and running on nearly 800 wikis. This service reminds most users holding temporary rights when they are about to expire, so that they can renew should they want to. See [[m:Global reminder bot/Technical details|the technical details page]] for more information.
* The next issue of Tech News will be sent out on 13 January 2025 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was [[phab:T374988|fixed]] in the Android Wikipedia App which had caused translatable SVG images to show the wrong language when they were tapped.

'''Updates for technical contributors'''
* There is no new MediaWiki version next week. The next deployments will start on 14 January. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar/2025] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2024/51|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2024-W51&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:24, 16 December 2024 (UTC)
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== Tech News: 2025-03 ==

&lt;section begin=&quot;technews-2025-W03&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/03|Translations]] are available.

'''Weekly highlight'''
* The Single User Login system is being updated over the next few months. This is the system which allows users to fill out the login form on one Wikimedia site and get logged in on all others at the same time. It needs to be updated because of the ways that browsers are increasingly restricting cross-domain cookies. To accommodate these restrictions, login and account creation pages will move to a central domain, but it will still appear to the user as if they are on the originating wiki. The updated code will be enabled this week for users on test wikis. This change is planned to roll out to all users during February and March. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and a timeline.

'''Updates for editors'''
* On wikis with [[mw:Special:MyLanguage/Extension:PageAssessments|PageAssessments]] installed, you can now [[mw:Special:MyLanguage/Extension:PageAssessments#Search|filter search results]] to pages in a given WikiProject by using the &lt;code dir=ltr&gt;inproject:&lt;/code&gt; keyword. (These wikis: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwikivoyage/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-huwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}) [https://phabricator.wikimedia.org/T378868] 
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q34129|Tigre]] ([[w:tig:|&lt;code&gt;w:tig:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T381377]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with updating a user's edit-count after making a rollback edit, which is now fixed. [https://phabricator.wikimedia.org/T382592]

'''Updates for technical contributors'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia REST API users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. Starting the week of January 13, we will begin rerouting [[phab:T374683|some page content endpoints]] from RESTbase to the newer MediaWiki REST API endpoints for all wiki projects. This change was previously available on testwiki and should not affect existing functionality, but active users of the impacted endpoints may raise issues directly to the [[phab:project/view/6931/|MediaWiki Interfaces Team]] in Phabricator if they arise.
* Toolforge tool maintainers can now share their feedback on Toolforge UI, an initiative to provide a web platform that allows creating and managing Toolforge tools through a graphic interface, in addition to existing command-line workflows. This project aims to streamline active maintainers’ tasks, as well as make registration and deployment processes more accessible for new tool creators. The initiative is still at a very early stage, and the Cloud Services team is in the process of collecting feedback from the Toolforge community to help shape the solution to their needs. [[wikitech:Wikimedia Cloud Services team/EnhancementProposals/Toolforge UI|Read more and share your thoughts about Toolforge UI]]. 
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] For tool and library developers who use the OAuth system: The identity endpoint used for [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user|OAuth 1]] and [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user 2|OAuth 2]] returned a JSON object with an integer in its &lt;code&gt;sub&lt;/code&gt; field, which was incorrect (the field must always be a string). This has been fixed; the fix will be deployed to Wikimedia wikis on the week of January 13. [https://phabricator.wikimedia.org/T382139]
* Many wikis currently use [[:mw:Parsoid/Parser Unification/Cite CSS|Cite CSS]] to render custom footnote markers in Parsoid output. Starting January 20 these rules will be disabled, but the developers ask you to ''not'' clean up your &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Common.css]]&lt;/bdi&gt; until February 20 to avoid issues during the migration. Your wikis might experience some small changes to footnote markers in Visual Editor and when using experimental Parsoid read mode, but if there are changes these are expected to bring the rendering in line with the legacy parser output. [https://phabricator.wikimedia.org/T370027]

'''Meetings and events'''
* The next meeting in the series of [[c:Special:MyLanguage/Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation Community Conversations with the Wikimedia Commons community]] will take place on [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 08:00 UTC|January 15 at 8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 16:00 UTC|at 16:00 UTC]]. The topic of this call is defining the priorities in tool investment for Commons. Contributors from all wikis, especially users who are maintaining tools for Commons, are welcome to attend.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/03|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W03&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:42, 14 January 2025 (UTC)
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== Tech News: 2025-04 ==

&lt;section begin=&quot;technews-2025-W04&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/04|Translations]] are available.

'''Updates for editors'''
* Administrators can mass-delete multiple pages created by a user or IP address using [[mw:Special:MyLanguage/Extension:Nuke|Extension:Nuke]]. It previously only allowed deletion of pages created in the last 30 days. It can now delete pages from the last 90 days, provided it is targeting a specific user or IP address. [https://phabricator.wikimedia.org/T380846]
* On [[phab:P72148|wikis that use]] the [[mw:Special:MyLanguage/Help:Patrolled edits|Patrolled edits]] feature, when the rollback feature is used to revert an unpatrolled page revision, that revision will now be marked as &quot;manually patrolled&quot; instead of &quot;autopatrolled&quot;, which is more accurate. Some editors that use [[mw:Special:MyLanguage/Help:New filters for edit review/Filtering|filters]] on Recent Changes may need to update their filter settings. [https://phabricator.wikimedia.org/T302140]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Visual Editor's &quot;Insert link&quot; feature did not always suggest existing pages properly when an editor started typing, which has now been [[phab:T383497|fixed]].

'''Updates for technical contributors'''
* The Structured Discussion extension (also known as Flow) is being progressively removed from the wikis. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|The last group of wikis]] ({{int:project-localized-name-cawikiquote/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwikimedia/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwikibooks/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewikimedia/en}}) will soon be contacted. If you have questions about this process, please ping [[m:User:Trizek (WMF)|Trizek (WMF)]] at your wiki. [https://phabricator.wikimedia.org/T380912]
* The latest quarterly [[mw:Technical_Community_Newsletter/2025/January|Technical Community Newsletter]] is now available. This edition includes: updates about services from the Data Platform Engineering teams, information about Codex from the Design System team, and more.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/04|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W04&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:36, 21 January 2025 (UTC)
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== Tech News: 2025-05 ==

&lt;section begin=&quot;technews-2025-W05&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/05|Translations]] are available.

'''Weekly highlight'''
* Patrollers and admins - what information or context about edits or users could help you to make patroller or admin decisions more quickly or easily? The Wikimedia Foundation wants to hear from you to help guide its upcoming annual plan. Please consider sharing your thoughts on this and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product &amp; Technology OKRs|13 other questions]] to shape the technical direction for next year.

'''Updates for editors'''
* iOS Wikipedia App users worldwide can now access a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review/How your data is used|personalized Year in Review]] feature, which provides insights based on their reading and editing history on Wikipedia. This project is part of a broader effort to help welcome new readers as they discover and interact with encyclopedic content.
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Edit patrollers now have a new feature available that can highlight potentially problematic new pages. When a page is created with the same title as a page which was previously deleted, a tag ('Recreated') will now be added, which users can filter for in [[{{#special:RecentChanges}}]] and [[{{#special:NewPages}}]]. [https://phabricator.wikimedia.org/T56145]
* Later this week, there will be a new warning for editors if they attempt to create a redirect that links to another redirect (a [[mw:Special:MyLanguage/Help:Redirects#Double redirects|double redirect]]). The feature will recommend that they link directly to the second redirect's target page. Thanks to the user SomeRandomDeveloper for this improvement. [https://phabricator.wikimedia.org/T326056]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia wikis allow [[w:en:WebAuthn|WebAuthn]]-based second factor checks (such as hardware tokens) during login, but the feature is [[m:Community Wishlist Survey 2023/Miscellaneous/Fix security key (WebAuthn) support|fragile]] and has very few users. The MediaWiki Platform team is temporarily disabling adding new WebAuthn keys, to avoid interfering with the rollout of [[mw:MediaWiki Platform Team/SUL3|SUL3]] (single user login version 3). Existing keys are unaffected. [https://phabricator.wikimedia.org/T378402]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''

* For developers that use the [[wikitech:Data Platform/Data Lake/Edits/MediaWiki history dumps|MediaWiki History dumps]]: The Data Platform Engineering team has added a couple of new fields to these dumps, to support the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] initiative. If you maintain software that reads those dumps, please review your code and the updated documentation, since the order of the fields in the row will change. There will also be one field rename: in the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;mediawiki_user_history&lt;/code&gt;&lt;/bdi&gt; dump, the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;anonymous&lt;/code&gt;&lt;/bdi&gt; field will be renamed to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;is_anonymous&lt;/code&gt;&lt;/bdi&gt;. The changes will take effect with the next release of the dumps in February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LKMFDS62TXGDN6L56F4ABXYLN7CSCQDI/] 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/05|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W05&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:14, 27 January 2025 (UTC)
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== Tech News: 2025-06 ==

&lt;section begin=&quot;technews-2025-W06&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/06|Translations]] are available.

'''Updates for editors'''
* Editors who use the &quot;Special characters&quot; editing-toolbar menu can now see the 32 special characters you have used most recently, across editing sessions on that wiki. This change should help make it easier to find the characters you use most often. The feature is in both the 2010 wikitext editor and VisualEditor. [https://phabricator.wikimedia.org/T110722]
* Editors using the 2010 wikitext editor can now create sublists with correct indentation by selecting the line(s) you want to indent and then clicking the toolbar buttons.[https://phabricator.wikimedia.org/T380438] You can now also insert &lt;code&gt;&lt;nowiki&gt;&lt;code&gt;&lt;/nowiki&gt;&lt;/code&gt; tags using a new toolbar button.[https://phabricator.wikimedia.org/T383010] Thanks to user stjn for these improvements.
* Help is needed to ensure the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]] works properly on each wiki.
** (1) Administrators should update the local versions of the page &lt;code dir=ltr&gt;MediaWiki:Citoid-template-type-map.json&lt;/code&gt; to include entries for &lt;code dir=ltr&gt;preprint&lt;/code&gt;, &lt;code dir=ltr&gt;standard&lt;/code&gt;, and &lt;code dir=ltr&gt;dataset&lt;/code&gt;; Here are example diffs to replicate [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&amp;diff=1189164774&amp;oldid=1165783565 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&amp;diff=1270832208&amp;oldid=1270828390 for 'standard' and 'dataset'].
** (2.1) If the citoid map in the citation template used for these types of references is missing, [[mediawikiwiki:Citoid/Enabling Citoid on your wiki#Step 2.a: Create a 'citoid' maps value for each citation template|one will need to be added]]. (2.2) If the citoid map does exist, the TemplateData will need to be updated to include new field names. Here are example updates [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&amp;diff=1270829051&amp;oldid=1262470053 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&amp;diff=1270831369&amp;oldid=1270829480 for 'standard' and 'dataset']. The new fields that may need to be supported are &lt;code dir=ltr&gt;archiveID&lt;/code&gt;, &lt;code dir=ltr&gt;identifier&lt;/code&gt;, &lt;code dir=ltr&gt;repository&lt;/code&gt;, &lt;code dir=ltr&gt;organization&lt;/code&gt;, &lt;code dir=ltr&gt;repositoryLocation&lt;/code&gt;, &lt;code dir=ltr&gt;committee&lt;/code&gt;, and &lt;code dir=ltr&gt;versionNumber&lt;/code&gt;. [https://phabricator.wikimedia.org/T383666]
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q15637215|Central Kanuri]] ([[w:knc:|&lt;code&gt;w:knc:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T385181]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mediawikiwiki:Special:MyLanguage/Help:Extension:Wikisource/Wikimedia OCR|OCR (optical character recognition) tool]] used for Wikisource now supports a new language, Church Slavonic. [https://phabricator.wikimedia.org/T384782]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/06|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W06&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:09, 4 February 2025 (UTC)
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== Tech News: 2025-07 ==

&lt;section begin=&quot;technews-2025-W07&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/07|Translations]] are available.

'''Weekly highlight'''

* The Product and Technology Advisory Council (PTAC) has published [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|a draft of their recommendations]] for the Wikimedia Foundation's Product and Technology department. They have recommended focusing on [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback/Mobile experiences|mobile experiences]], particularly contributions. They request community [[m:Talk:Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|feedback at the talk page]] by 21 February.

'''Updates for editors'''
* The &quot;Special pages&quot; portlet link will be moved from the &quot;Toolbox&quot; into the &quot;Navigation&quot; section of the main menu's sidebar by default. This change is because the Toolbox is intended for tools relating to the current page, not tools relating to the site, so the link will be more logically and consistently located. To modify this behavior and update CSS styling, administrators can follow the instructions at [[phab:T385346|T385346]]. [https://phabricator.wikimedia.org/T333211]
* As part of this year's work around improving the ways readers discover content on the wikis, the Web team will be running an experiment with a small number of readers that displays some suggestions for related or interesting articles within the search bar. Please check out [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments#Experiment 1: Display article recommendations in more prominent locations, search|the project page]] for more information.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template editors who use TemplateStyles can now customize output for users with specific accessibility needs by using accessibility related media queries (&lt;code dir=ltr&gt;[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-motion prefers-reduced-motion]&lt;/code&gt;, &lt;code dir=ltr&gt;[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-transparency prefers-reduced-transparency]&lt;/code&gt;, &lt;code dir=ltr&gt;[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-contrast prefers-contrast]&lt;/code&gt;, and &lt;code dir=ltr&gt;[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/forced-colors forced-colors]&lt;/code&gt;). Thanks to user Bawolff for these improvements. [https://phabricator.wikimedia.org/T384175]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the global blocks log will now be shown directly on the {{#special:CentralAuth}} page, similarly to global locks, to simplify the workflows for stewards. [https://phabricator.wikimedia.org/T377024]

'''Updates for technical contributors'''
* Wikidata [[d:Special:MyLanguage/Help:Default values for labels and aliases|now supports a special language as a &quot;default for all languages&quot;]] for labels and aliases. This is to avoid excessive duplication of the same information across many languages. If your Wikidata queries use labels, you may need to update them as some existing labels are getting removed. [https://phabricator.wikimedia.org/T312511]
* The function &lt;code dir=&quot;ltr&quot;&gt;getDescription&lt;/code&gt; was invoked on every Wiki page read and accounts for ~2.5% of a page's total load time. The calculated value will now be cached, reducing load on Wikimedia servers. [https://phabricator.wikimedia.org/T383660]
* As part of the RESTBase deprecation [[mw:RESTBase/deprecation|effort]], the &lt;code dir=&quot;ltr&quot;&gt;/page/related&lt;/code&gt; endpoint has been blocked as of February 6, 2025, and will be removed soon. This timeline was chosen to align with the deprecation schedules for older Android and iOS versions. The stable alternative is the &quot;&lt;code dir=&quot;ltr&quot;&gt;morelike&lt;/code&gt;&quot; action API in MediaWiki, and [[gerrit:c/mediawiki/services/mobileapps/+/982154/13/pagelib/src/transform/FooterReadMore.js|a migration example]] is available. The MediaWiki Interfaces team [[phab:T376297|can be contacted]] for any questions. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/GFC2IJO7L4BWO3YTM7C5HF4MCCBE2RJ2/]

'''In depth'''

* The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Language and Internationalization newsletter]] is available. It includes: Updates about the &quot;Contribute&quot; menu; details on some of the newest language editions of Wikipedia; details on new languages supported by the MediaWiki interface; updates on the Community-defined lists feature; and more. 
* The latest [[mw:Extension:Chart/Project/Updates#January 2025: Better visibility into charts and tabular data usage|Chart Project newsletter]] is available. It includes updates on the progress towards bringing better visibility into global charts usage and support for categorizing pages in the Data namespace on Commons.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/07|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W07&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:12, 11 February 2025 (UTC)
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== Tech News: 2025-08 ==

&lt;section begin=&quot;technews-2025-W08&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/08|Translations]] are available.

'''Weekly highlight'''
* Communities using growth tools can now showcase one event on the &lt;code&gt;{{#special:Homepage}}&lt;/code&gt; for newcomers. This feature will help newcomers to be informed about editing activities they can participate in. Administrators can create a new event to showcase at &lt;code&gt;{{#special:CommunityConfiguration}}&lt;/code&gt;. To learn more about this feature, please read [[diffblog:2025/02/12/community-updates-module-connecting-newcomers-to-your-initiatives/|the Diff post]], have a look [[mw:Special:MyLanguage/Help:Growth/Tools/Community updates module|at the documentation]], or contact [[mw:Talk:Growth|the Growth team]].

'''Updates for editors'''
[[File:Page Frame Features on desktop.png|thumb|Highlighted talk pages improvements]]
* Starting next week, talk pages at these wikis – {{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}} – will get [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|a new design]]. This change was extensively tested as a Beta feature and is the last step of [[mw:Special:MyLanguage/Talk pages project/Feature summary|talk pages improvements]]. [https://phabricator.wikimedia.org/T379102]
* You can now navigate to view a redirect page directly from its action pages, such as the history page. Previously, you were forced to first go to the redirect target. This change should help editors who work with redirects a lot. Thanks to user stjn for this improvement. [https://phabricator.wikimedia.org/T5324]
* When a Cite reference is reused many times, wikis currently show either numbers like &quot;1.23&quot; or localized alphabetic markers like &quot;a b c&quot; in the reference list. Previously, if there were so many reuses that the alphabetic markers were all used, [[MediaWiki:Cite error references no backlink label|an error message]] was displayed.  As part of the work to [[phab:T383036|modernize Cite customization]], these errors will no longer be shown and instead the backlinks will fall back to showing numeric markers like &quot;1.23&quot; once the alphabetic markers are all used.
* The log entries for each change to an editor's user-groups are now clearer by specifying exactly what has changed, instead of the plain before and after listings. Translators can [[phab:T369466|help to update the localized versions]]. Thanks to user Msz2001 for these improvements.
* A new filter has been added to the [[{{#special:Nuke}}]] tool, which allows administrators to mass delete pages, to enable users to filter for pages in a range of page sizes (in bytes). This allows, for example, deleting pages only of a certain size or below. [https://phabricator.wikimedia.org/T378488]
* Non-administrators can now check which pages are able to be deleted using the [[{{#special:Nuke}}]] tool. Thanks to user MolecularPilot for this and the previous improvements. [https://phabricator.wikimedia.org/T376378]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed in the configuration for the AV1 video file format, which enables these files to play again. [https://phabricator.wikimedia.org/T382193]

'''Updates for technical contributors'''
* Parsoid Read Views is going to be rolling out to most Wiktionaries over the next few weeks, following the successful transition of Wikivoyage to Parsoid Read Views last year. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/T385923][https://phabricator.wikimedia.org/T371640]
* Developers of tools that run on-wiki should note that &lt;code dir=ltr&gt;mw.Uri&lt;/code&gt; is deprecated. Tools requiring &lt;code dir=ltr&gt;mw.Uri&lt;/code&gt; must explicitly declare &lt;code dir=ltr&gt;mediawiki.Uri&lt;/code&gt; as a ResourceLoader dependency, and should migrate to the browser native &lt;code dir=ltr&gt;URL&lt;/code&gt; API soon. [https://phabricator.wikimedia.org/T384515]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W08&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:16, 17 February 2025 (UTC)
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== Tech News: 2025-09 ==

&lt;section begin=&quot;technews-2025-W09&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/09|Translations]] are available.

'''Updates for editors'''
* Administrators can now customize how the [[m:Special:MyLanguage/User language|Babel feature]] creates categories using [[{{#special:CommunityConfiguration/Babel}}]]. They can rename language categories, choose whether they should be auto-created, and adjust other settings. [https://phabricator.wikimedia.org/T374348]
* The &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://www.wikimedia.org/ wikimedia.org]&lt;/bdi&gt; portal has been updated – and is receiving some ongoing improvements – to modernize and improve the accessibility of our portal pages. It now has better support for mobile layouts, updated wording and links, and better language support. Additionally, all of the Wikimedia project portals, such as &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[https://wikibooks.org wikibooks.org]&lt;/bdi&gt;, now support dark mode when a reader is using that system setting. [https://phabricator.wikimedia.org/T373204][https://phabricator.wikimedia.org/T368221][https://meta.wikimedia.org/wiki/Project_portals]
* One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33965|Santali]] ([[wikt:sat:|&lt;code&gt;wikt:sat:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T386619]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that prevented clicking on search results in the web-interface for some Firefox for Android phone configurations. [https://phabricator.wikimedia.org/T381289]

'''Meetings and events'''
* The next Language Community Meeting is happening soon, February 28th at [https://zonestamp.toolforge.org/1740751200 14:00 UTC]. This week's meeting will cover: highlights and technical updates on keyboard and tools for the Sámi languages, Translatewiki.net contributions from the Bahasa Lampung community in Indonesia, and technical Q&amp;A. If you'd like to join, simply [[mw:Wikimedia Language and Product Localization/Community meetings#28 February 2025|sign up on the wiki page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W09&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:41, 25 February 2025 (UTC)
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== Tech News: 2025-10 ==

&lt;section begin=&quot;technews-2025-W10&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/10|Translations]] are available.

'''Updates for editors'''
* All logged-in editors using the mobile view can now edit a full page. The &quot;{{int:Minerva-page-actions-editfull}}&quot; link is accessible from the &quot;{{int:minerva-page-actions-overflow}}&quot; menu in the toolbar. This was previously only available to editors using the [[mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|Advanced mobile contributions]] setting. [https://phabricator.wikimedia.org/T387180]
* Interface administrators can now help to remove the deprecated Cite CSS code matching &quot;&lt;code dir=&quot;ltr&quot;&gt;mw-ref&lt;/code&gt;&quot; from their local &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Common.css]]&lt;/bdi&gt;. The list of wikis in need of cleanup, and the code to remove, [https://global-search.toolforge.org/?q=mw-ref%5B%5E-a-z%5D&amp;regex=1&amp;namespaces=8&amp;title=.*css can be found with this global search] and in [https://ace.wikipedia.org/w/index.php?title=MediaWiki:Common.css&amp;oldid=145662#L-139--L-144 this example], and you can learn more about how to help on the [[mw:Parsoid/Parser Unification/Cite CSS|CSS migration project page]]. The Cite footnote markers (&quot;&lt;code dir=&quot;ltr&quot;&gt;[1]&lt;/code&gt;&quot;) are now rendered by [[mw:Special:MyLanguage/Parsoid|Parsoid]], and the deprecated CSS is no longer needed. The CSS for backlinks (&quot;&lt;code dir=&quot;ltr&quot;&gt;mw:referencedBy&lt;/code&gt;&quot;) should remain in place for now. This cleanup is expected to cause no visible changes for readers. Please help to remove this code before March 20, after which the development team will do it for you.
* When editors embed a file (e.g. &lt;code&gt;&lt;nowiki&gt;[[File:MediaWiki.png]]&lt;/nowiki&gt;&lt;/code&gt;) on a page that is protected with cascading protection, the software will no longer restrict edits to the file description page, only to new file uploads.[https://phabricator.wikimedia.org/T24521] In contrast, transcluding a file description page (e.g. &lt;code&gt;&lt;nowiki&gt;{{:File:MediaWiki.png}}&lt;/nowiki&gt;&lt;/code&gt;) will now restrict edits to the page.[https://phabricator.wikimedia.org/T62109]
* When editors revert a file to an earlier version it will now require the same permissions as ordinarily uploading a new version of the file. The software now checks for 'reupload' or 'reupload-own' rights,[https://phabricator.wikimedia.org/T304474] and respects cascading protection.[https://phabricator.wikimedia.org/T140010]
* When administrators are listing pages for deletion with the Nuke tool, they can now also list associated talk pages and redirects for deletion, alongside pages created by the target, rather than needing to manually delete these pages afterwards. [https://phabricator.wikimedia.org/T95797]
* The [[m:Special:MyLanguage/Tech/News/2025/03|previously noted]] update to Single User Login, which will accommodate browser restrictions on cross-domain cookies by moving login and account creation to a central domain, will now roll out to all users during March and April. The team plans to enable it for all new account creation on [[wikitech:Deployments/Train#Tuesday|Group0]] wikis this week. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and an updated timeline.
* Since last week there has been a bug that shows some interface icons as black squares until the page has fully loaded. It will be fixed this week. [https://phabricator.wikimedia.org/T387351]
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q2044560|Sylheti]] ([[w:syl:|&lt;code&gt;w:syl:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T386441]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed with loading images in very old versions of the Firefox browser on mobile. [https://phabricator.wikimedia.org/T386400]

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.19|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/10|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W10&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 02:30, 4 March 2025 (UTC)
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== Tech News: 2025-11 ==

&lt;section begin=&quot;technews-2025-W11&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/11|Translations]] are available.

'''Updates for editors'''
* Editors who use password managers at multiple wikis may notice changes in the future. The way that our wikis provide information to password managers about reusing passwords across domains has recently been updated, so some password managers might now offer you login credentials that you saved for a different Wikimedia site. Some password managers already did this, and are now doing it for more Wikimedia domains. This is part of the [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|SUL3 project]] which aims to improve how our unified login works, and to keep it compatible with ongoing changes to the web-browsers we use. [https://phabricator.wikimedia.org/T385520][https://phabricator.wikimedia.org/T384844]
* The Wikipedia Apps Team is inviting interested users to help improve Wikipedia’s offline and limited internet use. After discussions in [[m:Afrika Baraza|Afrika Baraza]] and the last [[m:Special:MyLanguage/ESEAP Hub/Meetings|ESEAP call]], key challenges like search, editing, and offline access are being explored, with upcoming focus groups to dive deeper into these topics. All languages are welcome, and interpretation will be available. Want to share your thoughts? [[mw:Special:MyLanguage/Wikimedia Apps/Improving Wikipedia Mobile Apps for Offline &amp; Limited Internet Use|Join the discussion]] or email &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;aramadan@wikimedia.org&lt;/bdi&gt;!
* All wikis will be read-only for a few minutes on March 19. This is planned at [https://zonestamp.toolforge.org/1742392800 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.20|MediaWiki]]

'''In depth'''
* The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/33|Growth newsletter]] is available. It includes: the launch of the Community Updates module, the most recent changes in Community Configuration, and the upcoming test of in-article suggestions for first-time editors.
* An old API that was previously used in the Android Wikipedia app is being removed at the end of March. There are no current software uses, but users of the app with a version that is older than 6 months by the time of removal (2025-03-31), will no longer have access to the Suggested Edits feature, until they update their app. You can [[diffblog:2025/02/24/sunset-of-wikimedia-recommendation-api/|read more details about this change]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/11|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W11&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:09, 10 March 2025 (UTC)
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== Tech News: 2025-12 ==

&lt;section begin=&quot;technews-2025-W12&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/12|Translations]] are available.

'''Weekly highlight'''
* Twice a year, around the equinoxes, the Wikimedia Foundation's Site Reliability Engineering (SRE) team performs [[m:Special:MyLanguage/Tech/Server switch|a datacenter server switchover]], redirecting all traffic from one primary server to its backup. This provides reliability in case of a crisis, as we can always fall back on the other datacenter. [http://listen.hatnote.com/ Thanks to the Listen to Wikipedia] tool, you can hear the switchover take place: Before it begins, you'll hear the steady stream of edits; Then, as the system enters a brief read-only phase, the sound stops for a couple of minutes, before resuming after the switchover. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. If you want to keep an ear out for the next server switchover, listen to the wikis on [https://zonestamp.toolforge.org/1742392800 March 19 at 14:00 UTC].

'''Updates for editors'''

* The [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;filter-type=automatic&amp;filter-id=previous-edits&amp;active-list=suggestions&amp;from=en&amp;to=es improved Content Translation tool dashboard] is now available in [[phab:T387820|10 Wikipedias]] and will be available for all Wikipedias [[phab:T387821|soon]]. With [[mw:Special:MyLanguage/Content translation#Improved translation experience|the unified dashboard]], desktop users can now: Translate new sections of an article; Discover and access topic-based [https://ig.m.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;active-list=suggestions&amp;from=en&amp;to=ig&amp;filter-type=automatic&amp;filter-id=previous-edits article suggestion filters] (initially available only for mobile device users); Discover and access the [[mw:Special:MyLanguage/Translation suggestions: Topic-based &amp; Community-defined lists|Community-defined lists]] filter, also known as &quot;Collections&quot;, from wiki-projects and campaigns.
* On Wikimedia Commons, a [[c:Commons:WMF support for Commons/Upload Wizard Improvements#Improve category selection|new system to select the appropriate file categories]] has been introduced: if a category has one or more subcategories, users will be able to click on an arrow that will open the subcategories directly within the form, and choose the correct one. The parent category name will always be shown on top, and it will always be possible to come back to it. This should decrease the amount of work for volunteers in fixing/creating new categories. The change is also available on mobile. These changes are part of planned improvements to the UploadWizard.
* The Community Tech team is seeking wikis to join a pilot for the [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] feature and a refreshed Special:Block page in late March. Multiblocks enables administrators to impose multiple different types of blocks on the same user at the same time. If you are an admin or steward and would like us to discuss joining the pilot with your community, please leave a message on the [[m:Talk:Community Wishlist Survey 2023/Multiblocks|project talk page]].
* Starting March 25, the Editing team will test a new feature for Edit Check at [[phab:T384372|12 Wikipedias]]: [[mw:Special:MyLanguage/Help:Edit check#Multi-check|Multi-Check]]. Half of the newcomers on these wikis will see all [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Checks]] during their edit session, while the other half will continue seeing only one. The goal of this test is to see if users are confused or discouraged when shown multiple Reference Checks (when relevant) within a single editing session. At these wikis, the tags used on edits that show References Check will be simplified, as multiple tags could be shown within a single edit. Changes to the tags are documented [[phab:T373949|on Phabricator]]. [https://phabricator.wikimedia.org/T379131]
* The [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]], which is a service for notifying users that their temporary user-rights are about to expire, now supports using the localized name of the user-rights group in the message heading. Translators can see the [[m:Global reminder bot/Translation|listing of existing translations and documentation]] to check if their language needs updating or creation.
* The [[Special:GlobalPreferences|GlobalPreferences]] gender setting, which is used for how the software should refer to you in interface messages, now works as expected by overriding the local defaults. [https://phabricator.wikimedia.org/T386584]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Wikipedia App for Android had a bug fixed for when a user is browsing and searching in multiple languages. [https://phabricator.wikimedia.org/T379777]

'''Updates for technical contributors'''
* Later this week, the way that Codex styles are loaded will be changing. There is a small risk that this may result in unstyled interface message boxes on certain pages. User generated content (e.g. templates) is not impacted. Gadgets may be impacted. If you see any issues [[phab:T388847|please report them]]. See the linked task for details, screenshots, and documentation on how to fix any affected gadgets.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.21|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/12|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W12&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:48, 17 March 2025 (UTC)
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== Tech News: 2025-13 ==

&lt;section begin=&quot;technews-2025-W13&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/13|Translations]] are available.

'''Weekly highlight'''
* The Wikimedia Foundation is seeking your feedback on the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product &amp; Technology OKRs|drafts of the objectives and key results that will shape the Foundation's Product and Technology priorities]] for the next fiscal year (starting in July). The objectives are broad high-level areas, and the key-results are measurable ways to track the success of their objectives. Please share your feedback on the talkpage, in any language, ideally before the end of April.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] will be released to multiple wikis (see [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|deployment plan]] for details) in April 2025, and the team has begun the process of engaging communities on the identified wikis. The extension provides tools to organize, manage, and promote collaborative activities (like events, edit-a-thons, and WikiProjects) on the wikis. The extension has three tools: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Invitation list|Invitation Lists]]. It is currently on 13 Wikipedias, including English Wikipedia, French Wikipedia, and Spanish Wikipedia, as well as Wikidata. Questions or requests can be directed to the [[mw:Help talk:Extension:CampaignEvents|extension talk page]] or in Phabricator (with &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot; style=&quot;white-space: nowrap;&quot;&gt;#campaigns-product-team&lt;/bdi&gt; tag).
* Starting the week of March 31st, wikis will be able to set which user groups can view private registrants in [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], as part of the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents]] extension. By default, event organizers and the local wiki admins will be able to see private registrants. This is a change from the current behavior, in which only event organizers can see private registrants. Wikis can change the default setup by [[m:Special:MyLanguage/Requesting wiki configuration changes|requesting a configuration change]] in Phabricator (and adding the &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot; style=&quot;white-space: nowrap;&quot;&gt;#campaigns-product-team&lt;/bdi&gt; tag). Participants of past events can cancel their registration at any time.
* Administrators at wikis that have a customized &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Sidebar]]&lt;/bdi&gt; should check that it contains an entry for the {{int:specialpages}} listing. If it does not, they should add it using &lt;code dir=ltr style=&quot;white-space: nowrap;&quot;&gt;* specialpages-url|specialpages&lt;/code&gt;. Wikis with a default sidebar will see the link moved from the page toolbox into the sidebar menu in April. [https://phabricator.wikimedia.org/T388927]
* The Minerva skin (mobile web) combines both Notice and Alert notifications within the bell icon ([[File:OOjs UI icon bell.svg|16px|link=|class=skin-invert]]). There was a long-standing bug where an indication for new notifications was only shown if you had unseen Alerts. This bug is now fixed. In the future, Minerva users will notice a counter atop the bell icon when you have 1 or more unseen Notices and/or Alerts. [https://phabricator.wikimedia.org/T344029]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* VisualEditor has introduced a [[mw:VisualEditor/Hooks|new client-side hook]] for developers to use when integrating with the VisualEditor target lifecycle. This hook should replace the existing lifecycle-related hooks, and be more consistent between different platforms. In addition, the new hook will apply to uses of VisualEditor outside of just full article editing, allowing gadgets to interact with the editor in DiscussionTools as well. The Editing Team intends to deprecate and eventually remove the old lifecycle hooks, so any use cases that this new hook does not cover would be of interest to them and can be [[phab:T355555|shared in the task]].
* Developers who use the &lt;code dir=ltr&gt;mw.Api&lt;/code&gt; JavaScript library, can now identify the tool using it with the &lt;code dir=ltr&gt;userAgent&lt;/code&gt; parameter: &lt;code dir=ltr&gt;var api = new mw.Api( { userAgent: 'GadgetNameHere/1.0.1' } );&lt;/code&gt;. If you maintain a gadget or user script, please set a user agent, because it helps with library and server maintenance and with differentiating between legitimate and illegitimate traffic. [https://phabricator.wikimedia.org/T373874][https://foundation.wikimedia.org/wiki/Policy:Wikimedia_Foundation_User-Agent_Policy]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.22|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W13&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:42, 24 March 2025 (UTC)
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== Tech News: 2025-14 ==

&lt;section begin=&quot;technews-2025-W14&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/14|Translations]] are available.

'''Updates for editors'''
* The Editing team is working on a new [[mw:Special:MyLanguage/Edit Check|Edit check]]: [[mw:Special:MyLanguage/Edit check#26 March 2025|Peacock check]]. This check's goal is to identify non-neutral terms while a user is editing a wikipage, so that they can be informed that their edit should perhaps be changed before they publish it. This project is at the early stages, and the team is looking for communities' input: [[phab:T389445|in this Phabricator task]], they are gathering on-wiki policies, templates used to tag non-neutral articles, and the terms (jargon and keywords) used in edit summaries for the languages they are currently researching. You can participate by editing the table on Phabricator, commenting on the task, or directly messaging [[m:user:Trizek (WMF)|Trizek (WMF)]].
* [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|Single User Login]] has now been updated on all wikis to move login and account creation to a central domain. This makes user login compatible with browser restrictions on cross-domain cookies, which have prevented users of some browsers from staying logged in.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Starting on March 31st, the MediaWiki Interfaces team will begin a limited release of generated OpenAPI specs and a SwaggerUI-based sandbox experience for [[mw:Special:MyLanguage/API:REST API|MediaWiki REST APIs]]. They invite developers from a limited group of non-English Wikipedia communities (Arabic, German, French, Hebrew, Interlingua, Dutch, Chinese) to review the documentation and experiment with the sandbox in their preferred language. In addition to these specific Wikipedia projects, the sandbox and OpenAPI spec will be available on the [[testwiki:Special:RestSandbox|on the test wiki REST Sandbox special page]] for developers with English as their preferred language. During the preview period, the MediaWiki Interfaces Team also invites developers to [[mw:MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|share feedback about your experience]]. The preview will last for approximately 2 weeks, after which the sandbox and OpenAPI specs will be made available across all wiki projects.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.23|MediaWiki]]

'''In depth'''
* Sometimes a small, [[gerrit:c/operations/cookbooks/+/1129184|one line code change]] can have great significance: in this case, it means that for the first time in years we're able to run all of the stack serving &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[http://maps.wikimedia.org/ maps.wikimedia.org]&lt;/bdi&gt; - a host dedicated to serving our wikis and their multi-lingual maps needs - from a single core datacenter, something we test every time we perform a [[m:Special:MyLanguage/Tech/Server switch|datacenter switchover]]. This is important because it means that in case one of our datacenters is affected by a catastrophe, we'll still be able to serve the site. This change is the result of [[phab:T216826|extensive work]] by two developers on porting the last component of the maps stack over to [[w:en:Kubernetes|kubernetes]], where we can allocate resources more efficiently than before, thus we're able to withstand more traffic in a single datacenter. This work involved a lot of complicated steps because this software, and the software libraries it uses, required many long overdue upgrades. This type of work makes the Wikimedia infrastructure more sustainable.

'''Meetings and events'''
* [[mw:Special:MyLanguage/MediaWiki Users and Developers Workshop Spring 2025|MediaWiki Users and Developers Workshop Spring 2025]] is happening in Sandusky, USA, and online, from 14–16 May 2025. The workshop will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. Registration and presentation signup is now available at the workshop's website.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W14&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:05, 1 April 2025 (UTC)
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== Tech News: 2025-15 ==

&lt;section begin=&quot;technews-2025-W15&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/15|Translations]] are available.

'''Updates for editors'''
* From now on, [[m:Special:MyLanguage/Interface administrators|interface admins]] and [[m:Special:MyLanguage/Central notice administrators|centralnotice admins]] are technically required to enable [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] before they can use their privileges. In the future this might be expanded to more groups with advanced user-rights. [https://phabricator.wikimedia.org/T150898]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* The Design System Team is preparing to release the next major version of Codex (v2.0.0) on April 29. Editors and developers who use CSS from Codex should see the [[mw:Codex/Release Timeline/2.0|2.0 overview documentation]], which includes guidance related to a few of the breaking changes such as &lt;code dir=ltr style=&quot;white-space: nowrap;&quot;&gt;font-size&lt;/code&gt;, &lt;code dir=ltr style=&quot;white-space: nowrap;&quot;&gt;line-height&lt;/code&gt;, and &lt;code dir=ltr style=&quot;white-space: nowrap;&quot;&gt;size-icon&lt;/code&gt;.
* The results of the [[mw:Developer Satisfaction Survey/2025|Developer Satisfaction Survey (2025)]]  are now available. Thank you to all participants. These results help the Foundation decide what to work on next and to review what they recently worked on.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.24|MediaWiki]]

'''Meetings and events'''
* The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]] will take place in Istanbul, Turkey, between 2–4 May. Registration for attending the in-person event will close on 13 April. Before registering, please note the potential need for a [https://www.mfa.gov.tr/turkish-representations.en.mfa visa] or [https://www.mfa.gov.tr/visa-information-for-foreigners.en.mfa e-visa] to enter the country.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/15|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W15&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:52, 7 April 2025 (UTC)
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== Tech News: 2025-16 ==

&lt;section begin=&quot;technews-2025-W16&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/16|Translations]] are available.

'''Weekly highlight'''
* Later this week, the default thumbnail size will be increased from 220px to 250px. This changes how pages are shown in all wikis and has been requested by some communities for many years, but wasn't previously possible due to technical limitations. [https://phabricator.wikimedia.org/T355914]
* File thumbnails are now stored in discrete sizes. If a page specifies a thumbnail size that's not among the standard sizes (20, 40, 60, 120, 250, 330, 500, 960), then MediaWiki will pick the closest larger thumbnail size but will tell the browser to downscale it to the requested size. In these cases, nothing will change visually but users might load slightly larger images. If it doesn't matter which thumbnail size is used in a page, please pick one of the standard sizes to avoid the extra in-browser down-scaling step. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Images#Thumbnail_sizes][https://phabricator.wikimedia.org/T355914]

'''Updates for editors'''
* The Wikimedia Foundation are working on a system called [[m:Edge Uniques|Edge Uniques]] which will enable [[:w:en:A/B testing|A/B testing]], help protect against [[:w:en:Denial-of-service attack|Distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is so that they can more efficiently build tools which help readers, and make it easier for readers to find what they are looking for.
* To improve security for users, a small percentage of logins will now require that the account owner input a one-time password [[mw:Special:MyLanguage/Help:Extension:EmailAuth|emailed to their account]]. It is recommended that you [[Special:Preferences#mw-prefsection-personal-email|check]] that the email address on your account is set correctly, and that it has been confirmed, and that you have an email set for this purpose. [https://phabricator.wikimedia.org/T390662]
* &quot;Are you interested in taking a short survey to improve tools used for reviewing or reverting edits on your Wiki?&quot; This question will be [[phab:T389401|asked at 7 wikis starting next week]], on Recent Changes and Watchlist pages. The [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools team]] wants to know more about activities that involve looking at new edits made to your Wikimedia project, and determining whether they adhere to your project's policies.
* On April 15, the full Wikidata graph will no longer be supported on &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;[https://query.wikidata.org/ query.wikidata.org]&lt;/bdi&gt;. After this date, scholarly articles will be available through &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot; style=&quot;white-space:nowrap;&quot;&gt;[https://query-scholarly.wikidata.org/ query-scholarly.wikidata.org]&lt;/bdi&gt;, while the rest of the data hosted on Wikidata will be available through the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;[https://query.wikidata.org/ query.wikidata.org]&lt;/bdi&gt; endpoint. This is part of the scheduled split of the Wikidata Graph, which was [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|announced in September 2024]]. More information is [[d:Wikidata:SPARQL query service/WDQS graph split|available on Wikidata]].
* The latest quarterly [[m:Special:MyLanguage/Wikimedia Apps/Newsletter/First quarter of 2025|Wikimedia Apps Newsletter]] is now available. It covers updates, experiments, and improvements made to the Wikipedia mobile apps.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* The latest quarterly [[mw:Technical Community Newsletter/2025/April|Technical Community Newsletter]] is now available. This edition includes: an invitation for tool maintainers to attend the Toolforge UI Community Feedback Session on April 15th; recent community metrics; and recent technical blog posts.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.25|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W16&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:24, 15 April 2025 (UTC)
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== Tech News: 2025-17 ==

&lt;section begin=&quot;technews-2025-W17&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/17|Translations]] are available.

'''Updates for editors'''
* [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] is now integrated with [[w:dag:Solɔɣu|Dagbani Wikipedia]] since April 15. It is the first project that will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in articles. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. [https://www.wikifunctions.org/wiki/Special:MyLanguage/Wikifunctions:Status_updates/2025-04-16]
* A new type of lint error has been created: [[Special:LintErrors/empty-heading|{{int:linter-category-empty-heading}}]] ([[mw:Special:MyLanguage/Help:Lint errors/empty-heading|documentation]]). The [[mw:Special:MyLanguage/Help:Extension:Linter|Linter extension]]'s purpose is to identify wikitext patterns that must or can be fixed in pages and provide some guidance about what the problems are with those patterns and how to fix them. [https://phabricator.wikimedia.org/T368722]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Following its publication on HuggingFace, the &quot;Structured Contents&quot; dataset, developed by Wikimedia Enterprise, is [https://enterprise.wikimedia.com/blog/kaggle-dataset/ now also available on Kaggle]. This Beta initiative is focused on making Wikimedia data more machine-readable for high-volume reusers. They are releasing this beta version in a location that open dataset communities already use, in order to seek feedback, to help improve the product for a future wider release. You can read more about the overall [https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/#open-datasets Structured Contents project], and about the [https://enterprise.wikimedia.com/blog/structured-contents-wikipedia-infobox/ first release that's freely usable].
* There is no new MediaWiki version this week.

'''Meetings and events'''
* The Editing and Machine Learning Teams invite interested volunteers to a video meeting to discuss [[mw:Special:MyLanguage/Edit check/Peacock check|Peacock check]], which is the latest [[mw:Special:MyLanguage/Edit check|Edit check]] that will detect &quot;peacock&quot; or &quot;overly-promotional&quot; or &quot;non-neutral&quot; language whilst an editor is typing. Editors who work with newcomers, or help to fix this kind of writing, or are interested in how we use artificial intelligence in our projects are encouraged to attend. The [[mw:Special:MyLanguage/Editing team/Community Conversations#Next Conversation|meeting will be on April 28, 2025]] at [https://zonestamp.toolforge.org/1745863200 18:00–19:00 UTC] and hosted on Zoom.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W17&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:00, 21 April 2025 (UTC)
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== Tech News: 2025-18 ==

&lt;section begin=&quot;technews-2025-W18&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/18|Translations]] are available.

'''Updates for editors'''
* Event organizers who host collaborative activities on [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|multiple wikis]], including Bengali, Japanese, and Korean Wikipedias, will have access to the [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents extension]] this week. Also, admins in the Wikipedia where the extension is enabled will automatically be granted the event organizer right soon. They won't have to manually grant themselves the right before they can manage events as [[phab:T386861|requested by a community]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* The release of the next major version of [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, is scheduled for 29 April 2025. Technical editors will have access to the release by the week of 5 May 2025. This update will include a number of [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Breaking_changes|breaking changes]] and minor [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Visual_changes|visual changes]]. Instructions on handling the breaking and visual changes are documented on [[mw:Special:MyLanguage/Codex/Release Timeline/2.0#|this page]]. Pre-release testing is reported in [[phab:T386298|T386298]], with post-release issues tracked in [[phab:T392379|T392379]] and [[phab:T392390|T392390]].
* Users of [[wikitech:Special:MyLanguage/Help:Wiki_Replicas|Wiki Replicas]] will notice that the database views of &lt;code dir=&quot;ltr&quot;&gt;ipblocks&lt;/code&gt;, &lt;code dir=&quot;ltr&quot;&gt;ipblocks_ipindex&lt;/code&gt;, and &lt;code dir=&quot;ltr&quot;&gt;ipblocks_compat&lt;/code&gt; are [[phab:T390767|now deprecated]]. Users can query the &lt;code dir=&quot;ltr&quot;&gt;[[mw:Special:MyLanguage/Manual:Block_table|block]]&lt;/code&gt; and &lt;code dir=&quot;ltr&quot;&gt;[[mw:Special:MyLanguage/Manual:Block_target_table|block_target]]&lt;/code&gt; new views that mirror the new tables in the production database instead. The deprecated views will be removed entirely from Wiki Replicas in June, 2025.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.27|MediaWiki]]

'''In depth'''
* The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April|Language and Internationalization Newsletter]] is now available. This edition includes an overview of the improved [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;campaign=contributionsmenu&amp;to=es&amp;filter-type=automatic&amp;filter-id=previous-edits&amp;active-list=suggestions&amp;from=en#/ Content Translation Dashboard Tool], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Language Support for New and Existing Languages|support for new languages]], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Wiki Loves Ramadan Articles Made In Content Translation Mobile Workflow|highlights from the Wiki Loves Ramadan campaign]], [[m:Special:MyLanguage/Research:Languages Onboarding Experiment 2024 - Executive Summary|results from the Language Onboarding Experiment]], an analysis of topic diversity in articles, and information on upcoming community meetings and events.

'''Meetings and events'''
* The [[Special:MyLanguage/Grants:Knowledge_Sharing/Connect/Calendar|Let's Connect Learning Clinic]] will take place on [https://zonestamp.toolforge.org/1745937000 April 29 at 14:30 UTC]. This edition will focus on &quot;Understanding and Navigating Conflict in Wikimedia Projects&quot;. You can [[m:Special:MyLanguage/Event:Learning Clinic %E2%80%93 Understanding and Navigating Conflict in Wikimedia Projects (Part_1)|register now]] to attend.
* The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which brings the global technical community together to connect, brainstorm, and hack existing projects, will take place from May 2 to 4th, 2025, at Istanbul, Turkey.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W18&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:31, 28 April 2025 (UTC)
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== Tech News: 2025-19 ==

&lt;section begin=&quot;technews-2025-W19&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/19|Translations]] are available.

'''Weekly highlight'''
* The Wikimedia Foundation has shared the latest draft update to their [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|annual plan]] for next year (July 2025–June 2026). This includes an [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|executive summary]] (also on [[diffblog:2025/04/25/sharing-the-wikimedia-foundations-2025-2026-draft-annual-plan/|Diff]]), details about the three main [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals|goals]] ([[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product &amp; Technology OKRs|Infrastructure]], [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Volunteer Support|Volunteer Support]], and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Effectiveness|Effectiveness]]), [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Global Trends|global trends]], and the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Budget Overview|budget]] and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Financial Model|financial model]]. Feedback and questions are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2025-2026|talk page]] until the end of May.

'''Updates for editors'''
* For wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]], two new feature improvements have been released:
** Admins can now choose which namespaces are permitted for [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] via [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Permitted namespaces|documentation]]). The default setup is for event registration to be permitted in the Event namespace, but other namespaces (such as the project namespace or WikiProject namespace) can now be added. With this change, communities like WikiProjects can now more easily use Event Registration for their collaborative activities.
** Editors can now [[mw:Special:MyLanguage/Transclusion|transclude]] the Collaboration List on a wiki page ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Collaboration list/Transclusion|documentation]]). The Collaboration List is an automated list of events and WikiProjects on the wikis, accessed via {{#special:AllEvents}} ([[w:en:Special:AllEvents|example]]). Now, the Collaboration List can be added to all sorts of wiki pages, such as: a wiki mainpage, a WikiProject page, an affiliate page, an event page, or even a user page.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Developers who use the &lt;code dir=ltr&gt;moment&lt;/code&gt; library in gadgets and user scripts should revise their code to use alternatives like the &lt;code dir=ltr&gt;Intl&lt;/code&gt; library or the new &lt;code dir=ltr&gt;mediawiki.DateFormatter&lt;/code&gt; library. The &lt;code dir=ltr&gt;moment&lt;/code&gt; library has been deprecated and will begin to log messages in the developer console. You can see a global search for current uses, and [[phab:T392532|ask related questions in this Phabricator task]].
* Developers who maintain a tool that queries the Wikidata term store tables (&lt;code dir=ltr style=&quot;white-space: nowrap;&quot;&gt;wbt_*&lt;/code&gt;) need to update their code to connect to a separate database cluster. These tables are being split into a separate database cluster. Tools that query those tables via the wiki replicas must be adapted to connect to the new cluster instead. [[wikitech:News/2025 Wikidata term store database split|Documentation and related links are available]]. [https://phabricator.wikimedia.org/T390954]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.28|MediaWiki]]

'''In depth'''
* The latest [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|Chart Project newsletter]] is available. It includes updates on preparing to expand the deployment to additional wikis as soon as this week (starting May 6) and scaling up over the following weeks, plus exploring filtering and transforming source data.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W19&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:14, 6 May 2025 (UTC)
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== Tech News: 2025-20 ==

&lt;section begin=&quot;technews-2025-W20&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/20|Translations]] are available.

'''Weekly highlight'''
* The [[m:Special:MyLanguage/Wikimedia URL Shortener|&quot;Get shortened URL&quot;]] link on the sidebar now includes a [[phab:T393309|QR code]]. Wikimedia site users can now use it by scanning or downloading it to quickly share and access shared content from Wikimedia sites, conveniently.

'''Updates for editors'''
* The Wikimedia Foundation is working on a system called [[m:Edge Uniques|Edge Uniques]], which will enable [[w:en:A/B testing|A/B testing]], help protect against [[w:en:Denial-of-service attack|distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is to help more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. Tech News has [[m:Special:MyLanguage/Tech/News/2025/16|previously written about this]]. The deployment will be gradual. Some might see the Edge Uniques cookie the week of 19 May. You can discuss this on the [[m:Talk:Edge Uniques|talk page]].
* Starting May 19, 2025, Event organisers in wikis with the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled can use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] in the project namespace (e.g., Wikipedia namespace, Wikidata namespace). With this change, communities don't need admins to use the feature. However, wikis that don't want this change can remove and add the permitted namespaces at [[Special:CommunityConfiguration/CampaignEvents]].
* The Wikipedia project now has a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q36720|Nupe]] ([[w:nup:|&lt;code&gt;w:nup:&lt;/code&gt;]]). This is a language primarily spoken in the North Central region of Nigeria. Speakers of this language are invited to contribute to [[w:nup:Tatacin feregi|new Wikipedia]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Developers can now access pre-parsed Dutch Wikipedia, amongst others (English, German, French, Spanish, Italian, and Portuguese) through the [https://enterprise.wikimedia.com/docs/snapshot/#structured-contents-snapshot-bundle-info-beta Structured Contents snapshots (beta)]. The content includes parsed Wikipedia abstracts, descriptions, main images, infoboxes, article sections, and references.
* The &lt;code dir=&quot;ltr&quot;&gt;/page/data-parsoid&lt;/code&gt; REST API endpoint is no longer in use and will be deprecated. It is [[phab:T393557|scheduled to be turned off]] on June 7, 2025.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.1|MediaWiki]]

'''In depth'''
* The [https://wikitech.wikimedia.org/wiki/News/2025_Cloud_VPS_VXLAN_IPv6_migration IPv6 support] is a newly introduced Cloud virtual network that significantly boosts Wikimedia platforms' scalability, security, and readiness for the future. If you are a technical contributor eager to learn more, check out [https://techblog.wikimedia.org/2025/05/06/wikimedia-cloud-vps-ipv6-support/ this blog post] for an in-depth look at the journey to IPv6.

'''Meetings and events'''
* The 2nd edition of 2025 of [[m:Special:MyLanguage/Afrika Baraza|Afrika Baraza]], a virtual platform for African Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747328400 May 15 at 17:00 UTC]. This edition will focus on discussions regarding [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|Wikimedia Annual planning and progress]].
* The [[m:Special:MyLanguage/MENA Connect Community Call|MENA Connect Community Call]], a virtual meeting for [[w:en:Middle East and North Africa|MENA]] Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747501200 May 17 at 17:00 UTC]. You can [[m:Event:MENA Connect (Wiki_Diwan) APP Call|register now]] to attend.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W20&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:37, 12 May 2025 (UTC)
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== Tech News: 2025-21 ==

&lt;section begin=&quot;technews-2025-W21&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/21|Translations]] are available.

'''Weekly highlight'''
* The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Edit check/Peacock check|Peacock check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Peacock language model for the following languages: Arabic, Spanish, Portuguese, English, and Japanese. Users from these wikis interested in reviewing this model are [[mw:Edit check/Peacock check/model test|invited to sign up at MediaWiki.org]]. The deadline to sign up is on May 23, which will be the start date of the test.

'''Updates for editors'''

* From May 20, 2025, [[m:Special:MyLanguage/Oversight policy|oversighters]] and [[m:Special:MyLanguage/Meta:CheckUsers|checkusers]] will need to have their accounts secured with two-factor authentication (2FA) to be able to use their advanced rights. All users who belong to these two groups and do not have 2FA enabled have been informed. In the future, this requirement may be extended to other users with advanced rights. [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|Learn more]].
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]]  [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] will begin mass deployment by the end of the month: all non-Wikipedia projects plus Catalan Wikipedia will adopt Multiblocks in the week of May 26, while all other Wikipedias will adopt it in the week of June 2. Please [[m:Talk:Community Wishlist Survey 2023/Multiblocks|contact the team]] if you have concerns. Administrators can test the new user interface now on your own wiki by browsing to [{{fullurl:Special:Block|usecodex=1}} {{#special:Block}}?usecodex=1], and can test the full multiblocks functionality [[testwiki:Special:Block|on testwiki]]. Multiblocks is the feature that makes it possible for administrators to impose different types of blocks on the same user at the same time. See the [[mw:Special:MyLanguage/Help:Manage blocks|help page]] for more information. [https://phabricator.wikimedia.org/T377121]
* Later this week, the [[{{#special:SpecialPages}}]] listing of almost all special pages will be updated with a new design. This page has been [[phab:T219543|redesigned]] to improve the user experience in a few ways, including: The ability to search for names and aliases of the special pages, sorting, more visible marking of restricted special pages, and a more mobile-friendly look. The new version can be [https://meta.wikimedia.beta.wmflabs.org/wiki/Special:SpecialPages previewed] at Beta Cluster now, and feedback shared in the task. [https://phabricator.wikimedia.org/T219543]
* The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is being enabled on more wikis. For a detailed list of when the extension will be enabled on your wiki, please read the [[mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|deployment timeline]].
* [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] will be deployed on May 27 on five Wiktionaries: [[wikt:ha:|Hausa]], [[wikt:ig:|Igbo]], [[wikt:bn:|Bengali]], [[wikt:ml:|Malayalam]], and [[wikt:dv:|Dhivehi/Maldivian]]. This is the second batch of deployment planned for the project. After deployment, the projects will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in their pages. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template.
* Later this week, the Wikimedia Foundation will publish a hub for [[diffblog:2024/07/09/on-the-value-of-experimentation/|experiments]]. This is to showcase and get user feedback on product experiments. The experiments help the Wikimedia movement [[diffblog:2023/07/13/exploring-paths-for-the-future-of-free-knowledge-new-wikipedia-chatgpt-plugin-leveraging-rich-media-social-apps-and-other-experiments/|understand new users]], how they interact with the internet and how it could affect the Wikimedia movement. Some examples are [[m:Special:MyLanguage/Future Audiences/Generated Video|generated video]], the [[m:Special:MyLanguage/Future Audiences/Roblox game|Wikipedia Roblox speedrun game]] and [[m:Special:MyLanguage/Future Audiences/Discord bot|the Discord bot]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with creating an account using the API, which has now been fixed. [https://phabricator.wikimedia.org/T390751]

'''Updates for technical contributors'''
* Gadgets and user scripts that interact with [[{{#special:Block}}]] may need to be updated to work with the new [[mw:Special:MyLanguage/Help:Manage blocks|manage blocks interface]]. Please review the [[mw:Help:Manage blocks/Developers|developer guide]] for more information. If you need help or are unable to adapt your script to the new interface, please let the team know on the [[mw:Help talk:Manage blocks/Developers|talk page]]. [https://phabricator.wikimedia.org/T377121]
* The &lt;code dir=ltr&gt;mw.title&lt;/code&gt; object allows you to get information about a specific wiki page in the [[w:en:Wikipedia:Lua|Lua]] programming language. Starting this week, a new property will be added to the object, named &lt;code dir=ltr&gt;isDisambiguationPage&lt;/code&gt;. This property allows you to check if a page is a disambiguation page, without the need to write a custom function. [https://phabricator.wikimedia.org/T71441]
* [[File:Octicons-tools.svg|15px|link=|class=skin-invert|Advanced item]] User script developers can use a [[toolforge:gitlab-content|new reverse proxy tool]] to load javascript and css from [[gitlab:|gitlab.wikimedia.org]] with &lt;code dir=ltr&gt;mw.loader.load&lt;/code&gt;. The tool's author hopes this will enable collaborative development workflows for user scripts including linting, unit tests, code generation, and code review on &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;gitlab.wikimedia.org&lt;/bdi&gt; without a separate copy-and-paste step to publish scripts to a Wikimedia wiki for integration and acceptance testing. See [[wikitech:Tool:Gitlab-content|Tool:Gitlab-content on Wikitech]] for more information.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.2|MediaWiki]]

'''Meetings and events'''
* The 12th edition of [[m:Special:MyLanguage/Wiki Workshop 2025|Wiki Workshop 2025]], a forum that brings together researchers that explore all aspects of Wikimedia projects, will be held virtually on 21-22 May. Researchers can [https://pretix.eu/wikimedia/wikiworkshop2025/ register now].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W21&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:12, 19 May 2025 (UTC)
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== Tech News: 2025-22 ==

&lt;section begin=&quot;technews-2025-W22&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/22|Translations]] are available.

'''Weekly highlight'''
* A community-wide discussion about a very delicate issue for the development of [[m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]] is now open on Meta: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. The discussion is open until June 12 at [[m:Special:MyLanguage/Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]], and every opinion is welcomed. The decision will be made and communicated after the consultation period by the Foundation.

'''Updates for editors'''
* Since last week, on all wikis except [[phab:T388604|the largest 20]], people using the mobile visual editor will have [[phab:T385851|additional tools in the menu bar]], accessed using the new &lt;code&gt;+&lt;/code&gt; toolbar button. To start, the new menu will include options to add: citations, hieroglyphs, and code blocks. Deployment to the remaining wikis is [[phab:T388605|scheduled]] to happen in June.
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The &lt;code dir=ltr&gt;[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##ifexist|#ifexist]]&lt;/code&gt; parser function will no longer register a link to its target page. This will improve the usefulness of [[{{#special:WantedPages}}]], which will eventually only list pages that are the target of an actual red link. This change will happen gradually as the source pages are updated. [https://phabricator.wikimedia.org/T14019]
* This week, the Moderator Tools team will launch [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], starting at Indonesian Wikipedia. This new filter highlights edits that are likely to be reverted. The goal is to help Recent Changes patrollers identify potentially problematic edits. Other wikis will benefit from this filter in the future.
* Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading. The feature will be available on both desktop and mobile. Readers of Catalan, Hebrew, and Italian Wikipedias and some sister projects will receive the change between May 21 and mid-June. Readers of other wikis will receive the change later. The goal is to encourage users to read the wikis more. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]].
* Some users of the Wikipedia Android app can use a new feature for readers, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|WikiGames]], a daily trivia game based on real historical events. The release has started as an A/B test, available to 50% of users in the following languages: English, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish.
* The [[mw:Special:MyLanguage/Extension:Newsletter|Newsletter extension]] that is available on MediaWiki.org allows the creation of [[mw:Special:Newsletters|various newsletters]] for global users. The extension can now publish new issues as section links on an existing page, instead of requiring a new page for each issue. [https://phabricator.wikimedia.org/T393844]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* The previously deprecated &lt;code dir=ltr&gt;[[mw:Special:MyLanguage/Manual:Ipblocks table|ipblocks]]&lt;/code&gt; views in [[wikitech:Help:Wiki Replicas|Wiki Replicas]] will be removed in the beginning of June. Users are encouraged to query the new &lt;code dir=ltr&gt;[[mw:Special:MyLanguage/Manual:Block table|block]]&lt;/code&gt; and &lt;code dir=ltr&gt;[[mw:Special:MyLanguage/Manual:Block target table|block_target]]&lt;/code&gt; views instead.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.3|MediaWiki]]

'''Meetings and events'''
* [[d:Special:MyLanguage/Event:Wikidata and Sister Projects|Wikidata and Sister Projects]] is a multi-day online event that will focus on how Wikidata is integrated to Wikipedia and the other Wikimedia projects. The event runs from May 29 – June 1. You can [[d:Special:MyLanguage/Event:Wikidata and Sister Projects#Sessions|read the Program schedule]] and [[d:Special:RegisterForEvent/1291|register]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W22&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:04, 26 May 2025 (UTC)
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== Tech News: 2025-23 ==

&lt;section begin=&quot;technews-2025-W23&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/23|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is now available on all Wikimedia wikis. Editors can use this new extension to create interactive data visualizations like bar, line, area, and pie charts. Charts are designed to replace many of the uses of the legacy [[mw:Special:MyLanguage/Extension:Graph|Graph extension]].

'''Updates for editors'''
* It is now easier to configure automatic citations for your wiki within the visual editor's [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]]. Administrators can now set a default template by using the &lt;code dir=ltr&gt;_default&lt;/code&gt; key in the local &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[MediaWiki:Citoid-template-type-map.json]]&lt;/bdi&gt; page ([[mw:Special:Diff/6969653/7646386|example diff]]). Setting this default will also help to future-proof your existing configurations when [[phab:T347823|new item types]] are added in the future. You can still set templates for individual item types as they will be preferred to the default template. [https://phabricator.wikimedia.org/T384709]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Starting the week of June 2, bots logging in using &lt;code dir=ltr&gt;action=login&lt;/code&gt; or &lt;code dir=ltr&gt;action=clientlogin&lt;/code&gt; will fail more often. This is because of stronger protections against suspicious logins. Bots using [[mw:Special:MyLanguage/Manual:Bot passwords|bot passwords]] or using a loginless authentication method such as [[mw:Special:MyLanguage/OAuth/Owner-only consumers|OAuth]] are not affected. If your bot is not using one of those, you should update it; using &lt;code dir=ltr&gt;action=login&lt;/code&gt; without a bot password was deprecated [[listarchive:list/wikitech-l@lists.wikimedia.org/message/3EEMN7VQX5G7WMQI5K2GP5JC2336DPTD/|in 2016]]. For most bots, this only requires changing what password the bot uses. [https://phabricator.wikimedia.org/T395205]
* From this week, Wikimedia wikis will allow ES2017 features in JavaScript code for official code, gadgets, and user scripts. The most visible feature of ES2017 is &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;async&lt;/code&gt;/&lt;code&gt;await&lt;/code&gt;&lt;/bdi&gt; syntax, allowing for easier-to-read code. Until this week, the platform only allowed up to ES2016, and a few months before that, up to ES2015. [https://phabricator.wikimedia.org/T381537]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.4|MediaWiki]]

'''Meetings and events'''
* Scholarship applications to participate in the [[m:Special:MyLanguage/GLAM Wiki 2025|GLAM Wiki Conference 2025]] are now open. The conference will take place from 30 October to 1 November, in Lisbon, Portugal. GLAM contributors who lack the means to support their participation can [[m:Special:MyLanguage/GLAM Wiki 2025/Scholarships|apply here]]. Scholarship applications close on June 7th.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W23&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:55, 2 June 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=28819186 --&gt;

== Tech News: 2025-24 ==

&lt;section begin=&quot;technews-2025-W24&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/24|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product team]] is finalizing work needed to roll out [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] on large Wikipedias later this month. The team has worked with stewards and other users with extended rights to predict and address many use cases that may arise on larger wikis, so that community members can continue to effectively moderate and patrol temporary accounts. This will be the second of three phases of deployment – the last one will take place in September at the earliest. For more information about the recent developments on the project, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|see this update]]. If you have any comments or questions, write on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|talk page]], and [[m:Event:CEE Catch up Nr. 10 (June 2025)|join a CEE Catch Up]] this Tuesday.

'''Updates for editors'''
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] The [[mw:Special:MyLanguage/Help:Watchlist expiry|watchlist expiry]] feature allows editors to watch pages for a limited period of time. After that period, the page is automatically removed from your watchlist. Starting this week, you can set a preference for the default period of time to watch pages. The [[Special:Preferences#mw-prefsection-watchlist-pageswatchlist|preferences]] also allow you to set different default watch periods for editing existing pages, pages you create, and when using rollback. [https://phabricator.wikimedia.org/T265716]
[[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]]
* The appearance of talk pages will change at almost all Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/19|some]] have already received this design change, [[phab:T379264|a few]] will get these changes later). You can read details about the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt out of these changes [[Special:Preferences#mw-prefsection-editing-discussion|in user preferences]] (&quot;{{int:discussiontools-preference-visualenhancements}}&quot;). [https://phabricator.wikimedia.org/T319146][https://phabricator.wikimedia.org/T392121]
* Users with specific extended rights (including administrators, bureaucrats, checkusers, oversighters, and stewards) can now have IP addresses of all temporary accounts [[phab:T358853|revealed automatically]] during time-limited periods where they need to combat high-speed account-hopping vandalism. This feature was requested by stewards. [https://phabricator.wikimedia.org/T386492]
* This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to several more Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* AbuseFilter editors active on Meta-Wiki and large Wikipedias are kindly asked to update AbuseFilter to make it compatible with temporary accounts. A link to the instructions and the private lists of filters needing verification are [[phab:T369611|available on Phabricator]].
* Lua modules now have access to the name of a page's associated thumbnail image, and on [https://gerrit.wikimedia.org/g/operations/mediawiki-config/+/2e4ab14aa15bb95568f9c07dd777065901eb2126/wmf-config/InitialiseSettings.php#10849 some wikis] to the WikiProject assessment information. This is possible using two new properties on [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#added-by-extensions|mw.title objects]], named &lt;code dir=ltr&gt;pageImage&lt;/code&gt; and &lt;code dir=ltr&gt;pageAssessments&lt;/code&gt;. [https://phabricator.wikimedia.org/T131911][https://phabricator.wikimedia.org/T380122]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.5|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W24&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:16, 10 June 2025 (UTC)
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== Tech News: 2025-25 ==

&lt;section begin=&quot;technews-2025-W25&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/25|Translations]] are available.

'''Updates for editors'''
* You can [https://wikimediafoundation.limesurvey.net/359761?lang=en nominate your favorite tools] for the sixth edition of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award]]. Nominations are anonymous and will be open until June 25. You can re-use the survey to nominate multiple tools.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.6|MediaWiki]]

'''In depth'''
* Foundation staff and technical volunteers use Wikimedia APIs to build the tools, applications, features, and integrations that enhance user experiences. Over the coming years, the MediaWiki Interfaces team will be investing in Wikimedia web (HTTP) APIs to better serve technical volunteer needs and protect Wikimedia infrastructure from potential abuse. You can [https://techblog.wikimedia.org/2025/06/12/apis-as-a-product-investing-in-the-current-and-next-generation-of-technical-contributors/ read more about their plans to evolve the APIs in this Techblog post].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W25&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:38, 16 June 2025 (UTC)
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== Tech News: 2025-26 ==

&lt;section begin=&quot;technews-2025-W26&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/26|Translations]] are available.

'''Weekly highlight'''
* This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to the third and last batch of Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964]

'''Updates for editors'''
* Last week, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] were rolled out on Czech, Korean, and Turkish Wikipedias. This and next week, deployments on larger Wikipedias will follow. [[mw:Talk:Trust and Safety Product/Temporary Accounts|Share your thoughts]] about the project. [https://phabricator.wikimedia.org/T340001]
* Later this week, the Editing team will release [[mw:Special:MyLanguage/Help:Edit check#Multi check|Multi Check]] to all Wikipedias (except English Wikipedia). This feature shows multiple [[mw:Special:MyLanguage/Help:Edit check#Reference check|Reference checks]] within the editing experience. This encourages users to add citations when they add multiple new paragraphs to a Wikipedia article. This feature was previously available as an A/B test. [https://analytics.wikimedia.org/published/reports/editing/multi_check_ab_test_report_final.html#summary-of-results The test shows] that users who are shown multiple checks are 1.3 times more likely to add a reference to their edit, and their edit is less likely to be reverted (-34.7%). [https://phabricator.wikimedia.org/T395519]
* A few pages need to be renamed due to software updates and to match more recent Unicode standards. All of these changes are related to title-casing changes. Approximately 71 pages and 3 files will be renamed, across 15 wikis; the complete list is in [[phab:T396903|the task]]. The developers will rename these pages next week, and they will fix redirects and embedded file links a few minutes later via a system settings update.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused pages to scroll upwards when text near the top was selected. [https://phabricator.wikimedia.org/T364023]

'''Updates for technical contributors'''
* Editors can now use Lua modules to filter and transform tabular data for use with [[mw:Special:MyLanguage/Extension:Chart|Extension:Chart]]. This can be used for things like selecting a subset of rows or columns from the source data, converting between units, statistical processing, and many other useful transformations. [[mw:Special:MyLanguage/Extension:Chart/Transforms|Information on how to use transforms is available]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:Chart/Project/Updates]
* The &lt;code dir=ltr&gt;all_links&lt;/code&gt; variable in [[Special:AbuseFilter|AbuseFilter]] is now renamed to &lt;code dir=ltr&gt;new_links&lt;/code&gt; for consistency with other variables. Old usages will still continue to work. [https://phabricator.wikimedia.org/T391811]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.7|MediaWiki]]

'''In depth'''
* The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/34|Growth newsletter]] is available. It includes: the recent updates for the &quot;Add a Link&quot; Task, two new Newcomer Engagement Features, and updates to Community Configuration.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W26&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:21, 23 June 2025 (UTC)
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== Tech News: 2025-27 ==

&lt;section begin=&quot;technews-2025-W27&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/27|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled on all Wikipedias. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Campaigns/Foundation Product Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|Deployment information page]].

'''Updates for editors'''
* AbuseFilter maintainers can now [[mw:Special:MyLanguage/Extension:IPReputation/AbuseFilter variables|match against IP reputation data]] in [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilters]]. IP reputation data is information about the proxies and VPNs associated with the user's IP address. This data is not shown publicly and is not generated for actions performed by registered accounts. [https://phabricator.wikimedia.org/T354599]
* Hidden content that is within [[mw:Special:MyLanguage/Manual:Collapsible elements|collapsible parts of wikipages]] will now be revealed when someone searches the page using the web browser's &quot;Find in page&quot; function (Ctrl+F or ⌘F) in supporting browsers. [https://phabricator.wikimedia.org/T327893][https://developer.mozilla.org/en-US/docs/Web/HTML/Reference/Global_attributes/hidden#browser_compatibility]
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature, called [[mw:Special:MyLanguage/Help:TemplateData/Template discovery|Favourite Templates]], will be deployed later this week on all projects (except English Wikipedia, which will receive the feature next week), following a piloting phase on Polish and Arabic Wikipedia, and Italian and English Wikisource. The feature will provide a better way for new and experienced contributors to recall and discover templates via the template dialog, by allowing users to put templates on a special &quot;favourite list&quot;. The feature works with both the visual editor and the wikitext editor. The feature is a [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|community wishlist focus area]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused some Notifications to be sent multiple times. [https://phabricator.wikimedia.org/T397103]

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.8|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W27&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:40, 30 June 2025 (UTC)
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== Tech News: 2025-28 ==

&lt;section begin=&quot;technews-2025-W28&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/28|Translations]] are available.

'''Weekly highlight'''
* [[mw:Special:MyLanguage/Help:Temporary accounts|Temporary accounts]] have been rolled out on 18 large and medium-sized Wikipedias, including German, Japanese, French, and Chinese. Now, about 1/3 of all logged-out activity across wikis is coming from temporary accounts. Users involved in patrolling may be interested in two new documentation pages: [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Access to IP|Access to IP]], explaining everything related to access to temporary account IP addresses, and [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Repository|Repository]] with a list of new gadgets and user scripts.

'''Updates for editors'''
* Anyone can play an experimental new game, [[mw:Special:MyLanguage/New Engagement Experiments/WikiRun|WikiRun]], that lets you race through Wikipedia by clicking from one article to another, aiming to reach a target page in as few steps and in as little time as possible. The project's goal is to explore new ways of engaging readers. [https://wikirun-game.toolforge.org/ Try playing the game] and let the team know what you think [[mw:Talk:New Engagement Experiments/WikiRun|on the talk page]].
* Users of the Wikipedia Android app in some languages can now play the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|trivia game]]. ''Which came first?'' is a simple history game where you guess which of two events happened earlier on today's date. It was previously available as an A/B test. It is now available to all users in English, German, French, Spanish, Portuguese, Russian, Arabic, Turkish, and Chinese. The goal of the feature is to help engage with new generations of readers. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/News/2025/22]
* Users of the iOS Wikipedia App in some languages may see a new tabbed browsing feature that enables you to open multiple tabs while reading. This feature makes it easier to explore related topics and switch between articles. The A/B test is currently running in Arabic, English, and Japanese in selected regions. More details are available on the [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)|Tabbed Browsing project page]].
* Bureaucrats on Wikimedia wikis can now use [[{{#special:VerifyOATHForUser}}]] to check if users have enabled [[mw:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]]. [https://phabricator.wikimedia.org/T265726]
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed later this week to all Wikimedia projects: a [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Template categories|template category browser]] will be introduced to assist users in finding templates to put in their “favourite” list. The browser will allow users to browse a list of templates which have been organised into a given category tree. The feature has been requested by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Select templates by categories|through the Community Wishlist]].
* It is now possible to access watchlist preferences from the watchlist page. Also the redundant button to edit the watchlist has been removed. [https://www.mediawiki.org/wiki/Moderator_Tools/Watchlist]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* As part of [[mw:MediaWiki_1.44|MediaWiki 1.44]] there is now a unified built-in Notifications system that makes it easier for developers to send, manage, and customize notifications. Check out the updated documentation at [[mw:Manual:Notifications|Manual:Notifications]], information about migration in [[phab:T388663|T388663]] and details on deprecated hooks in [[phab:T389624|T389624]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.9|MediaWiki]]

'''Meetings and events'''
* [[d:Special:MyLanguage/Event:WikidataCon 2025|WikidataCon 2025]], the conference dedicated to Wikidata is now open for [https://pretalx.com/wikidatacon-2025/cfp session proposals] and for [[d:Special:RegisterForEvent/1340|registration]]. This year's event will be held online from October 31 – November 02 and will explore on the theme of &quot;Connecting People through Linked Open Data&quot;.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/28|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W28&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:05, 8 July 2025 (UTC)
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== Tech News: 2025-29 ==

&lt;section begin=&quot;technews-2025-W29&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/29|Translations]] are available.

'''Updates for editors'''
* [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Featured templates|Featured templates]], a new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed this week to all Wikimedia projects: With this feature, editors will be able to quickly access a list of templates that are likely to be useful. These templates will be displayed in a list, under the &quot;featured&quot; tab of the template discovery interface. Administrators can define the list via the Community Configuration interface. The feature fulfills a request by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Easy access Templates|through the Community Wishlist]]. [https://phabricator.wikimedia.org/T367428][https://phabricator.wikimedia.org/T392896]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the request to add Malayalam fonts in the [[oldWikisource:Special:MyLanguage/Wikisource:WS Export|Wikisource Book Export Tool]] was resolved and now, the rendering of Malayalam letters in exported Wikisource books are accurate. [https://phabricator.wikimedia.org/T374457]

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.10|MediaWiki]]

'''In depth'''
* Developers, designers, and all Wikimedians are invited to [https://phabricator.wikimedia.org/project/board/7953/ submit a project idea] for the Wikimania Hackathon 2025. Read [https://diff.wikimedia.org/2025/06/30/call-for-projects-wikimania-hackathon-2025-is-coming-to-nairobi/ this Diff blog post] for more details.

'''Meetings and events'''
* [[m:WikiIndaba conference 2025|WikiIndaba 2025]] scholarship application and program submission is open until 23:59 GMT on July 20. WikiIndaba is a regional conference for African Wikimedians both on the continent and in the diaspora to unite and grow together. Submit [https://docs.google.com/forms/d/e/1FAIpQLSdJTv68R1OPASXXDfpIl8EWiMLTM-TDwh6_5gNVvFuWccFZ2Q/viewform your scholarship application] and [https://ee.kobotoolbox.org/x/BI3omIfH program proposal] now!
* [https://br.wikimedia.org/wiki/WikiCon_Brasil_2025 WikiCon Brasil 2025] will take place on July 19-20 in Salvador, Bahia, Brazil. The Brazilian community members are encouraged to register and attend!

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W29&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:09, 14 July 2025 (UTC)
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== Tech News: 2025-30 ==

&lt;section begin=&quot;technews-2025-W30&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/30|Translations]] are available.

'''Updates for editors'''
* The Translation Suggestions feature in the [[mw:Special:MyLanguage/Content translation|Content Translation tool]] now has another level of article filters added to the &quot;[https://en.wikipedia.org/w/index.php?title=Special:ContentTranslation&amp;filter-type=automatic&amp;filter-id=previous-edits&amp;active-list=suggestions&amp;from=en&amp;to=fi#/ ... More]&quot; category. Translators who use the Suggestions feature can now select and receive article suggestions that are customized to geographical locations of their interest using the new &quot;{{int:Cx-sx-suggestions-filters-tab-regions}}&quot; filter. [https://phabricator.wikimedia.org/T113257]
* Administrators can now limit &quot;Add a Link&quot; to newcomers. The [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|&quot;Add a Link&quot;]] Structured Task [[mw:Special:MyLanguage/Growth/Constructive activation experimentation#Enwiki A/B test &amp; &quot;Add a Link&quot; Improvements (Wiki Experiences 1.2.11 &amp; 1.2.16)|helps new account holders start editing]], but some communities have requested the ability to restrict it to its intended audience: newcomers. Administrators can configure this setting within the [[Special:CommunityConfiguration/GrowthSuggestedEdits|Community Configuration]] feature.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* For AbuseFilter editors on [[phab:T392144|some wikis]], it is now possible to filter edits based on the RevertRisk score of the edit being attempted. It is only populated if the action being evaluated is an edit. For more information, please see the [[mw:Special:MyLanguage/Extension:ORES/AbuseFilter variables#What variables are available for use|ORES/AbuseFilter variables]] documentation.
* The [[mw:Special:MyLanguage/Beta Cluster|Beta Cluster]] wikis have [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/YDABPV75LADRQCXMJAFWUP256N4EQ25B/|been moved]] from &lt;code dir=ltr&gt;beta.wmflabs.org&lt;/code&gt; to &lt;code dir=ltr&gt;beta.wmcloud.org&lt;/code&gt;. Users may need to update URLs in any tools, or in their password managers. Any related issues can be [[phab:T289318|reported in the task]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.11|MediaWiki]]

'''Meetings and events'''
* [[m:Special:MyLanguage/WikiCite 2025|WikiCite 2025]] will take place from 29–31 August, both online and in-person in Bern, Switzerland. The event's goals are to reconnect communities, institutions, and individuals working with open citations, bibliographic data, and the Wikidata/Wikibase ecosystem. Registration is open and the call for proposals will be announced soon. [https://lists.wikimedia.org/hyperkitty/list/wikidata@lists.wikimedia.org/message/KQZUG3ETKLBWPBYSB2YAWZIRPWHS24TG/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/30|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W30&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:42, 21 July 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29005283 --&gt;

== Tech News: 2025-31 ==

&lt;section begin=&quot;technews-2025-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/31|Translations]] are available.

'''Weekly highlight'''
* The Community Tech team will be focusing on wishes related to Watchlists and Recent Changes pages, over the next few months. They are looking for feedback. Please [[m:Special:MyLanguage/Community Wishlist/Updates#July 24, 2025: Watchlists and Recent Changes pages|read the latest update]], and if you have ideas, please [[m:Special:MyLanguage/Community Wishlist|submit a wish]] on the topic.

'''Updates for editors'''
* The Wikimedia Commons community has decided to block [[:mw:Special:MyLanguage/Upload dialog|cross-wiki uploads]] to Wikimedia Commons, for all users without autoconfirmed rights on that wiki, starting on August 16. This is because of [[:c:Commons:Cross-wiki media upload tool/History|widespread problems]] related to files that are uploaded by newcomers. Users who are affected by this will get an error message with a link to the less restrictive UploadWizard on Commons. Please help translating the [[:c:Special:MyLanguage/MediaWiki:Abusefilter-disallowed-cross-wiki-upload|message]] or give feedback on the message text. Please also update your local help pages to explain this restriction. [https://phabricator.wikimedia.org/T370598]
* On wikis with temporary accounts enabled and Meta-Wiki, administrators may now set up a footer for the Special:Contributions pages of temporary accounts, similar to those which can be shown on IP and user-account pages. They may do it by creating the page named &lt;code dir=ltr&gt;MediaWiki:Sp-contributions-footer-temp&lt;/code&gt;. [https://phabricator.wikimedia.org/T398347]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.12|MediaWiki]]

'''Meetings and events'''
* [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the &quot;no camera&quot; icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as:
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KFEFVG/ Temporary Accounts: Enhancing privacy for our unregistered editors]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TVCVAB/ Building a Sustainable Future for Wikimedia Contributors]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/WTRQCJ/ A dozen visions for wikitext!]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/8YKKP9/ Coordinate Across Stakeholders with the Product and Technology Advisory Council]
* The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2025|MediaWiki Users and Developers Conference, Fall 2025]] will be held 28–30 October 2025 in Hanover, Germany. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W31&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:26, 29 July 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29051727 --&gt;

== Tech News: 2025-32 ==

&lt;section begin=&quot;technews-2025-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/32|Translations]] are available.

'''Updates for editors'''
* Editors can now enable the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info card]]. This feature adds an icon next to usernames on history pages and similar user-contribution log pages. When you tap or click on the icon, it displays data related to that user account such as the number of edits, reverted edits, blocks, and more. It's part of a broader project to make it easier for moderators to evaluate account trustworthiness. The feature can be enabled in [[testwiki:Special:GlobalPreferences#mw-prefsection-rendering|your global preferences]], and later this week it will be available in local preferences. [https://phabricator.wikimedia.org/T386439]
* Everybody is invited to share comments on [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative Contributions]], a project recently launched by the [[m:Special:MyLanguage/Connection Team|Connection team]]. The project aims to create a new way to display the impact of collaborative editing activities (such as edit-a-thons, backlog drives, and WikiProjects) on the wikis. Post your comments on the [[m:Talk:CampaignEvents/Collaborative contributions|project talk page]]. [https://phabricator.wikimedia.org/T378035]
* Administrators can now define the default block duration for temporary accounts. To do that, they need to create a page named &lt;code dir=ltr&gt;MediaWiki:Ipb-default-expiry-temporary-account&lt;/code&gt; and use a value defined in &lt;code dir=ltr&gt;MediaWiki:Ipboptions&lt;/code&gt;. This allows administrators to easily block temporary accounts for 90 days, which is functionally equivalent to an indefinite block. The advantage of this solution is that it does not clutter Special:BlockList. [[mw:Special:MyLanguage/Manual:Block and unblock#Default block duration options|More documentation]] is available. [https://phabricator.wikimedia.org/T398626]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Gadgets can now include &lt;code dir=ltr&gt;.vue&lt;/code&gt; files. This makes it easier to develop modern user interfaces using [[mw:Vue.js|Vue.js]], in particular using [[mw:Special:MyLanguage/Codex|Codex]], the official design system of Wikimedia. [[wmdoc:codex/latest/icons/overview.html|Codex icons]] can be loaded through the gadget definition. [[mw:Special:MyLanguage/Extension:Gadgets#Pages|The documentation]] has examples. For user scripts that use Vue.js, an [[mw:API:CodexIcons|API module]] now exists to load Codex icons. [https://phabricator.wikimedia.org/T340460][https://phabricator.wikimedia.org/T311099]
* Module developers can now use a [[mw:Help:Extension:Translate/Message Bundles/Lua reference|Lua interface]] to simplify the preparation of Lua modules for translation on Meta-Wiki. This improvement makes it easier for translators to find and edit module strings without dealing with raw Lua code. It helps prevent mistakes that could break the module during translation. Module developers and translators are invited to [[commons:File:Translatable modules video demo July 2025.webm|watch the demo video]], read more about [[mw:Special:MyLanguage/Translatable modules|translatable modules]] to understand how it works, refer to Meta-Wiki's [[m:Module:User Wikimedia project|Module:User Wikimedia project]] for example usage, and [[mw:Talk:Translatable modules|share their feedback]] on how well it addresses the challenges in their workflow. The interface still has some performance issues, so it should not be used in widely used modules yet. [https://phabricator.wikimedia.org/T359918]
* Developers of external tools that connect to Wikimedia pages must set a user-agent that complies with [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|the user-agent policy]]. This policy will start to be more strongly enforced in August because of external crawlers that are [[diffblog:2025/04/01/how-crawlers-impact-the-operations-of-the-wikimedia-projects/|overusing]] Wikimedia's resources. Tools that are hosted on Wikimedia's Toolforge or Cloud VPS will not be affected by this for now, but should still set a user-agent. [[phab:T400119|More technical details are available]], and related questions are welcome in that task.
* Parsoid Read Views is going to be rolling out to some smaller Wikipedias over the next few weeks, following the successful transition of Wikivoyages and Wiktionaries to Parsoid Read Views. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/project/profile/7694/]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.13|MediaWiki]]

'''Meetings and events'''
* [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the &quot;no camera&quot; icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as:
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/GEH9DH/ Wikimedia’s knowledge infrastructure in a changing internet: Establishing sustainable pathways for content reuse]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/7ELN9Q/ Wikifunctions is coming soon to a wiki near you!]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/ZMGVJV/ Shaping the Future of Wikipedia’s Reader Experience]
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KCKTFZ/ Making Wikipedia More Readable: What Comes Next]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W32&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 03:40, 5 August 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29083927 --&gt;

== Tech News: 2025-33 ==

&lt;section begin=&quot;technews-2025-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/33|Translations]] are available.

'''Updates for editors'''
* The WikiEditor toolbar now includes [[mw:Special:MyLanguage/Help:Extension:WikiEditor#Keyboard shortcuts|its keyboard shortcuts]] in the tooltips for its buttons. This will help to improve the discoverability of this feature. [https://phabricator.wikimedia.org/T400583]
* The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] published a set of [[m:Special:MyLanguage/Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|proposed experiments]] the Wikimedia Foundation can try to improve communication with community. Feedback on the proposals are welcomed until August 22 on [[m:Talk:Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|this talk page]].
* The search bar on the Minerva skin (mobile) has been updated to use the same type-ahead search component that is used on the Vector 2022 skin. There are no changes in search functionality but there are minor visual changes. Specifically, the close-search button has been changed from an &quot;X&quot; to a back arrow. This helps to distinguish it from the other &quot;X&quot; button that is used to clear any text. [https://phabricator.wikimedia.org/T393944]
* Editors on some wikis will see a new toggle for &quot;Group results by page&quot; on watchlist, related changes, and recent changes pages. This is [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment|an A/B experiment]] that is planned to start on August 11, and will run for 3–6 weeks on the Bengali, Chinese, Czech, French, Greek, Portuguese, and Urdu Wikipedias. The experiment will examine how making this feature more discoverable might affect editors' ability to find the edits they are looking for. [https://phabricator.wikimedia.org/T396789]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* The multiwiki datasets of [[:wikt:en:Module:Unicode data|Unicode data]] have been moved to [[c:Category:Unicode Module Datasets|Category:Unicode Module Datasets]] on Wikimedia Commons, to follow the idea of &quot;One common data source, multiple local wikis&quot;. Most wikis have been updated to use the Commons version. You can ask questions at [[c:Category talk:Unicode Module Datasets|the talkpage]]. [https://en.wiktionary.org/wiki/Module_talk:Unicode_data#Data_from_commons]
* Lua code can add warnings when something is wrong, by using the &lt;code dir=ltr&gt;mw.addWarning()&lt;/code&gt; function. It is now possible to add more than one warning, instead of new warnings replacing old ones. If you maintain a Lua module that used warnings, you should check it still works as expected. [https://phabricator.wikimedia.org/T398390]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.14|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W33&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:29, 11 August 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29106516 --&gt;

== Tech News: 2025-34 ==

&lt;section begin=&quot;technews-2025-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/34|Translations]] are available.

'''Updates for editors'''
* Later this week, people who are logged-in and have the &quot;[[mw:Special:MyLanguage/Talk pages project/Feature summary|Discussion tools]]&quot; [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] enabled will gain the ability to &quot;Thank&quot; individual comments directly from talk pages, rather than needing to navigate to page history. [[mw:Special:MyLanguage/Talk pages project/Feature summary#Comment actions|Learn more about this feature]]. [https://phabricator.wikimedia.org/T400849]
* An A/B test comparing two versions of the desktop donate link launched on testwiki on 12 August and on English Wikipedia 14 August for 0.1% of logged out users on the desktop site. The experiment will run for three weeks, ending on 12 September. [https://phabricator.wikimedia.org/T395716]
* An A/A test to measure the baseline for reader retention was launched 12 August using [[wikitech:Experimentation Lab|Experimentation Lab]]. This measures the percentage of users who revisit a wiki after their initial visit over a 14-day period. No visual changes are expected. The experiment will run through 31 August. [https://phabricator.wikimedia.org/T399227]
* Five new wikis have been created:
** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q34057|Tagalog]] ([[s:tl:|&lt;code&gt;s:tl:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T388639]
** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q36213|Madurese]] ([[s:mad:|&lt;code&gt;s:mad:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T391747]
** a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3450749|Rakhine]] ([[w:rki:|&lt;code&gt;w:rki:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T392490]
** a {{int:project-localized-name-group-wikibooks/en}} in [[d:Q13324|Minangkabau]] ([[b:min:|&lt;code&gt;b:min:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T395452]
** a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q7598268|Standard Moroccan Amazigh]] ([[wikt:zgh:|&lt;code&gt;wikt:zgh:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T399684]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:46}} community-submitted {{PLURAL:46|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.15|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W34&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:38, 19 August 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29127690 --&gt;

== Tech News: 2025-35 ==

&lt;section begin=&quot;technews-2025-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/35|Translations]] are available.

'''Updates for editors'''
* [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template authors can now use additional CSS properties, since the CSS sanitizer used by [[mw:Special:MyLanguage/Help:TemplateStyles|TemplateStyles]] was updated. For example: &lt;code&gt;width: fit-content&lt;/code&gt;; &lt;code&gt;ruby-align&lt;/code&gt;; relative units such as &lt;code&gt;lh&lt;/code&gt;; and custom strings in &lt;code&gt;list-style-type&lt;/code&gt;. These improvements are a [[m:Special:MyLanguage/Community Wishlist/Wishes/Allow use of modern CSS in templates by updating the TemplateStyles CSS sanitizer|Community Wishlist wish]]. [https://phabricator.wikimedia.org/T271958][https://phabricator.wikimedia.org/T277755][https://phabricator.wikimedia.org/T293633][https://phabricator.wikimedia.org/T295088][https://phabricator.wikimedia.org/T326906][https://phabricator.wikimedia.org/T340057][https://phabricator.wikimedia.org/T360725][https://phabricator.wikimedia.org/T371809][https://phabricator.wikimedia.org/T375344][https://phabricator.wikimedia.org/T394619]
* On large wikis, the default time period to display edits from, within the Special:RecentChanges page, has been changed from 7 days to 1 day. This is part of a performance improvement project. This should have no user-facing impact due to the quantity of edits on these wikis. [https://phabricator.wikimedia.org/T399455]
* Administrators can now access the [[{{#special:BlockedExternalDomains}}]] page from the [[{{#special:CommunityConfiguration}}]] list page. This makes it easier to find. [https://phabricator.wikimedia.org/T393240]
* Wikimedia Commons videos were not shown in the Videos tab in Google Search. The problem was investigated and reported to Google who have now fixed the issue. [https://phabricator.wikimedia.org/T396168][https://meta.wikimedia.org/wiki/Community_Wishlist/Wishes/Do_something_about_Google_%26_DuckDuckGo_search_not_indexing_media_files_and_categories_on_Commons] 
* One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33014|Betawi]] ([[wikt:bew:|&lt;code&gt;wikt:bew:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T402130]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:39}} community-submitted {{PLURAL:39|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Two fields of the [[mw:Special:MyLanguage/Manual:Recentchanges table|recentchanges database table]] are being removed. &lt;code&gt;rc_new&lt;/code&gt; and &lt;code&gt;rc_type&lt;/code&gt; are being removed in favor of &lt;code&gt;rc_source&lt;/code&gt;. Queries to these older fields will start to fail starting this week and developers should use &lt;code&gt;rc_source&lt;/code&gt; instead. These older fields were deprecated over 10 years ago and should not be in use. This is part of work to improve the performance and stability of queries to the recentchanges table. [https://phabricator.wikimedia.org/T400696] 
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.16|MediaWiki]]

'''In depth'''
* The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/July|Language and Internationalization Newsletter]] is now available. This edition includes: support for new languages in MediaWiki and translatewiki; the start of the Language Onboarding and Development project to help support the growth of new and small wikis; updates on research projects; and more.

'''Meetings and events'''
* The next [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Community meetings#29 August 2025|Language Community Meeting]] is happening soon, August 29th at [https://zonestamp.toolforge.org/1756479600 15:00 UTC]. This week's meeting will cover: the Avro keyboard developers from Wikimedia Bangladesh, who were recently awarded a national award for their contributions to this keyboard; and other topics. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W35&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 00:12, 26 August 2025 (UTC)
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== Tech News: 2025-36 ==

&lt;section begin=&quot;technews-2025-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/36|Translations]] are available.

'''Weekly highlight'''
* The Editing team wants to compile a list of templates, jargon terms, and policies used in edit summaries when a copyright violation is removed. This will help them identify the number of edits reverted due to copyright issues. We invite community members from the following Wikis to list these terms in [[Phab:T402601|T402601]], or to share their list with [[User:Trizek (WMF)|Trizek_(WMF)]]: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-plwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}. This project is open until September 9th 2025.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled for all Wikisources. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Connection Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the Deployment information page. [https://meta.wikimedia.org/wiki/CampaignEvents/Deployment_status#How_to_Request_the_CampaignEvents_Extension_for_your_wiki]
* The lists in the footer of the editing interface, such as &quot;Templates used on this page,&quot; will now be organized into columns when there is enough space. This enhancement minimizes scrolling when editing lengthy articles on Wikipedia. [https://phabricator.wikimedia.org/T401066]
* On September 3rd, 2025 we will increase the sampling percentages of our [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment#Scope of the experiment|group by toggle experiment]] of the &lt;code&gt;Special:RecentChanges&lt;/code&gt;, &lt;code&gt;Special:Watchlist&lt;/code&gt;, and &lt;code&gt;Special:RelatedChanges&lt;/code&gt; pages on the Chinese, French, and Portuguese Wikipedias to 100 percent, allowing more editors to be part of this experiment. This adjustment is intended to ensure we have sufficient data to make informed decisions when evaluating the experiment results. [https://phabricator.wikimedia.org/T402958][https://phabricator.wikimedia.org/T396789]
* Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading on English Wikipedia beginning the week of September 22. The feature will be available on both desktop and mobile. All non-English wikis received this change in June and July. The goal is to make it easier for users to find articles. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.17|MediaWiki]]

'''In depth'''
* Wikifunctions now has a new capability called &quot;lightweight enumeration types&quot;, an enumeration type is simply a fixed set of values that's in the type's definition. This capability makes it quick and easy to define such a type, and allows for the reuse of values that are already present in Wikidata. Here is [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-07-19|a newsletter]] to learn more.
* The latest [[mw:Special:MyLanguage/Readers/Newsletter updates#August 2025: Newsletter #1|Readers Newsletter]] is now available. This edition includes: the formation of two new teams — Reader Growth and Reader Experience; insights into declining pageviews and account creations; highlights from the Wikimania Nairobi panel on improving the reading experience; upcoming experiments to engage new and existing readers; and more.

'''Meetings and events'''
* Spotlight on some Wikimania 2025 Sessions:
** Identifying AI-generated text by searching for ISBNs whose checksums fail: Mathias Schindler of WMDE [https://www.youtube.com/watch?v=Dw9o8Lsl974&amp;t=15910s shared tools to help communities search for these].
** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TCHZKH/ La durabilité du mouvement Wikimedia face aux défis actuels et futurs]: This session explored how Wikimedia can stay a trusted source of knowledge in the age of generative AI, information overload, and disinformation.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W36&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:50, 1 September 2025 (UTC)
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== Tech News: 2025-37 ==

&lt;section begin=&quot;technews-2025-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/37|Translations]] are available.

'''Weekly highlight'''
* The Editing team is working on a new check: [[mw:Special:MyLanguage/Paste check|Paste check]]. This check informs newcomers who paste text into Wikipedia that the content might not be accepted. This check is an effort to increase the likelihood that the new content people are adding to Wikipedia is aligned with the Movement's commitment to offering information under a free content license. This check will soon be tested at a few wikis. If your community is interested in this test, please [[phab:T403680|tell us in this task]], or [[mw:Talk:Edit check|contact the team]].

'''Updates for editors'''
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this week, users of the &quot;{{int:codemirror-beta-feature-title}}&quot; [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will be able to use a [[w:en:Lint (software)|linting tool]] to see errors or other potential problems in wikitext in real time. See the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|help page for more information]]. [https://phabricator.wikimedia.org/T381577]
* [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] When browsing a wiki (like &lt;code dir=ltr&gt;en.wikipedia.org&lt;/code&gt;), the software responds in one of two ways: a desktop page, or a redirect to a mobile version on an &quot;m&quot; domain (like &lt;code dir=ltr&gt;en.m.wikipedia.org&lt;/code&gt;). Over the next three weeks, MediaWiki will start displaying the mobile version to mobile devices directly on the standard domain, without this redirect. This change does not affect existing m-dot URLs, or the &quot;Desktop view&quot; opt-out. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998]
* When an edit changes the categories of a page, the changes to the category membership counts are now happening asynchronously. This improves the speed of saving edits, especially when moving many pages to or from the same category, and reduces the risk of site outages, but it means that the counts can show outdated information for a few minutes. [https://phabricator.wikimedia.org/T365303] 
* Edits on Wikidata to qualifiers (properties and values) and references (properties and values) in a Wikidata item statement will now not add entries to the RecentChanges or Watchlist pages on all other Wikis. This is a temporary change to improve performance while other solutions are created. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: Turn off (temporarily) Qualifiers and References Wikidata edits to the Recent Changes tables|Learn more]]. [https://phabricator.wikimedia.org/T401286][https://phabricator.wikimedia.org/T400698]
* Japanese-language wikis have had a major upgrade to the way that search works. The new search should generally give more accurate and more relevant search results. [https://phabricator.wikimedia.org/T318269]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.18|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W37&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 01:14, 9 September 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29238161 --&gt;

== Tech News: 2025-38 ==

&lt;section begin=&quot;technews-2025-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/38|Translations]] are available.

'''Updates for editors'''
* References lists that are made using the &lt;code dir=ltr&gt;&lt;nowiki&gt;&lt;references/&gt;&lt;/nowiki&gt;&lt;/code&gt; [[mw:Special:MyLanguage/Help:Cite#references-tag|tag]] will now automatically display with columns in Vector 2022 when readers are using its 'standard' settings for text-size and page-width. [https://phabricator.wikimedia.org/T334941]
* Starting in the week of October 6, on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small wikis]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] that have the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled, all autoconfirmed users will be able to use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] as an organizer. No changes will be made for [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/large.dblist|large wikis]] unless requested in Phabricator. This change is being made to make it easier for more people to use Event Registration, especially on wikis that are less likely to have policies related to the Event Organizer right. [[m:Special:MyLanguage/CampaignEvents/Proposal to grant autoconfirmed users on small and medium wikis the organizer access to the event registration tool|Learn more]].
* Users that search using regular expressions (regex) can now use additional features including:
** for the &lt;code dir=ltr&gt;intitle:&lt;/code&gt; keyword: [[mw:Special:MyLanguage/Help:CirrusSearch#Metacharacters|metacharacters]] for start-of-line (&lt;code dir=ltr&gt;^&lt;/code&gt;) and end-of-line (&lt;code dir=ltr&gt;$&lt;/code&gt;) anchors [https://phabricator.wikimedia.org/T317599]
** for both &lt;code dir=ltr&gt;intitle:&lt;/code&gt; and &lt;code dir=ltr&gt;insource:&lt;/code&gt; keywords: shorthand [[mw:Special:MyLanguage/Help:CirrusSearch#Character_Classes|character classes]] for digits (&lt;code dir=ltr&gt;\d&lt;/code&gt;), whitespace (&lt;code dir=ltr&gt;\s&lt;/code&gt;), and word characters (&lt;code dir=ltr&gt;\w&lt;/code&gt;); and [[mw:Special:MyLanguage/Help:CirrusSearch#Escape codes|escape codes]] for line feed (&lt;code dir=ltr&gt;\r&lt;/code&gt;), newline (&lt;code dir=ltr&gt;\n&lt;/code&gt;), tab (&lt;code dir=ltr&gt;\t&lt;/code&gt;), and unicode (e.g. &lt;code dir=ltr&gt;\uHHHH&lt;/code&gt;). [https://phabricator.wikimedia.org/T403212]
* When you search for text that looks like an IP, the system will now show search results. It used to take you to the contributions for that IP instead of showing search results. [https://phabricator.wikimedia.org/T306325]
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on September 24. This is planned at [https://zonestamp.toolforge.org/1758726000 15:00 UTC]. This is for the datacenter server switchover backup tests which happen twice a year. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that affected users who used the page-tabs to switch from wikitext editing of a section into the visualeditor. [https://phabricator.wikimedia.org/T401043]

'''Updates for technical contributors'''
* The MediaWiki Interfaces team is redesigning the Wikimedia REST API Sandbox with Codex. If you have feedback on improvements for the API documentation or what makes developer experiences smooth (or frustrating), you’re invited to [https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ2aZzbXeQvjOF7gB1fJXiwAYemQjKf4sXNaRODPA7_obFyNBwkzNkoVCoTF-aeov89kIjXHbCQm join an upcoming discovery interview], or [[mw:MediaWiki Interfaces Team/Developer Feedback/Wikimedia Web APIs|leave feedback onwiki]]. [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/C4FBAOA57PH6G5ORVMAUF5TGYBLZDU5Q/|Learn more]].
* Edits to Wikidata aliases (an alternative name for an item or a property) will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: More granular Alias tracking|Learn more]]. [https://phabricator.wikimedia.org/T401288]
* The new [https://www.unicode.org/versions/Unicode17.0.0/ Unicode 17.0] version has been released. The [[:c:Category:Unicode Module Datasets|datasets on Commons]] for the [[:d:Q39301585|Module:Unicode data]] have been updated. Wikipedias that do not use the Commons datasets should either update their own data or switch to the Commons datasets.
* Users of the [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] Structured Contents endpoints can now access [https://enterprise.wikimedia.com/blog/parsed-wikipedia-tables/ Parsed Tables]. The new Parsed Tables feature extracts and represents Wikipedia tables in structured JSON. This improves machine accessibility as part of the [https://enterprise.wikimedia.com/api/structured-contents/ Structured Contents initiative]. Structured Contents output is freely available through the [https://enterprise.wikimedia.com/docs/on-demand/#article-structured-contents-beta On-demand API], or through Wikimedia Cloud Services. 
* A [https://www.kaggle.com/datasets/wikimedia-foundation/english-wikipedia-people-dataset dataset of English Wikipedia biographical information] from [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has been published on Kaggle, for evaluation and research. This provides structured data from more than 1.5 million biographies, including birth and death dates, education, affiliations, careers, awards, and more (from a June 2024 snapshot).
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.19|MediaWiki]]

'''Meetings and events'''
* [[wmania:Special:MyLanguage/2026:Scholarships|Scholarship applications]] for Wikimania 2026 in Paris, France, are open until October 31.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W38&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:07, 15 September 2025 (UTC)
&lt;!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29263921 --&gt;

== Tech News: 2025-39 ==

&lt;section begin=&quot;technews-2025-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/39|Translations]] are available.

'''Weekly highlight'''
* [https://zonestamp.toolforge.org/1758726000 On September 24th at 15:00 UTC], all Wikimedia sites users will experience a brief read-only period due to a scheduled [[m:Special:MyLanguage/Tech/Server switch|datacenter server switchover]]. The Wikimedia Foundation's Site Reliability Engineering (SRE) team will redirect all traffic from one primary server to its backup. You can listen to the switchover using the [http://listen.hatnote.com/ &quot;Listen to Wikipedia&quot;] tool, where you will hear edits stop for a few minutes during the read-only phase, then resume. This twice-yearly datacenter server switchover ensures reliability by testing the backup datacenter, so that our sites can stay online even if the primary datacenter fails. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the process on the Diff blog]].

'''Updates for editors'''
* Editors of [[f:Special:Mylanguage/Wikifunctions:Status updates/2025-09-12#Next round of Wiktionaries to receive embedded Wikifunctions calls|60 more Wiktionaries]] will soon be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them into their pages. A function takes one or more inputs and transforms them into a desired output, like adding numbers, converting miles to meters, calculating elapsed time, or declining a word into a case. They will join the other [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-29#Wikifunctions available on 65 Wiktionaries|65 Wiktionary language editions]], which already have access to embedded Wikifunctions calls. Later this year, plans are in place to expand to more Wiktionaries and the Incubator.
* A new [[mw:Special:MyLanguage/Help:Magic words#Technical metadata of another page|parser function]] has been added: &lt;code&gt;&lt;nowiki&gt;{{#contentmodel}}&lt;/nowiki&gt;&lt;/code&gt;. Template editors and admins can use it to get the localized or canonical name of the [[mw:Special:MyLanguage/Help:ChangeContentModel|content model]] of a specific page. The function makes it easier to create and edit system messages, such as ''MediaWiki:editinginterface'', even when you switch types of pages, like wiki, JavaScript, CSS or JSON page. [https://phabricator.wikimedia.org/T328254]
* Adding or editing a &lt;code&gt;DISPLAYTITLE&lt;/code&gt; for an article using VisualEditor will no longer be broken. Editors who use VisualEditor mode to modify the &lt;code&gt;&lt;nowiki&gt;{{DISPLAYTITLE}}&lt;/nowiki&gt;&lt;/code&gt; would no longer have the literal text &quot;DISPLAYTITLE&quot; or its localized variant added to their articles. A list of pages that may have been affected and might need cleanup is documented in [[phab:P83438|this ticket]]. 
* Beta users of the Wikipedia Android app can now try the redesigned [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Activity Tab Experiment|Activity tab]], which replaces the Edits tab. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.20|MediaWiki]]

'''In depth'''
* Wikifunctions users can now import many essential facts involving [[f:Special:MyLanguage/Z6011|geo-coordinates]], [[f:Special:MyLanguage/Z6010|quantities]] and [[f:Special:MyLanguage/Z6064|time]] values from Wikidata. This is made possible by the creation of Wikifunctions types for these values, which makes them available for use by functions in Wikifunctions. Learn more about how this works in [[c:File:ImportingWikidataDatatypesIntoWikifunctions.webm|this video]] and Wikifunctions' [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-01#News in Types I: Wikidata quantity|August 1 newsletter]] (for quantities) and [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-22#News in Types: Wikidata geo-coordinate|August 22 newsletter]] (for geo-coordinates).

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 22:55, 22 September 2025 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29305556 --&gt;

== Tech News: 2025-40 ==

&lt;section begin=&quot;technews-2025-W40&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/40|Translations]] are available.

'''Weekly highlight'''
* A major software upgrade has been made to [[phab:|Phabricator]]. The update introduces performance improvements, a refreshed search interface, enhancements to Maniphest task search, updates to user profile pages and project workboards, new Herald automation features, as well as general text input, mobile experience improvements and more. [https://phabricator.wikimedia.org/phame/post/view/321/iterative_improvements_september_2025/]

'''Updates for editors'''
* The Community Tech team will release the new Community Wishlist extension on October 1, that will improve the way wishes will be submitted. The new extension will allow users to add tags to their wishes to better categorise them, and (in a future iteration) to filter them by status, tags and focus areas. It will also be possible to support individual wishes again, as requested by the community in many instances. The old system will be retired. There will be a brief period of downtime while the extension is deployed and wishes are migrated to the new system. You can read more about this [[:m:Special:MyLanguage/Community Wishlist/Updates|in the latest update]] or you can consult the [[:mw:Special:MyLanguage/Help:Extension:CommunityRequests|current documentation on MediaWiki]].
* As announced [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|on Diff blog]], the production trial of the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|hCaptcha]] service for bot detection has begun. The trial is currently using hCaptcha to protect account creation on Chinese, Persian, Portuguese, Indonesian, Japanese, and Turkish Wikipedias, where it will replace our existing [[mw:Special:MyLanguage/Extension:ConfirmEdit#FancyCaptcha|CAPTCHA]] (FancyCaptcha). The goal with the trial is to better block bots while also improving usability and accessibility for users who encounter CAPTCHA challenges.
* The [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents]] extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|deployed]] to Wikimedia Commons. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. On Commons, anyone who is a registered user can use it as an event participant. To use it as an organizer, someone needs to have the [[c:Special:MyLanguage/Commons:Event organizers|event organizer right]].
* [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to German Wikipedia. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|test the feature]] on testwiki or [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing on betawiki] as well. Please share your thoughts on [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Templates used in sub-references|using templates in sub-references]] or [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|volunteer to become a pilot wiki]].
* On wikis using the [[mw:Special:MyLanguage/Help:Growth/Mentorship|Mentorship]] system, communities can now opt experienced editors out of Mentorship through [[{{#special:CommunityConfiguration/Mentorship}}]]. Within this setting, communities may define thresholds, based on edit count and account age, to decide when an editor is considered experienced enough to no longer receive Mentorship. [https://phabricator.wikimedia.org/T403563]
* The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Special:MyLanguage/Edit check/Tone Check|Tone check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Tone language model for the following languages: Arabic, Czech, German, Hebrew, Indonesian, Dutch, Polish, Russian, Turkish, Chinese, Farsi, Italian, Norwegian, Romanian and Latvian. Users from these wikis interested in reviewing this model are [[mw:Special:MyLanguage/Edit_check/Tone_Check/Model_evaluation|invited to sign up at MediaWiki.org]]. The deadline to sign up is on October 3, which will be the start date of the test.
* The rollout of [[:mw:Special:MyLanguage/Help:Manage blocks|multiblocks]] had the side effect that non-active block logs may have been shown on {{#special:Contributions}} and on blocked users' user and user_talk pages. This issue will be fully resolved in a few days. As part of the fix, [{{fullurl:Special:Allmessages|prefix=sp-contributions-blocked-notice}} messages prefixed with &lt;code&gt;sp-contributions-blocked-notice&lt;/code&gt;] will be removed and replaced with [{{fullurl:Special:Allmessages|prefix=blocked-notice-logextract}} those prefixed with &lt;code&gt;blocked-notice-logextract&lt;/code&gt;] in a few weeks. Please help translate the new messages and update any local overrides if needed.
* There was a bug with links added using visual editor if they included characters such as &lt;code dir=ltr&gt;&lt;nowiki&gt;[ ] |&lt;/nowiki&gt;&lt;/code&gt; after the fragment identifier (&lt;code&gt;&lt;nowiki&gt;#&lt;/nowiki&gt;&lt;/code&gt;). They were not encoded properly creating an incorrect link. This has been fixed. [https://phabricator.wikimedia.org/T404823]
* One new wiki has been created: a {{int:project-localized-name-group-wikiquote/en}} in [[d:Q9237|Malay]] ([[q:ms:|&lt;code&gt;q:ms:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T404698]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info Card]] now displays currently active global lock/blocks. [https://phabricator.wikimedia.org/T401128]

'''Updates for technical contributors'''
* Later this week, editors using Lua modules will be able to use the &lt;code&gt;[[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.title.newBatch|mw.title.newBatch]]&lt;/code&gt; function to look up the existence of up to 25 pages at once, in a way that only increases the [[mw:Special:MyLanguage/Manual:Parser functions#Expensive parser functions|expensive function]] count once.
* A new [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Unsupported Tools Working Group]] has been formed as part of ongoing efforts to collectively determine technical work priorities, similar to the [[m:Special:MyLanguage/Product and Technology Advisory Council|Product &amp; Technology Advisory Council]] (PTAC). The working group will help prioritize and review requests for support of unmaintained extensions, gadgets, bots, and tools. For the first cycle, the group will be prioritizing an unsupported Wikimedia Commons tool.
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.21|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/40|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W40&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:52, 29 September 2025 (UTC)
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== Tech News: 2025-41 ==

&lt;section begin=&quot;technews-2025-W41&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/41|Translations]] are available.

'''Weekly highlight'''
* [[mw:Special:MyLanguage/Help:Edit check#paste|Paste Check]] is a new Edit Check feature to help avoid and fight copyright violations. When editors paste text into an article, Paste Check prompts them to confirm the origin and licensing of the content. Starting Wednesday, 8 October, [[phab:T403680|22 wikis will test Paste Check]]. Paste Check will help new volunteers understand and follow the policies and guidelines necessary to make constructive contributions to Wikipedia projects.
'''Updates for editors'''
* Mobile devices will receive mobile articles directly on the standard domain (like &lt;code&gt;en.wikipedia.org&lt;/code&gt;), instead of via a redirect to an &quot;m&quot; domain (like &lt;code&gt;en.m.wikipedia.org&lt;/code&gt;). This change improves performance. This week it will be enabled on Wikipedias. The existing mobile URLs and the &quot;Desktop view&quot; opt-out remain available. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998]
* New [[mw:Special:MyLanguage/Help:CirrusSearch#creationdate and lasteditdate|date filters]], &lt;code dir=ltr&gt;creationdate:&lt;/code&gt; and &lt;code dir=ltr&gt;lasteditdate:&lt;/code&gt;, are now available in the wiki search engine. This allows users to filter search results by a page's first or last revision date. The filters support comparison operators (e.g. &lt;code dir=ltr&gt;&gt;2024&lt;/code&gt;) and relative dates (e.g. &lt;code dir=ltr&gt;today-1d&lt;/code&gt;), making it easier to find recently updated content or pages within specific age ranges. [https://phabricator.wikimedia.org/T403593]
* [[f:|Wikifunctions]] now supports rich text in embedded calls across the 150 wikis where it's enabled. To showcase this, the team created a [[f:Z26333|Latin declination table]] that Wiktionary editors can use to automatically generate noun forms, producing clear, formatted results — see an [[f:Wikifunctions:Embedded function calls/Wiktionary tables demonstration|example output]]. If you need any help or have any feedback, please [[f:Wikifunctions:Project chat|contact the Wikifunctions Team]]. [https://phabricator.wikimedia.org/T397402]
* An edit link will now appear inside the categories box on article pages for logged in users, which will directly launch the VisualEditor category dialog. [https://phabricator.wikimedia.org/T291691]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a problem downloading pdf files last week and that has been resolved. [https://phabricator.wikimedia.org/T405957]
'''Updates for technical contributors'''
* The field &lt;code dir=ltr&gt;rev_sha1&lt;/code&gt; in the revision database table is being removed in favor of &lt;code dir=ltr&gt;content_sha1&lt;/code&gt; in the content database table. See [https://lists.wikimedia.org/hyperkitty/list/cloud@lists.wikimedia.org/thread/2D2M3SP4WHR6BXXKTZ2PBLZQYR3EGQVR/ the announcement] for more information.
* The [[mw:Special:MyLanguage/Reading/Web|Reader Experience team]] will roll out [[w:en:Light-on-dark color scheme|Dark Mode]] user interface on all Wikimedia sites on October 29, 2025. All anonymous users of Wikimedia sites will have the option to activate a color scheme that features light-colored text on a dark background. This is designed to provide a more comfortable reading experience, especially in low-light situations. Template authors and technical contributors are encouraged to [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|learn how to make pages ready for Dark mode]] and address any compatibility issues found in templates in their wiki before the enablement. Please contact the Web team for questions or any support on [[mw:Talk:Reading/Web/Accessibility for reading#|this talk page]] before the enablement. [https://phabricator.wikimedia.org/T395628]
* Starting on Monday, October 6, API endpoints under the &lt;code&gt;rest.php&lt;/code&gt; path will be rerouted through a new internal API Gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. [https://phabricator.wikimedia.org/T400130]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.22|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/41|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W41&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:23, 6 October 2025 (UTC)
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== Tech News: 2025-42 ==

&lt;section begin=&quot;technews-2025-W42&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/42|Translations]] are available.

'''Weekly highlight'''
* Last week, improvements to account security and two-factor authentication (2FA) features were enabled across all wikis. These changes include user interface improvements for [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity], the support of multiple 2FA methods via authenticator apps and portable security keys (previously users could only enable one method), and a new Recovery Codes module which facilitates fewer account lockouts due to lost two-factor apps and devices. As part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project, work is continuing through the rest of 2025 on further user experience improvements, and support for passkeys as an alternate second factor. 

'''Updates for editors'''

* Another part of the Account security project is making 2FA generally available to all users. Along with editors with advanced privileges, such as administrators and bureaucrats, 40% of editors now have access to 2FA. You can check if you have access at [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity]. Instructions for activation are on the linked page. The plan is to continue increasing availability if it is determined that the user support capabilities are able to support global usage. [https://phabricator.wikimedia.org/T400579]
* This week, users at wikis where talk page [[mw:Special:MyLanguage/Talk pages project/Usability|Usability Improvements]] are already available by default (everywhere ''except'' the 12 wikis listed in [[phab:T379264|T379264]]) will gain the ability to Thank a comment directly from the talk page it appears on. Before this change, Thanking could only be done by visiting the revision history of the talk page. You can [[diffblog:2025/10/13/revolutionizing-gratitude-a-new-era-of-thanking-comments/|learn more about this change]]. [https://phabricator.wikimedia.org/T366095]
* Users who have not [[Special:Preferences#mw-prefsection-personal-email|verified their email address]] will soon be receiving monthly Notification reminders to do so. This is because users who have verified their email can more easily recover their account. These reminders will not be sent if the user is inactive or removes the unverified email from their account. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Email_confirmation][https://phabricator.wikimedia.org/T58074]
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a fix was made for an occasional error with saving translated paragraphs in the Content Translation tool, and the related error messages are now easier to see. [https://phabricator.wikimedia.org/T376531]

'''Updates for technical contributors'''

* The Unsupported Tools Working Group has chosen [[c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] as the first tool for its pilot cycle. The group will explore ways to improve and sustain the tool over the coming months. [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Learn more on Meta]].
* [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.23|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/42|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W42&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:59, 13 October 2025 (UTC)
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== Tech News: 2025-43 ==

&lt;section begin=&quot;technews-2025-W43&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/43|Translations]] are available.

'''Updates for editors'''
* To optimize how user data is stored in our databases, the saved preferences of users who haven't logged in for over five years and have fewer than 100 edits will be cleared. When those users return, default settings will apply. [https://phabricator.wikimedia.org/T406724]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a broken link from the GlobalContributions interface message to the XTools GlobalContributions page which has now been fixed. [https://phabricator.wikimedia.org/T406415]

'''Updates for technical contributors'''
* The work to reroute all traffic to API endpoints under the &lt;code dir=ltr&gt;&lt;nowiki&gt;rest.php&lt;/nowiki&gt;&lt;/code&gt; route through a common API gateway is now complete. If any issues are observed, please file a phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]].
* Edits to Wikidata references or qualifiers will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [https://phabricator.wikimedia.org/T401290]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.24|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/43|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W43&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:36, 20 October 2025 (UTC)
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== Tech News: 2025-44 ==

&lt;section begin=&quot;technews-2025-W44&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/44|Translations]] are available.

'''Updates for editors'''
* The Wikipedia iOS app has launched an A/B/C test of improvements made to the tabbed browsing feature for select regions and languages. The test, named “More dynamic tabs”, explores new tab experiences and includes “Did you know” and “Because you read” article recommendations. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)/New Tab Experience and Recommendations Experiment|read more on the project page]].
* Autoconfirmed users on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] with the CampaignEvents extension can now use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] without the Event Organizer right. This feature lets organizers enable registration, manage participants, and lets users register with one click instead of signing event pages.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue of flashing colors when holding or pressing the arrow keys under the dark mode settings in Vector 2022 has been fixed. [https://phabricator.wikimedia.org/T402285]

'''Updates for technical contributors'''

* The CampaignEvents extension will be deployed to all remaining wikis during the week of 17 November 2025. The extension currently includes three features: Event Registration, Collaboration List, and Invitation List. For this rollout, Invitation List will not be enabled on Wikifunctions and MediaWiki unless requested by those communities. [[m:Special:MyLanguage/CampaignEvents/Deployment status|Visit the deployment page to learn more]].
* The SwaggerUI-based REST sandbox experience is now live on all wiki projects. The sandbox can be accessed through the [[{{#special:RestSandbox}}]] page. Please report any issues to the MediaWiki Interfaces team board, or join the discussion on the [[mw:Special:MyLanguage/MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|project launch]] page. [https://phabricator.wikimedia.org/project/board/6931/]
* Transform endpoints with a trailing slash path in the MediaWiki REST API are now marked as deprecated. They will remain functional during this time, but removal is expected by the end of January 2026. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found and tested using the [https://test.wikipedia.org/w/index.php?api=mw-extra&amp;title=Special%3ARestSandbox REST Sandbox]. See the [[mw:API/Deprecation|MediaWiki REST API Deprecation]] page for more detailed information about the API deprecation policies and procedures.
* A dedicated [[mw:API:REST API/Changelog|changelog now exists for the MediaWiki REST API]]. The changelog provides an overview of these changes, making it easier for developers to keep track of improvements and iterations. Announcements will also continue to flow through the standard communication channels, including Tech News and email distribution lists, but can now be more easily referenced from a central location. If you have feedback about the style, structure, or content of this changelog, please [[mw:API talk:REST API/Changelog|join the discussion]].
* Administrators can delete the tracking category which was previously added by the JsonConfig extension, as it is no longer used. See the categories linked from [[d:Q130635582#sitelinks-wikipedia|Q130635582]]. It is OK if there are still pages listed in the category as that is just a caching issue, and they will be automatically cleared out the next time each page is edited. [https://phabricator.wikimedia.org/T378352]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.25|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/44|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W44&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:31, 27 October 2025 (UTC)
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== Tech News: 2025-45 ==

&lt;section begin=&quot;technews-2025-W45&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/45|Translations]] are available.

'''Updates for editors'''
* Administrators will now find that [[{{#special:MergeHistory}}]] is now significantly more flexible about what it can merge. It can now merge sections taken from the middle of the history of the source (rather than only the start) and insert revisions anywhere in the history of the destination page (rather than only the start). [https://phabricator.wikimedia.org/T382958]
* For users with &quot;{{int:discussiontools-preference-autotopicsub}}&quot; [[Special:Preferences#mw-prefsection-editing|enabled in their preferences]], starting a new topic or adding a reply to an existing topic will now subscribe them to replies to that topic. Previously, this would only happen if the DiscussionTools &quot;{{int:Skin-action-addsection}}&quot; or &quot;{{int:Discussiontools-replybutton}}&quot; widgets were used. When DiscussionTools was originally launched existing accounts were not opted in to automatic topic subscriptions, so this change should primarily affect newer accounts and users who have deliberately changed their preferences since that time. [https://phabricator.wikimedia.org/T290778]
* Scribunto modules can now be used to [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#SVG library|generate SVG images]]. This can be used to build charts, graphics and other visualizations dynamically through Lua, reducing the need to compose them externally and upload them as files. [https://phabricator.wikimedia.org/T405861]
* Wikimedia sites now provide all anonymous users with the option to enable a dark mode color scheme, featuring light-colored text on a dark background. This enhancement aims to deliver a more enjoyable reading experience, especially in dimly lit environments.  [https://phabricator.wikimedia.org/T395628]
* Users with large watchlists have long faced timeouts when editing [[Special:EditWatchlist|Special:EditWatchlist]]. The page now loads entries in smaller sections instead of all at once due to a paging update, allowing everyone to edit their watchlists smoothly. As part of the database update, sorting by expiry has been removed because it was over 100× slower than sorting by title. A [https://meta.wikimedia.org/wiki/Community_Wishlist/W454 community wish] has been created to explore alternative ways to restore sort-by-expiry. If this feature is important to you, please support the wish! [https://phabricator.wikimedia.org/T41510]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the fixing of the persisting highlighting when using VisualEditor find and replace during a query. [https://phabricator.wikimedia.org/T407318]
'''Updates for technical contributors'''
* Since 2019 the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]] at https://w.wiki is available for all Wikimedia wikis to create short links to articles, permalinks, diffs, etc. It is available in the sidebar as &quot;Get shortened URL&quot;. There are 30 wikis that also install an older &quot;ShortUrl&quot; extension. The old extension will soon be removed. This means &lt;code&gt;/s/&lt;/code&gt; URLs will not be advertised under article titles via HTML &lt;code dir=ltr&gt;class=&quot;title-shortlink&quot;&lt;/code&gt;. The &lt;code&gt;/s/&lt;/code&gt; URLs will keep working. [https://phabricator.wikimedia.org/T107188]
* On Thursday, October 30, the [[:mw:Special:MyLanguage/MediaWiki Interfaces Team|MediaWiki Interfaces]] and [[:mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Service Operations]] teams began rerouting Action API traffic through a common API gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [https://phabricator.wikimedia.org/tag/serviceops/ Service Ops team] board.
* MediaWiki Train deployments will pause for the final two weeks of 2025: 22 December and 29 December. Backport windows will also pause between Monday, 22 December 2025 and Thursday, 2 January 2026. A backport window is a scheduled time to add things like bug fixes and configuration changes. There are seven deployment trains remaining for 2025. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SMWTEAES4SDLDUSK4HMWNBSKNCXZAWYN/]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.26|MediaWiki]]

'''In depth'''
* In 2025, the Wikimedia Foundation reported that AI systems and search engines increasingly use Wikipedia content without driving users to the site, contributing to an 8% drop in human pageviews compared to 2024. After detecting bots disguised as humans, Wikimedia updated its traffic data to reflect this shift. Read more about current user trends on Wikipedia in [[diffblog:2025/10/17/new-user-trends-on-wikipedia/|a Diff blog post]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/45|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W45&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:34, 3 November 2025 (UTC)
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== Tech News: 2025-46 ==

&lt;section begin=&quot;technews-2025-W46&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/46|Translations]] are available.

'''Updates for editors'''
[[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]]
* Starting November 12, users will see a change in the [[m:Special:MyLanguage/Talk pages project/Feature summary#Usability improvements|appearance of talk pages]] on [[Phab:T379264|some Wikipedias]]. Almost [[phab:T392121|all wikis]] have received this design change; [[phab:T409297|English Wikipedia]] will get these changes later. You can read more [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. Users can opt out of these changes [[Special:Preferences#mw-prefsection-editing|in their user preferences]] in &quot;{{int:discussiontools-preference-visualenhancements}}&quot;. [https://phabricator.wikimedia.org/T379264]
* MediaWiki can now display a [[mw:Special:MyLanguage/Help:Protection indicators|page indicator]] automatically while a page is protected. This feature is disabled by default. It can be enabled by [[m:Special:MyLanguage/Requesting wiki configuration changes|community request]]. [https://phabricator.wikimedia.org/T12347]
* Using the &quot;{{int:showpreview}}&quot; or &quot;{{int:showdiff}}&quot; buttons in the wikitext editor will now carry over certain URL parameters like '[[mw:Special:MyLanguage/Manual:Parameters to index.php#useskin|useskin]]', '[[mw:Special:MyLanguage/Manual:Parameters to index.php#uselang|uselang]]' and '[[mw:Special:MyLanguage/Help:Section#Editing sections|section]]'. This update also fixes an issue where, if the browser crashed while previewing an edit to a single section, saving this edit could overwrite the entire page with just that section’s content. [https://phabricator.wikimedia.org/T62744][https://phabricator.wikimedia.org/T24029][https://phabricator.wikimedia.org/T155097]
* Wikivoyage wikis can use [[mw:Special:MyLanguage/Help:Extension:Kartographer#Markers and counters|colored map markers in the article text]]. The text of these markers will now be shown in contrasting black or white color, instead of always being white. Local workarounds for the problem can be removed. [https://phabricator.wikimedia.org/T369454]
* The Activity tab in the Wikipedia Android app is now available for all users. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/Android/Activity_Tab_Experiment]
* The Reader Growth team is launching an experiment called &quot;Image browsing&quot; to test how to make it easier for readers to browse and discover images on Wikipedia articles. This experiment, a mobile-only A/B test, will go live on English Wikipedia in the week of November 17 and will run for four weeks, affecting 0.05% of users on English wiki. The test launched on November 3 on Arabic, Chinese, French, Indonesian, and Vietnamese wikis, affecting up to 10% of users on those wikis. [https://www.mediawiki.org/wiki/Readers/Reader_Growth/WE3.1.3_Image_Browsing]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example the inability to lock accounts on mobile sites has been fixed. [https://phabricator.wikimedia.org/T256185]

'''Updates for technical contributors'''
* [[wikitech:Help talk:Toolforge/Toolforge standards committee#November 2025 committee nominations|Nominations are open on Wikitech]] for new [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]] members. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open through 2025-11-28.
* The [[w:JSON Web Token#Standard fields|JWT issuer field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]] has been changed to &lt;code&gt;&lt;nowiki&gt;https://meta.wikimedia.org&lt;/nowiki&gt;&lt;/code&gt;. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199]
* The [[w:JSON Web Token#Standard fields|JWT subject field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] will soon change from &lt;code&gt;&lt;user id&gt;&lt;/code&gt; to &lt;code dir=ltr style=&quot;white-space:nowrap&quot;&gt;mw:&lt;identity type&gt;:&lt;user id&gt;&lt;/code&gt;, where &lt;code&gt;&lt;identity type&gt;&lt;/code&gt; is typically &lt;code dir=ltr&gt;CentralAuth:&lt;/code&gt;&lt;!-- not a typo --&gt; (for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]]) or &lt;code dir=ltr style=&quot;white-space:nowrap&quot;&gt;local:&lt;wiki id&gt;&lt;/code&gt; (for other wikis). This is to avoid conflicts between different user ID types, and to make OAuth 2 access tokens and the &lt;code&gt;sessionJwt&lt;/code&gt; cookie more similar. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199]
* MediaWiki's block messages ([[MediaWiki:Blockedtext|blockedtext]], [[MediaWiki:Blockedtext-partial|blockedtext-partial]], [[MediaWiki:Autoblockedtext|autoblockedtext]], [[MediaWiki:Systemblockedtext|systemblockedtext]], [[MediaWiki:Blockedtext-tempuser|blockedtext-tempuser]], [[MediaWiki:Autoblockedtext-tempuser|autoblockedtext-tempuser]]) now support additional parameters indicating whether the user is blocked from editing their own user talk page &lt;code&gt;&lt;nowiki&gt;$9&lt;/nowiki&gt;&lt;/code&gt; or emailing other users &lt;code&gt;&lt;nowiki&gt;$&lt;/nowiki&gt;&lt;nowiki&gt;10&lt;/nowiki&gt;&lt;/code&gt;. [https://phabricator.wikimedia.org/T285612]
* A &lt;code&gt;REL1_45&lt;/code&gt; branch for MediaWiki core and each of the extensions and skins in Wikimedia git has been created. This is the first step in the release process for MediaWiki 1.45.0, scheduled for late November 2025. If you are working on a critical bug fix or working on a new feature, you may need to take note of this change. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/ZUY7TY3Z6XPZWZVAZV63OPO5OW52Q6GE/]
* The process for generating CirrusSearch dumps has been updated due to slowing performance. If you encounter any issues migrating to the replacement dumps, please contact the Search Platform Team for support. [https://phabricator.wikimedia.org/T366248][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/3KQPOR6ACVN6OVLMLZPIBXQSWQKW4E3K/]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.2|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/46|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W46&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:38, 10 November 2025 (UTC)
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== Tech News: 2025-47 ==

&lt;section begin=&quot;technews-2025-W47&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/47|Translations]] are available.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is experimenting with [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4_Reading lists|reading lists on mobile web]], allowing logged-in readers with no edits to save private lists of articles for later. The experiment is running on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias since the week of 10 November, and will begin on English Wikipedia the week of 17 November.
* Users who can’t receive their email verification code during login can now get help by submitting a form on a new special page. This update is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. If your account has an email address, please make sure you still have access to it. When logging in from a new device or location without 2FA, you may be asked to enter a 6-digit code sent by email to finish logging in. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Why are you requiring me to enter a code from my email to log in? Can I opt out of this?|Learn more]].
* One new wiki has been created: a {{int:project-localized-name-group-wikisource}} in [[d:Q13324|Minangkabau]] ([[s:min:|&lt;code&gt;s:min:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T408317]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* As part of the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parser Unification]] project, the Content Transform Team rolled out Parsoid as the default parser to many low-traffic Wikipedias and is preparing the next step to high traffic ones. This message is an invitation for you to opt-in to Parsoid, as described in the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|Extension:ParserMigration]] documentation, and identify any issues you might encounter with your own workflow using bots, gadgets, or user scripts. Please, let us know through the ''&quot;Report Visual Bug&quot;'' link in the Tools sidebar or create a phab ticket and tag the [[phab:project/view/5846|Content Transform Team in Phabricator]].
* Unsupported Tools: Several issues with [[:c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] have been fixed, including filename-related upload failures, black-video imports, and retry handling. AV1 support has also been added. Ongoing work focuses on backend stability, ffmpeg errors, subtitle imports, metadata handling, and playlist uploads. To track specific tasks, check the [[phab:tag/video2commons/|Phabricator board]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.3|MediaWiki]]

'''Meetings and events'''
* Save the date for the next Wikimedia Hackathon happening in Milan, Italy from May 1–3, 2026. Registration will open in January 2026. [https://pretix.eu/wikimedia/Hackathon-2026/ Scholarship applications are currently open], and will close on November 28, 2025. If you have any questions, please email &lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;hackathon@wikimedia.org&lt;/bdi&gt;.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/47|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W47&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:26, 17 November 2025 (UTC)
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== Tech News: 2025-48 ==

&lt;section begin=&quot;technews-2025-W48&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/48|Translations]] are available.

'''Updates for editors'''
* Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Wikimedia Search Team]] recreated the &quot;DWIM&quot; (Do What I Mean) gadget functionality server-side, for Russian and Hebrew Wikipedias. This feature adds cross-keyboard suggestions to the standard search-box suggestions. For example, searching for ''&lt;span lang=&quot;und&quot; dir=&quot;ltr&quot;&gt;cxfcnmt&lt;/span&gt;'' on Russian Wikipedia will now add suggestions for ''&lt;span lang=&quot;ru&quot; dir=&quot;ltr&quot;&gt;счастье&lt;/span&gt;'' (&quot;happiness&quot;) that the user probably intended. They plan to enable this feature for other Russian and Hebrew wikis this week. [https://phabricator.wikimedia.org/T408734]
* Later this week, users of the &quot;{{int:codemirror-beta-feature-title}}&quot; [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have syntax highlighting available in [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]]. This requires that the &quot;{{int:discussiontools-preference-sourcemodetoolbar}}&quot; preference be set. [https://phabricator.wikimedia.org/T407918]
* [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|Campaign events extension]] – the set of tools for coordinating events and other on-wiki collaborations has now been deployed to all Wikimedia wikis. A new feature known as [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative contribution]] to help organizers and participants see the impact of activities has also been added. Join the upcoming [[m:Special:MyLanguage/Event:Connection learning session 3|learning session]] to see the new feature in action and share your feedback.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug which stopped CodeReviewBot from working, has now been fixed. [https://phabricator.wikimedia.org/T410417]

'''Updates for technical contributors'''
*  Users of Wikimedia API can join a usability study to help validate the new design of Wikimedia REST API sandboxes. Interested participants should fill the [https://wikimediafoundation.limesurvey.net/487662 recruitment survey]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IREJRRWTZTGCYWQHDMSNJFTQAEPOOAE3/]
* The MediaWiki Interfaces team is deprecating XSLT stylesheets within the Action API. Support for &lt;code dir=ltr&gt;format=xml'''&amp;xlst={stylesheet}'''&lt;/code&gt; will be removed from Wikimedia projects by the end of November, 2025. In addition, it will soon be disabled by default in MediaWiki release versions: v1.43 (LTS), v1.44, and v1.45. Support for XSLT stylesheets will be fully removed from MediaWiki v1.46 (expected to release between April and May 2026). [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/5AX7UWAVVUNUSBOIRHMNOKWOZ5EZI3JX/]
* The WDQS legacy endpoint ([https://query-legacy-full.wikidata.org/ query-legacy-full.wikidata.org]) will be decommissioned at the end of December 2025, and finally closed down on 7th January 2026. After this date, users should expect requests to query.wikidata.org that require the full graph to fail or return invalid results if they are not rewritten to use SPARQL federation. The team encourages users to ensure that tools and workflows use the supported WDQS endpoints (&lt;span dir=ltr&gt;&lt;nowiki&gt;https://query.wikidata.org/&lt;/nowiki&gt;&lt;/span&gt; - Main graph or &lt;span dir=ltr&gt;&lt;nowiki&gt;https://query-scholarly.wikidata.org/&lt;/nowiki&gt;&lt;/span&gt; - Scholarly graph). For support with migrating use cases, please review the [[d:Special:MyLanguage/Wikidata:Data_access|Data Access]] and [[d:Wikidata:Request_a_query|Request a Query]] pages for details and assistance on alternative access methods.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.4|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/48|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W48&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:56, 24 November 2025 (UTC)
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== Tech News: 2025-49 ==

&lt;section begin=&quot;technews-2025-W49&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/49|Translations]] are available.

'''Updates for editors'''
* The Wikipedia Year in Review 2025 will be available on December 2 for users of iOS and Android Wikipedia apps, featuring new personalized insights, updated reading highlights, and refreshed designs. Learn more on the review's [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/Updates|project page]].
* The Growth team is working on improving the text and presentation of the Verification Email sent to new users to make them more welcoming, useful and informative. Some new text have been drafted for A/B testing and you can help by translating them. See [[phab:T396155|Phabricator]].
* [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] will now be deployed at Japanese, Urdu and Chinese Wikipedias on December 2. Add a link is based on a prediction model that suggests links to be added to articles. While this feature has already been available on most Wikipedias, the prediction model could not support certain languages. A new model has now been developed to handle these languages, and it will be gradually rolled out to other Wikipedias over time. If you would like to know more, please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where search boxes on some Commons pages showed no results due to switch from SpecialSearch to MediaSearch, has now been fixed. [https://phabricator.wikimedia.org/T399476]
* Two new wikis have been created:
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36846|Toki Pona]] ([[w:tok:|&lt;code&gt;w:tok:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T404457]
** a {{int:project-localized-name-group-wikiquote}} in [[d:Q33655|Nigerian Pidgin]] ([[q:pcm:|&lt;code&gt;q:pcm:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T408318]
'''Updates for technical contributors'''
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.5|MediaWiki]]

'''In depth'''
* The Wikimedia Foundation is in the early stages of exploring approaches to '''Article guidance'''. The initiative aims to identify interventions that could help new editors easily understand and apply existing Wikipedia practices and policies when creating an article. The project is in the exploration and early experimental design phase. All community members are encouraged to [[mw:Special:MyLanguage/Article guidance|learn more]] about the project, and share their thoughts on [[mw:Special:MyLanguage/Talk:Article guidance|the talk page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/49|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W49&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:57, 1 December 2025 (UTC)
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== Tech News: 2025-50 ==

&lt;section begin=&quot;technews-2025-W50&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/50|Translations]] are available.

'''Weekly highlight'''
* Anybody who wishes to secure their user account can now use [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). This is available to all registered users of all Wikimedia projects. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. Later, 2FA will be required for all users who can take security- or privacy-sensitive actions.

'''Updates for editors'''
* Following last week's deployments, the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] feature, which allows editors to add suggested links during editing, will be available to an additional [[Phab:T410469|33 Wikipedias]] starting on 9 December. This expansion is possible thanks to the new prediction model that now supports all languages, including those that were previously not covered. While the feature has been available on most Wikipedias for some time, this rollout brings us closer to using the improved model everywhere. If you have any questions or would like more details please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]].
* Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Search Platform team]] added [[w:en:Transliteration|transliterated]] as-you-type search suggestions to Georgian wikis. If there are only a few regular search suggestions, then queries in Latin or Cyrillic script [[phab:T127003|are now rewritten into Georgian script]] to look for more matches. For example, searching for either &lt;bdi lang=&quot;ka-Latn&quot; dir=&quot;ltr&quot;&gt;''bedniereba''&lt;/bdi&gt; or &lt;bdi lang=&quot;ka-Cyrl&quot; dir=&quot;ltr&quot;&gt;''бедниереба''&lt;/bdi&gt; will now suggest the existing article about &lt;bdi lang=&quot;ka&quot; dir=&quot;ltr&quot;&gt;ბედნიერება&lt;/bdi&gt; (&quot;happiness&quot;). You can recommend other languages where transliterated suggestions would be useful [[phab:T375215|on Phabricator]] for future development.
* Later this week, a controlled experiment will begin for editors on the 100 largest Wikipedias who are editing a section in the mobile web visual editor. 50% of these editors will notice a new &quot;Edit full page&quot; button that will enable them to expand their editing session to the whole page. This feature is intended to make it easier for people on mobile web to edit any article section, regardless of which section-edit icon they tapped to begin. The experiment will last ~4 weeks. You can find [[phab:T409112|more details]] about the project.
* Later this week, the [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] will launch a [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.1.14 Expanded Mobile Sections|mobile web experiment]] to expand all article sections by default (currently they are collapsed by default) and pin the section header the user is currently reading to the top of the page. The experiment will affect 10% of users on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T409485]
* The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/2025 Year in Review|Wikipedia Year in Review 2025]], a feature in the Wikipedia mobile apps (iOS and Android) that provides users with a personalised summary of their engagement with Wikipedia over the year, is now available on the iOS and Android apps. This edition includes expanded personalised insights, improved reading highlights, new donor messaging, and updated designs. Open the app to view your Year in Review and explore your reading journey from 2025.
* A recent software bug caused edits made with VisualEditor to make unintended changes to wikitext, including removing whitespace and replacing spaces with underscores in wikilinks inside citations. This was partially fixed last week, and further fixes are in progress. Editors who used VisualEditor between November 28 and December 2 should review their edits for unexpected modifications. [https://phabricator.wikimedia.org/T411238]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the incorrect handling of URLs copied from the address bar of Microsoft Edge users, has been resolved. [https://phabricator.wikimedia.org/T341281]

'''Updates for technical contributors'''
* Starting this week, users of the &quot;{{int:codemirror-beta-feature-title}}&quot; [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] as the editor for Lua, JavaScript, CSS, JSON and Vue content models, instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]]. With this, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linters]] will be upgraded. This is part of a larger effort to eventually replace CodeEditor and provide a consistent code editing experience. [https://phabricator.wikimedia.org/T373711]
* Developers are encouraged to take the [https://wikimediafoundation.limesurvey.net/552643 2025 Developer Satisfaction Survey], which remains open until 5 January 2026. If you build software for the Wikimedia ecosystem and would like to share your experiences or feedback, your participation is greatly appreciated. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/W4WBKO6Q55UWWCCSFWQATKEXBEHP3QNR/]
* There is no new MediaWiki version this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/50|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W50&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:45, 8 December 2025 (UTC)
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== Tech News: 2025-51 ==

&lt;section begin=&quot;technews-2025-W51&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/51|Translations]] are available.

'''Updates for editors'''
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, one of the fixes addressed an issue for temporary accounts adding an external URL, which triggered an hCaptcha request in more cases than intended, and did not display the required popup on the first attempt to publish the edit. [https://phabricator.wikimedia.org/T411927]

'''Updates for technical contributors'''
* To improve database and site performance, external links to Wikimedia projects will no longer be stored in the database. This means they will not be searchable in [[{{#special:LinkSearch}}]], will not be checked by the Spam Blacklist or AbuseFilter as new links, and will not be in the &lt;code dir=ltr&gt;externallinks&lt;/code&gt; table on database replicas. In the future this may be extended to other highly-linked trusted websites on a per-wiki basis, such as Creative Commons links on Wikimedia Commons. [https://phabricator.wikimedia.org/T405005]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.7|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/51|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W51&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:03, 15 December 2025 (UTC)
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== Tech News: 2025-52 ==

&lt;section begin=&quot;technews-2025-W52&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/52|Translations]] are available.

'''Updates for editors'''
* From January, edit filters [[mw:Special:MyLanguage/Extension:AbuseFilter/Access flags|can be set]] to automatically suppress their details such as rules and list of attempted edits and actions. This will help oversighters use edit filters to prevent doxxing or other suppressible material. [https://phabricator.wikimedia.org/T290324]
* The next issue of Tech News will be sent out on 12 January 2026 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the crash that occurred when tapping &quot;First Steps&quot; in the Wikipedia Android Year in Review has now been fixed, and the feature opens as expected. [https://phabricator.wikimedia.org/T411546]

'''Updates for technical contributors'''
* Interface elements such as diffs and categories generated by MediaWiki used to have the attribute &lt;code dir=ltr&gt;data-mw=&quot;interface&quot;&lt;/code&gt; to distinguish from wiki content. The attribute has been replaced with &lt;code dir=ltr&gt;data-mw-interface=&quot;&quot;&lt;/code&gt;, to avoid potential conflicts with other &lt;code dir=ltr&gt;data-mw&lt;/code&gt; attributes, which are generated by Parsoid. [https://phabricator.wikimedia.org/T409187]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] There is no new MediaWiki version this week or next week.
'''Meetings and events'''
* The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications just opened mid-December and will close in mid-January or earlier if capacity is reached. With space for approximately 100 participants, early application is encouraged.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2025/52|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2025-W52&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:45, 22 December 2025 (UTC)
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== Tech News: 2026-03 ==

&lt;section begin=&quot;technews-2026-W03&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/03|Translations]] are available.

'''Weekly highlight'''
* The Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product &amp; Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]].

'''Updates for editors'''
* As part of the current work of Community Tech team on the [[m:Special:MyLanguage/Community Wishlist/W372|Multiple watchlists]] project, the display of [[Special:EditWatchlist|EditWatchlist]] will be updated as a first step towards multiple watchlists. Additionally, the pagination on [[Special:Search|Search]] will be updated too, as a part of the work on the [[m:Special:MyLanguage/Community Wishlist/W186|Revamp pagination / page navigation]] wish. [https://phabricator.wikimedia.org/T411596]
* [[m:Special:GlobalWatchlist|The Global Watchlist]] is a MediaWiki [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that lets you see your watchlists from different wikis on the same page. It was recently updated to look more like the regular [[Special:Watchlist|Watchlist]], such as preparing it for temporary accounts in IP masking (including rerouting user links to contributions pages), making page titles bold, and opening links in edit summaries and tags in new browser tabs. [https://phabricator.wikimedia.org/T398361][https://phabricator.wikimedia.org/T298919][https://phabricator.wikimedia.org/T273526][https://phabricator.wikimedia.org/T286309]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where global blocks did not have the option to disable sending emails, has now been fixed, and will be available for use in the week of January 13. [https://phabricator.wikimedia.org/T401293]

'''Updates for technical contributors'''
* The [[mw:Special:MyLanguage/VisualEditor/Citation tool|VisualEditor citation tool]] and [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] now support &quot;map&quot; as a reference type. [https://phabricator.wikimedia.org/T411083]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.10|MediaWiki]]/[[mw:MediaWiki 1.46/wmf.11|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/03|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W03&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:33, 12 January 2026 (UTC)
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== Tech News: 2026-04 ==

&lt;section begin=&quot;technews-2026-W04&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/04|Translations]] are available.

'''Updates for editors'''
* The tray shown on [[Special:Diff|Special:Diff]] in mobile view has been redesigned. It is now collapsed by default, and incorporates a link to undo the edit being viewed, making it easier for mobile editors and reviewers to take action while keeping the interface uncluttered. [https://phabricator.wikimedia.org/T402297] 
* [[m:Special:GlobalWatchlist|The Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now automatically determines the text direction (ensuring correct display of sites with unusual domain names) and shows detailed descriptions for log actions. Later this week, a new permanent link for page creations and CSS classes for each entry element will be added. [https://phabricator.wikimedia.org/T412505][https://phabricator.wikimedia.org/T287929][https://phabricator.wikimedia.org/T262768][https://phabricator.wikimedia.org/T414135]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the previously observed issue in Vector 2022, where anchor link targets were obscured by the sticky header, has now been addressed. [https://phabricator.wikimedia.org/T406114]

'''Updates for technical contributors'''
* As mentioned in the [[m:Special:MyLanguage/Tech/News/2025/44|October 2025 deprecation announcement]], MediaWiki Interfaces team will begin sunsetting all transform endpoints containing a trailing slash from the MediaWiki REST API the week of January 26. Changes are expected to roll out to all wikis on or before January 30th. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found, compared, and tested using the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox]. If you have questions or encounter any problems, please file a ticket in Phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board].
* Interactive reference documentation for the [[mw:Special:MyLanguage/Wikimedia REST API|Wikimedia REST API]] has moved. Requests to API docs previously hosted through [[mw:Special:MyLanguage/RESTBase|RESTBase]] (e.g.: &lt;code dir=ltr&gt;https://en.wikipedia.org/api/rest_v1/&lt;/code&gt;) are now redirected to the [[w:en:Special:RestSandbox|REST Sandbox]].
* The [[mw:Special:MyLanguage/Wikidata Platform|WMF Wikidata Platform team]] (WDP) has published its [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|January 2026 newsletter]]. It includes updates on the legacy full-graph endpoint decommissioning, the User-Agent policy change, the monthly Blazegraph migration office hours, and efforts to reduce regressions caused by the legacy endpoint shutdown. As a reminder, you can [[m:Special:MyLanguage/Global message delivery/Targets/WDP team updates|subscribe to the WDP newsletter]]!
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.12|MediaWiki]]

'''Meetings and events'''
* The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications opened mid-December and will close soon or when capacity is reached. It's a two-day, technically oriented hackathon bringing together Wikimedians from the region. Hope to see you there!

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/04|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W04&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:29, 19 January 2026 (UTC)
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== Tech News: 2026-05 ==

&lt;section begin=&quot;technews-2026-W05&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/05|Translations]] are available.

'''Updates for editors'''
* Wikimedia Foundation invites comments on [[m:Special:MyLanguage/Product and Technology Advisory Council/Year1 Reflections and Proposed Way Forward 2026 Update|proposed future]] of the [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] until 28 February.
* All users with registered accounts can now use passkeys for [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). Passkeys are a simple way to log in without using a second device. They verify the user's identity using a fingerprint, face scan, or a PIN code. To set up a passkey, first set up a regular 2FA method. Currently, to log in with a passkey, users must also use a password. Later this quarter, passwordless login will allow users to log in with a single click and a passkey. Users with advanced rights will also be required to have 2FA enabled. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project.
* Unregistered contributors on blocked IPs or blocked IP ranges can now interact on-wiki to appeal a block by creating a temporary account to appeal a block on the user talk page, unless the &quot;prevent this user from editing their own talk page&quot; is enabled. This solves the problem of logged-out users unable to use the default unblock process via user talk page. [https://phabricator.wikimedia.org/T398673]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Two-Factor Authentication (2FA) methods description on the management page has been updated. It is now clearer and easier for users to understand and make use of. [https://phabricator.wikimedia.org/T332385]

'''Updates for technical contributors'''
* A new AbuseFilter variable, &lt;code&gt;account_type&lt;/code&gt;, has been added to provide a reliable way to determine the account type being created in the &lt;code&gt;createaccount&lt;/code&gt; and &lt;code&gt;autocreateaccount&lt;/code&gt; actions. As part of this change, the variable &lt;code&gt;accountname&lt;/code&gt; has been renamed to &lt;code&gt;account_name&lt;/code&gt;, and &lt;code&gt;accountname&lt;/code&gt; is now deprecated. Edit filter managers should update any filters that use hardcoded account type checks or the deprecated variable. [https://phabricator.wikimedia.org/T414049]
* Image thumbnails that are requested in non-standard sizes, and using non-standard methods such as direct requests to &lt;code dir=ltr&gt;&lt;nowiki&gt;upload.wikimedia.org/…&lt;/nowiki&gt;&lt;/code&gt; will stop working in the near future. This change is to prevent ongoing external abuse by web-scrapers and bots. Some users with custom CSS/JS, Interface Admins who can fix gadgets and local skins, and Tool-authors, will need to update their code to use standard thumbnail sizes. [[phab:T414805|Details, search-links, and examples of how to fix them, are available in the task]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.13|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/05|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W05&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:17, 26 January 2026 (UTC)
&lt;!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=29969530 --&gt;

== Tech News: 2026-06 ==

&lt;section begin=&quot;technews-2026-W06&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/06|Translations]] are available.

'''Updates for editors'''
* The &quot;{{int:pageinfo-toolboxlink}}&quot; feature, which gives validating information about a page ([{{fullurl:{{FULLPAGENAME}}|action=info}} example]), now automatically includes a table of contents. If there is a local [[{{ns:8}}:Pageinfo-header]] page created by individual users, it can now be removed. [https://phabricator.wikimedia.org/T363726]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, VisualEditor previously added bold or italic formatting inside link descriptions, making the wikicode complex. This has now been fixed. [https://phabricator.wikimedia.org/T409669]

'''Updates for technical contributors'''
* There was no XML dump on 20 January. Additionally, from now on, dumps will be generated once per month only. [https://phabricator.wikimedia.org/T414389]
* The MediaWiki Interfaces team removed support for all transform endpoints containing a trailing slash from the [https://www.mediawiki.org/wiki/Special:MyLanguage/API:REST%20API MediaWiki REST API]. All API users currently calling those endpoints are encouraged to transition to the non-trailing slash versions. If you have questions or encounter any problems, please file a ticket in phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.14|MediaWiki]]

'''Weekly highlight'''
* Users are reminded that the Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product &amp; Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/06|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W06&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:43, 2 February 2026 (UTC)
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== Tech News: 2026-07 ==

&lt;section begin=&quot;technews-2026-W07&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/07|Translations]] are available.

'''Updates for editors'''
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] Logged-in contributors who manage large or complex watchlists can now organise and filter watched pages in ways that improve their workflows with the new [[mw:Special:MyLanguage/Help:Watchlist labels|Watchlist labels]] feature. By adding custom labels (for example: pages you created, pages being monitored for vandalism, or discussion pages) users can more quickly identify what needs attention, reduce cognitive load, and respond more efficiently. This improves watchlist usability, especially for highly active editors.
* A new feature available on [[Special:Contributions|Special:Contributions]] shows [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] that are likely operated by the same person, and so makes patrolling less time-consuming. Upon checking contributions of a temporary account, users with access to temporary account IP addresses can now see a view of contributions from the related temporary accounts. The feature looks up all the IPs associated with a given temporary account within the data retention period and shows all the contributions of all temporary accounts that have used these IPs. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts#February 2026: Improvements to the patroller tooling|Learn more]]. [https://phabricator.wikimedia.org/T415674] 
* When editors preview a wikitext edit, the reminder box that they are only seeing a preview (which is shown at the top), now has a grey/neutral background instead of a yellow/warning background. This makes it easier to distinguish preview notes from actual warnings (for example, edit conflicts or problematic redirect targets), which will now be shown in separate warning or error boxes. [https://phabricator.wikimedia.org/T414742]
* The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now properly supports more than one Wikibase site, for example both [[d:|Wikidata]] and [[testwikidata:|testwikidata]]. In addition, issues regarding text direction have been fixed for users who prefer Wikidata or other Wikibase sites in right-to-left (RTL) languages. [https://phabricator.wikimedia.org/T415440][https://phabricator.wikimedia.org/T415458]
* The automatic &quot;magic links&quot; for ISBN, RFC, and PMID numbers have been [[mw:Special:MyLanguage/Help:Magic links|deprecated in wikitext since 2021]] due to inflexibility and difficulties with localization. Several wikis have successfully replaced RFC and PMID magic links with equivalent external links, but a template was often required to replace the functionality of the ISBN magic link. There is now a new [[mw:Special:MyLanguage/Help:Magic words#isbn|built-in parser function]] &lt;code dir=ltr&gt;&lt;nowiki&gt;{{#isbn}}&lt;/nowiki&gt;&lt;/code&gt; available to replace the basic functionality of the ISBN magic link. This makes it easier for wikis who wish to migrate off of the deprecated magic link functionality to do so. [https://phabricator.wikimedia.org/T145604]
* Two new wikis have been created: 
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35401|Jju]] ([[w:kaj:|&lt;code&gt;w:kaj:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T413283]
** a {{int:project-localized-name-group-wikipedia}} in [[d:Q1186896|Nawat]] ([[w:ppl:|&lt;code&gt;w:ppl:&lt;/code&gt;]]) [https://phabricator.wikimedia.org/T413273]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. 

'''Updates for technical contributors'''
* A new global user group has been created: [[{{int:grouppage-local-bot}}|{{int:group-local-bot}}]]. It will be used internally by the software to allow community bots to bypass rate limits that are applied to abusive [[w:en:Web scraping|web scrapers]]. Accounts that are approved as bots on at least one Wikimedia wiki will be automatically added to this group. It will not change what user permissions the bot has. [https://phabricator.wikimedia.org/T415588]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.15|MediaWiki]]

'''Meetings and events'''
* The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Spring 2026|MediaWiki Users and Developers Conference, Spring 2026]] will be held March 25–27 in Salt Lake City, USA. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/AZBWVI46SDEB65PGR5J6E4TYOQQEZXM7/]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/07|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W07&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:30, 9 February 2026 (UTC)
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== Tech News: 2026-08 ==

&lt;section begin=&quot;technews-2026-W08&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/08|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Team]] will be performing a cleanup of Wikimedia's [[m:Special:MyLanguage/Etherpad|Etherpad]] instance, the web-based editor for real-time collaborative document editing. All pads will be permanently deleted after 30 April, 2026 – if there are still migration projects in progress at that point the team can revisit the date on a case by case basis. Please create local backups of any content you wish to keep, as deleted data cannot be recovered. This cleanup helps reduce database size and minimize infrastructure footprint. Etherpad will continue to support real-time collaboration, but long-term storage should not be expected. Additional cleanups may occur in the future without prior notice. [https://phabricator.wikimedia.org/T415237]

'''Updates for editors'''
* The Information Retrieval team will be launching an [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|Android mobile app experiment]] that tests hybrid search capabilities which can handle both semantic and keyword queries. The improvement of on-platform search will enable readers to find what they’re looking for directly on Wikipedia more easily. The experiment will first be launched on Greek Wikipedia in late February, followed by English, French, and Portuguese in March. [https://diff.wikimedia.org/2026/01/08/semantic-search-making-it-easier-to-find-the-information-readers-want/ Read more] on Diff blog. [https://www.mediawiki.org/wiki/Readers/Information_Retrieval]
* The Reader Growth team will run [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.10.2 Mobile Table of Contents|an experiment]] for mobile web users, that adds a table of contents and automatically expands all article sections, to learn more about navigation issues they face. The test will be available on Arabic, Chinese, English, French, Indonesian, and Vietnamese Wikipedias.
* Previously, site notices ([[{{ns:8}}:Sitenotice]] and [[{{ns:8}}:Anonnotice]]) would only render on the desktop site. Now, they will render on all platforms. Users on mobile web will now see these notices and be informed. Site administrators should be prepared to test and fix notices on mobile devices to avoid interference with articles. To opt out, interface admins can add &lt;code dir=&quot;ltr&quot;&gt;#siteNotice { display: none; }&lt;/code&gt; to [[{{ns:8}}:Minerva.css]]. [https://phabricator.wikimedia.org/T138572][https://phabricator.wikimedia.org/T416644]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue on [[Special:RecentChanges|Special:RecentChanges]] has been fixed. Previously, clicking hide in the active filters caused the &quot;view new changes since…&quot; button to disappear, though it should have remained visible. The button now behaves as expected. [https://phabricator.wikimedia.org/T406339]

'''Updates for technical contributors'''
* New documentation is now available to help editors debug on-site search features. It supports troubleshooting when pages do not appear in results, when ranking seems unexpected, and when you need to inspect what content is being indexed, helping make search behavior easier to understand and analyze. [[mw:Help:CirrusSearch/Debug|Learn more]]. [https://phabricator.wikimedia.org/T411169]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.16|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/08|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W08&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:17, 16 February 2026 (UTC)
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== Tech News: 2026-09 ==

&lt;section begin=&quot;technews-2026-W09&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/09|Translations]] are available.

'''Weekly highlight'''
* [[mw:Special:MyLanguage/Edit check/Reference Check|Reference Check]] has been deployed to English Wikipedia, completing its rollout across all Wikipedias. The feature prompts newcomers to add a citation before publishing new content, helping reduce common citation-related reverts and improve verifiability. In A/B testing, the impact was substantial: newcomers shown Reference Check were approximately 2.2 times more likely to include a reference on desktop and about 17.5 times more likely on mobile web. [https://analytics.wikimedia.org/published/reports/editing/reference_check_ab_test_report_final_2025.html]
'''Updates for editors'''
* The [[mw:Special:MyLanguage/Extension:InterwikiSorting|InterwikiSorting extension]], which allowed for the [[m:Special:MyLanguage/Interwiki sorting order|sorting of interwiki links]], has been undeployed from Wikipedia. As a result, editors who had enabled interwiki link sorting in non-compact mode (full list format) will now see links reordered. The links moving forward will be listed in the alphabetical order of language code. [https://phabricator.wikimedia.org/T253764]
* Later this week, people who are editing a page-section using the mobile visual editor, will notice a new &quot;Edit full page&quot; button. When tapped, you will be able to edit the entire article. This helps when the change you want to make is outside the section you initially opened. [https://phabricator.wikimedia.org/T387175][https://phabricator.wikimedia.org/T409112]
* [[mw:Special:MyLanguage/Readers/Reader Experience|The Reader Experience team]] is inviting editors to assess whether dark mode should still be considered &quot;beta&quot; on their wiki, based on their experience of how well it functions on desktop and mobile. If the feature is deemed mature, editors can update the interface messages in &lt;code dir=ltr&gt;MediaWiki:skin-theme-description&lt;/code&gt; and &lt;code dir=ltr&gt;MediaWiki:Vector-night-mode-beta-tag&lt;/code&gt; to indicate that dark mode is ready and no longer considered beta.
* The improved [[mw:Wikimedia_Apps/Team/iOS/Activity_Tab|Activity tab]] which displays user-insights is now available to all users of the Wikipedia iOS app (version 7.9.0 and later). Following earlier A/B testing that showed higher account creation among users with access to the feature, it has been rolled out to 100% of users along with some updates. The Activity tab now shows your edited articles in the timeline, offers editing impact insights like contribution counts and article view trends, and customization options to improve in-app experience for users.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug that prevented [[mw:Special:MyLanguage/Extension:DiscussionTools|DiscussionTools]] from working on mobile has now been fixed, restoring full functionality. [https://phabricator.wikimedia.org/T415303]

'''Updates for technical contributors'''
* The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that makes this possible continues to improve. The latest upgrade is the inclusion of a [[mw:Extension:GlobalWatchlist#hook|new hook]], &lt;code dir=ltr&gt;ext.globalwatchlist.rebuild&lt;/code&gt;, which fires after each watchlist rebuild. This allows you to run gadgets and user scripts for the Special page. [https://phabricator.wikimedia.org/T275159]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.17|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/09|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W09&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:03, 23 February 2026 (UTC)
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== Tech News: 2026-10 ==

&lt;section begin=&quot;technews-2026-W10&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/10|Translations]] are available.

'''Weekly highlight'''
* Wikipedia 25 [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments|Birthday mode]] is now live on Betawi, Breton, Chinese, Czech, Dutch, English, French, Gorontalo, Indonesian, Italian, Luxembourgish, Madurese, Sicilian, Spanish, Thai, and Vietnamese Wikipedias! This limited-time campaign feature celebrates 25 years of Wikipedia with a birthday mascot, Baby Globe. When turned on, Baby Globe is shown on [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments/article configuration|~2,500 articles]], waiting to be discovered by readers. Communities can choose to turn Birthday mode on by getting consensus from their community and asking an admin to enable the feature and customize it via [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments#Community Configuration Demo|community configuration]] on the local wiki.

'''Updates for editors'''
* [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to Swedish Wikipedia, Polish Wikipedia and [[:phab:T418209|a couple of other wikis]]. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|try the feature]] on these projects or on testwiki and [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing betawiki]. Learnings from the first pilot wiki German Wikipedia have been [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing/Learnings|published in a report]]. Reach out to the Wikimedia Deutschland team if you are [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|interested in becoming a pilot wiki]].
* [[mw:Special:MyLanguage/Help:Edit check#Paste check|Paste Check]] will become available at all Wikipedias this week. The feature prompts newcomers who are pasting text they are not likely to have written into VisualEditor to consider whether doing so risks a copyright violation. Paste Check [[mw:Special:MyLanguage/Edit check/Tags|tags]] all edits where it is shown for potential review. Local administrators can configure various aspects of the feature via [[{{#special:EditChecks}}]]. [[mw:Special:MyLanguage/Edit check/Paste Check#A/B Experiment|Research]] across 22 wikis found that Paste Check resulted in an 18% decrease in relative reverted-edits compared to the control group. Translators can [https://translatewiki.net/w/i.php?title=Special%3ATranslate&amp;group=ext-visualeditor-ve-mw-editcheck&amp;filter=&amp;optional=1&amp;action=translate help to localize] this and related features.
* The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] will be standardizing the user menu in the top right for all mobile users so that it is closer to the desktop experience. Currently this user menu is only visible to users with Advanced Mobile Controls (AMC) turned on. The only change is that a couple buttons previously in the left-side menu will move to the top right for users who do not have AMC turned on. This change is expected to go out March 9 and seeks to improve the user interface. [https://phabricator.wikimedia.org/T413912]
* Starting in the week of March 2, the emails sent out when an email address was added, removed, or changed for an account will switch to a substantially nicer and clearer HTML email from the prior plaintext one. [https://phabricator.wikimedia.org/T410807]
* Notifications are currently limited to 2,000 historic entries per user, and extend back to 2013 when the feature was released. This is going to be changed to only store Notifications from the last 5 years, but up to 10,000 of them. This will help with long-term infrastructure health and help to prevent more recent notifications from disappearing too soon. [https://phabricator.wikimedia.org/T383948]
* The [[m:Special:GlobalWatchlist|Global Watchlist]] which lets you view your watchlists from multiple wikis on a single page continues to see improvements. The latest update improves label usage experience. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] now allows activating the [[mw:Special:MyLanguage/Manual:Language#Fallback languages|language fallback system]] for Wikidata items without labels in the viewed language, and showing those labels in the user’s preferred Wikidata language if no &lt;code dir=ltr&gt;uselang=&lt;/code&gt; URL parameter is provided. [https://phabricator.wikimedia.org/T373686][https://phabricator.wikimedia.org/T416111]
* The Wikipedia Android team has started a beta test of [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|hybrid search]] on Greek Wikipedia. Hybrid search capabilities can handle both semantic and keyword queries enabling readers to find what they’re looking for directly on Wikipedia more easily.
* For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Currently, 2FA is required to use the group, but not to be a member of it. Given that this model still has some vulnerabilities, the situation will [[phab:T418580|gradually change in March]]. Members of these groups will be unable to disable last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the second half of March, users without 2FA will be removed from these groups. This applies to: CentralNotice administrators, checkusers, interface administrators, suppressors, Wikidata staff, Wikifunctions staff, WMF Office IT and WMF Trust &amp; Safety. Nothing will change for other users. See the linked task for deployment schedule. [https://phabricator.wikimedia.org/T418580]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue preventing users from creating an instance in [https://www.wikibase.cloud/ Wikibase.cloud] has now been fixed. [https://phabricator.wikimedia.org/T416807]

'''Updates for technical contributors'''
* To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], over the next month the Wikimedia Foundation will implement global API rate limits across our APIs. In early March, stricter limits will be applied to unidentified requests from outside Toolforge/WMCS and API requests that are made from web browsers. In April, higher limits will be applied to identified traffic. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]].
* The Wikidata Query Service Linked Data Fragment (LDF) endpoint will be decommissioned in February. This endpoint served limited traffic, which was successfully migrated to other data access methods that were better suited to support existing use cases. The hardware used to support the LDF endpoint will be reallocated to support the ongoing backend migration efforts. [https://phabricator.wikimedia.org/T415696]
* The new Parsoid parser [[mw:Special:MyLanguage/Parsoid/Parser Unification/Updates|continues to be deployed to additional wikis]], improving platform sustainability and making it easier to introduce new reading and editing features. Parsoid is now the default parser on 488 WMF wikis (268 Wikipedias), now covering more than 10% of all Wikipedia page views.
* The process and criteria for [[Special:MyLanguage/Wikimedia Enterprise#Access|requesting exceptional access]] to the high volume feed of the ''Wikimedia Enterprise'' APIs (at no cost for mission-aligned usecases), [[m:Talk:Wikimedia Enterprise#Exceptional access criteria|have now been published]]. This is to provide more thorough and clearer documentation for users.
* [https://techblog.wikimedia.org/ Tech Blog], the blog dedicated to the Wikimedia technical community [https://techblog.wikimedia.org/2026/02/24/a-tech-blog-diff/ will be migrating] to [[diffblog:|Diff]], the community news and event blog. The migration should be complete in April 2026, after which new posts will be accepted for publishing. Readers will be able to access posts – old and new – on the landing page at https://diff.wikimedia.org/techblog.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.18|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/10|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W10&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 17:51, 2 March 2026 (UTC)
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== Tech News: 2026-11 ==

&lt;section begin=&quot;technews-2026-W11&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/11|Translations]] are available.

'''Weekly highlight'''
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies.
* Last week, all wikis had 2 hours of read-only time, and extended unavailability for user-scripts and gadgets. This was due to a security incident which has since been resolved. Work is ongoing to prevent re-occurrences. For current information please see the [[m:Steward's noticeboard#Statement on Meta about today's user script security incident|post on the Stewards' noticeboard]] ([[m:Special:MyLanguage/Wikimedia Foundation/Product and Technology/Product Safety and Integrity/March 2026 User Script Incident|translations]]).

'''Updates for editors'''
* Users facing multiple blocks on mobile will now see the reasons for each block separately, instead of a generic message. This helps them understand why they are blocked and what steps they can take to resolve the issue. For example, users affected for using common VPNs (such as [[Special:MyLanguage/Apple iCloud Private Relay|iCloud Private Relay]]) will receive clearer guidance on what they need to do to start editing again. [https://phabricator.wikimedia.org/T357118]
* Later this week, [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] will become available as a beta feature within the visual editor at all Wikipedias. This feature proactively suggests various types of actions that people can consider taking to improve Wikipedia articles, and learn about related guidelines. The feature is locally configurable, and can also be locally expanded with custom Suggestions. Current settings can be seen at [[Special:EditChecks]] and there are [[mw:Special:MyLanguage/Help:Suggestion mode#For administrators %E2%80%93 local customization|instructions for how administrators can customize]] the links to point to local guidelines. The feature is connected to [[mw:Special:MyLanguage/Help:Edit check|Edit check]] which suggests improvements while someone is writing new content. In the future, the Editing team plans to evaluate the feature's impact with newcomers through a controlled experiment. [https://phabricator.wikimedia.org/T404600]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where the cursor became misaligned during the use of CodeMirror’s syntax highlighting, which makes wikitext and code easier to read, has now been fixed. This problem specifically affected users who defined a font rule in a custom stylesheet while creating a new topic with DiscussionTools. [https://phabricator.wikimedia.org/T418793]

'''Updates for technical contributors'''
* API rate limiting update: To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], global API rate limits will be applied this week to requests without a compliant User-Agent that originate from outside Toolforge/WMCS and to unauthenticated requests made from web browsers. Higher limits will be applied to identified traffic in April. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]].
* The new GraphQL API has been released. The API was developed as a flexible alternative to select features of the Wikidata Query Service (WDQS), to improve developer experience and foster adaptability, and efficient data access. Try it out and [[d:Wikidata:Wikibase GraphQL#Feedback and development|give feedback]]. You can also [https://greatquestion.co/wikimediadeutschland/GraphQLAPI/apply sign up for usability tests].
* The [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|PTAC Unsupported Tools Working Group]] continued improvements to [[commons:Special:MyLanguage/Commons:Video2commons#|Video2Commons]] in February, with fixes addressing authentication errors, large-file handling, task queue visibility, and clearer upload behavior. Work is still ongoing in some areas, including changes related to deprecated server-side uploads. Read [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group#February 2026|this update]] to learn more.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.19|MediaWiki]]

'''In depth'''
* The Article Guidance team invites experienced Wikipedia editors from selected [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators#Collaborators|pilot wikis]] and interested contributors from other Wikipedias to fill out this questionnaire which is available in [https://docs.google.com/forms/d/e/1FAIpQLSfmLeVWnxmsCbPoI_UF2jyRcn73WRGWCVPHzerXb4Cz97X_Ag/viewform English], [https://docs.google.com/forms/d/e/1FAIpQLSd6rzr4XXQw8r4024fE3geTPFe13M_6w7Mitj-YJi0sOlWTAw/viewform?usp=header Arabic], [https://docs.google.com/forms/d/e/1FAIpQLSdok3-RfB18lcugYTUMGkpwmqG_8p760Wv4dCXitOXOszjUDw/viewform?usp=header Bengali], [https://docs.google.com/forms/d/e/1FAIpQLSfjTfYp4jEo0akA4B1e-Nfg3QZPCudUjhJzHzzDi6AHyAaMGA/viewform?usp=header Japanese], [https://docs.google.com/forms/d/e/1FAIpQLScteVoI29Aue4xc72dekk-6RYtvmMgQxzMI900UOawrFrSTWg/viewform?usp=header Portuguese], [https://docs.google.com/forms/d/e/1FAIpQLSetdxnYwL3ub2vqA7awCg5hJZPMIYcDPaiTe12rY9h0GYnVlw/viewform?usp=header Persian], and [https://docs.google.com/forms/d/e/1FAIpQLScNvfJF-Ot-4pzA4qAN771_0QDJ4Li19YcUsaTgSKW8Nc7U_Q/viewform?usp=header Turkish]. Your answers will help the team customize guidance for less experienced editors and help them learn community policies and practices while creating an article. Learn more [[mw:Special:MyLanguage/Article guidance|on the project page]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/11|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W11&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:53, 9 March 2026 (UTC)
&lt;!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=30213008 --&gt;

== Tech News: 2026-12 ==

&lt;section begin=&quot;technews-2026-W12&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/12|Translations]] are available.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature, also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], has been used for wikitext syntax highlighting since November 2024. It will be promoted out of beta by May 2026 in order to bring improvements and new [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Features|features]] to all editors who use the standard syntax highlighter. If you have any questions or concerns about promoting the feature out of beta, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|please share]]. [https://phabricator.wikimedia.org/T259059]
* Some changes to local user groups are performed by stewards on Meta-Wiki and logged there only. Now, interwiki rights changes will be logged both on Meta-Wiki and the wiki of the target user to make it easier to access a full record of user's rights changes on a local wiki. Past log entries for such changes will be backfilled in the coming weeks. [https://phabricator.wikimedia.org/T6055]
* On wikis using [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]], the number of pending changes shown on [[{{#Special:PendingChanges}}]] previously counted pages which were no longer pending review, because they have been removed from the system without being reviewed, e.g. due to being deleted, moved to a different namespace, or due to wiki configuration changes. The count will be correct now. On some wikis the number shown will be much smaller than before. There should be no change to the list of pages itself. [https://phabricator.wikimedia.org/T413016]
* Wikifunctions composition language has been rewritten, resulting in a new version of the language. This change aims to increase service stability by reducing the orchestrator's memory consumption. This rewrite also enables substantial latency reduction, code simplification, and better abstractions, which will open the door to later feature additions. Read more about [[f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-11|the changes]].
* Users can now sort search results alphabetically by page title. The update gives an additional option to finding pages more easily and quickly. Previously, results could be sorted by Edit date, Creation date, or Relevance. To use the new option, open 'Advanced Search' on the search results page and select 'Alphabetically' under 'Sorting Order'. [https://phabricator.wikimedia.org/T403775]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented UploadWizard on Wikimedia Commons from importing files from Flickr has now been fixed. [https://phabricator.wikimedia.org/T419263]
'''Updates for technical contributors'''
* A new special page, [[{{#special:LintTemplateErrors}}]], has been created to list transcluded pages that are flagged as containing lint errors to help users discover them easily. The list is sorted by the number of transclusions with errors. For example: [[{{#special:LintTemplateErrors}}/night-mode-unaware-background-color]]. [https://phabricator.wikimedia.org/T170874]
* Users of the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature have been using [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages, for some time now. Along with promoting CodeMirror 6 out of beta, the plan is to replace CodeEditor as the standard editor for these content models by May 2026. [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|Feedback or concerns are welcome]]. [https://phabricator.wikimedia.org/T419332]
* The [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] JavaScript modules will soon be upgraded to CodeMirror 6. Leading up to the upgrade, loading the &lt;code dir=ltr&gt;ext.CodeMirror&lt;/code&gt; or &lt;code dir=ltr&gt;ext.CodeMirror.lib&lt;/code&gt; modules from gadgets and user scripts was deprecated in July 2025. The use of the &lt;code dir=ltr&gt;ext.CodeMirror.switch&lt;/code&gt; hook was also deprecated in March 2025. Contributors can now make their scripts or gadgets compatible with CodeMirror 6. See the [[mw:Special:MyLanguage/Extension:CodeMirror#Gadgets and user scripts|migration guide]] for more information. [https://phabricator.wikimedia.org/T373720]
* The MediaWiki Interfaces team is expanding coverage of REST API module definitions to include [[mw:Special:MyLanguage/API:REST API/Extensions|extension APIs]]. REST API modules are groups of related endpoints that can be independently managed and versioned. Modules now exist for [https://phabricator.wikimedia.org/T414470 GrowthExperiments] and [https://phabricator.wikimedia.org/T419053 Wikifunctions] APIs. As we migrate extension APIs to this structure, documentation will move out of the main MediaWiki OpenAPI spec and REST Sandbox view, and will instead be accessible via module-specific options in the dropdown on the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox] (i.e., [[{{#Special:RestSandbox}}]], available on all wiki projects).
* The [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto]] extension provides different pieces of information about the wiki where the module is being used via the [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual|mw.site]] library. Starting last week, the library also provides a [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.site.wikiId|way]] of accessing the [[mw:Special:MyLanguage/Manual:Wiki ID|wiki ID]] that can be used to facilitate cross-wiki module maintenance. [https://phabricator.wikimedia.org/T146616]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.20|MediaWiki]]

'''In depth'''
* The [[m:Special:MyLanguage/Coolest Tool Award|2026 Coolest Tool Award]] celebrating outstanding community tools, is now open for nominations! Nominate your favorite tool using the [https://wikimediafoundation.limesurvey.net/435684?lang=en nomination survey] form by 23 March 2026. For more information on privacy and data handling, please see the [[foundation:Special:MyLanguage/Legal:Coolest_Tool_Award_2026_Survey_Privacy_Statement|survey privacy statement]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/12|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W12&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:35, 16 March 2026 (UTC)
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== Tech News: 2026-13 ==

&lt;section begin=&quot;technews-2026-W13&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/13|Translations]] are available.

'''Weekly highlight'''
* Wikimedia site users can now log in without a password using passkeys. This is a secure method supported by fingerprint, facial recognition, or PIN. With this change, all users who opt for passwordless login will find it easier, faster, and more secure to log in to their accounts using any device. The new passkey login option currently appears as an autofill suggestion in the username field. An additional [[phab:T417120|&quot;Log in with passkey&quot; button]] will soon be available for users who have already registered a passkey. This update will improve security and user experience. The [[c:File:Passwordless_login_screencast.webm|screen recording]] demonstrates the passwordless login process step by step.
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies.

'''Updates for editors'''
* Wikimedia site users can now export their notifications older than 5 years using a [[toolforge:echo-chamber|new Toolforge tool]]. This will ensure that users retain their important notifications and avoid them being lost based on the planned change to delete notifications older than 5 years, as previously announced. [https://phabricator.wikimedia.org/T383948]
* Wikipedia editors in Indonesian, Thai, Turkish, and Simple English now have access to Special:PersonalDashboard. This is an [[mw:Special:MyLanguage/Moderator Tools/Dashboard|early version of an experience]] that introduces newer editors to patrolling workflows, making it easier for them to move from making edits to participating in more advanced moderation work on their project. [https://phabricator.wikimedia.org/T402647]
* The [[Special:Block]] now has two minor interface changes. Administrators can now easily perform indefinite blocks through a dedicated radio button in the expiry section. Also, choosing an indefinite expiry provides a different set of common reasons to select from, which can be changed at: [[MediaWiki:Ipbreason-indef-dropdown]]. [https://phabricator.wikimedia.org/T401823]
* Mobile editors [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#Logged-out|at several wikis]] can now see an improved logged-out edit warning, thanks to the recent updates from the Growth team. These changes released last week are part of ongoing efforts and tests to enhance [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|account creation experience on mobile]] and then increase participation. [https://phabricator.wikimedia.org/T408484]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented mobile web users from seeing the block information when affected by multiple blocks has been fixed. They can now see messages of all the blocks currently affecting them when they access Wikipedia.

'''Updates for technical contributors'''
* Images built using Toolforge will soon get the upgraded buildpacks version, bringing support for newer language versions and other upstream improvements and fixes. If you use Toolforge Build Service, review the recent [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EMYTA32EV2V5SQ2JIEOD2CL66YFIZEKV/ cloud-announce email] and update your build configuration as necessary to ensure your tools are compatible. [https://wikitech.wikimedia.org/w/index.php?title=Help:Toolforge/Building_container_images&amp;oldid=2392097#Buildpack_environment_upgrade_process][https://phabricator.wikimedia.org/T380127]

* The [https://api.wikimedia.org/wiki/Main_Page API Portal] documentation wiki will shut down in June 2026. API keys created on the API Portal will continue to work normally. api.wikimedia.org endpoints will be deprecated gradually starting in July 2026. Documentation on the API Portal is moving to [[mw:Wikimedia APIs|mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.21|MediaWiki]]

'''In depth'''
* [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is considering improvements to [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|automatically generated reference names in VisualEditor]]. Please check out the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names#Proposed solutions|proposed solutions]] and participate in the [[m:Talk:WMDE Technical Wishes/References/VisualEditor automatic reference names#Request for comment|request for comment]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/13|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W13&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:51, 23 March 2026 (UTC)
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== Tech News: 2026-14 ==

&lt;section begin=&quot;technews-2026-W14&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/14|Translations]] are available.

'''Weekly highlight'''
* The Beta version of [[abstract:|Abstract Wikipedia]] a new Wikimedia project which is language-independent, was launched last week. The project allows communities to build Wikipedia articles in their native language, which can be readily accessed by other users in their own languages. The wiki is powered by instructions from Wikifunctions and also based on structured content from Wikidata. [[:f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-26|Read more]].

'''Updates for editors'''
* The Growth team is running an A/B test to evaluate a clearer, more user-friendly message that promotes account creation on wikis. Currently when logged-out mobile users begin editing, they see a jarring warning message that can feel abrupt and discouraging. This also presents temporary account editing as the default rather than encouraging account creation. The test is running on ten Wikipedias, including Arabic, French, Spanish and German. [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#2. Improve logged-out warning message (T415160)|Read more]].
* The Wikimedia Apps team is inviting feedback on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|how editing should work on the Wikipedia mobile apps]]. The discussion focuses on improving how users access editing tools when they tap &quot;Edit&quot;. This is part of a broader effort to convert readers who develop an interest in editing, to access a more user-friendly pathway to start contributing.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:45}} community-submitted {{PLURAL:45|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where citation fetching from the large newspaper archive [https://www.newspapers.com Newspapers.com] was no longer working, due to a block in [[mw:Special:MyLanguage/Citoid|Citoid]] requests, has now been fixed. [https://phabricator.wikimedia.org/T419903]

'''Updates for technical contributors'''
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.22|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/14|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W14&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:25, 30 March 2026 (UTC)
&lt;!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=30329462 --&gt;

== Tech News: 2026-15 ==

&lt;section begin=&quot;technews-2026-W15&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/15|Translations]] are available.

'''Updates for editors'''

* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] now includes a new group goal-setting feature, enabling organizers to set and track event goals such as the number of articles created and participating contributors in real time. Similarly, participants can work toward shared targets and see their collective impact as the event unfolds. The feature is now available on all Wikimedia wikis. Learn more in [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Collaborative contributions#Goal setting|the documentation]].
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] The new [[mw:Special:MyLanguage/Help:Watchlist labels|watchlist labels]] feature (announced in [[m:Special:MyLanguage/Tech/News/2026/07|Tech News 2026-07]]) is now available via VisualEditor, the source editor, and the 'watchstar' (or watch link, for skins that don't have a star icon). Previously it was only possible to assign labels via [[Special:EditWatchlist|EditWatchlist]]. In all three places it is a new field following the expiry field.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where talk pages on mobile with Parsoid are unusable after empty section headers, has now been fixed. [https://phabricator.wikimedia.org/T419171]

'''Updates for technical contributors'''
* The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|sub-referencing feature]], which lets editors add details to an existing reference without duplicating it, will be gradually rolled out to [[phab:T414094|more wikis]] later this year. Wikis using the [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]] gadget are encouraged to update their version (typically at [[m:MediaWiki:Gadget-ReferenceTooltips.js|MediaWiki:Gadget-ReferenceTooltips.js]] as shown [https://en.wikipedia.org/w/index.php?diff=1344408362 here]) to ensure compatibility. Other reference-related gadgets may also be affected. [https://phabricator.wikimedia.org/T416304]
* All Wikinews editions will be closed and switched to read-only mode on 4 May 2026. Content will remain accessible, but no new edits or articles can be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions. [[m:Wikimedia Foundation Board noticeboard#Board of Trustees Approves Closure of Wikinews|Read more]].
* The [[:mw:Special:MyLanguage/API:Action API|Action API]] has had several formats for requested output. One of them, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;format=php&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, is being removed soon. Please ensure your scripts or bots use the [[mw:Special:MyLanguage/API:Data formats#Output|JSON format]]. This removal should affect very few scripts and bots. [https://phabricator.wikimedia.org/T118538]
* The [[Special:NamespaceInfo|Special:NamespaceInfo]] page now includes namespace aliases. For example &quot;WP&quot; for the &quot;Project&quot; (&quot;Wikipedia&quot;) namespace on the German Wikipedia. [https://phabricator.wikimedia.org/T381455]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.23|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/15|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W15&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:19, 6 April 2026 (UTC)
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== Tech News: 2026-16 ==

&lt;section begin=&quot;technews-2026-W16&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/16|Translations]] are available.

'''Weekly highlight'''
* Experienced editors are invited to [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Main_Page test] the [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature, designed to help less-experienced editors create well-structured, policy-compliant Wikipedia articles. Testing instructions are [[mw:Special:MyLanguage/Article guidance/Test feature guide|available]]. Also, after reviewing [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance the outlines], please provide feedback on the [[mw:Talk:Article guidance|project talk page]]. Based on your input, the feature will be refined and transferred to the pilot Wikipedias to translate and adapt. Check out [[c:File:Article Guidance workflow demo - April 2026.webm|the video]] explaining the feature.
'''Updates for editors'''
* On most wikis, all autoconfirmed users can now use [[Special:ChangeContentModel|Special:ChangeContentModel]] page to [[mw:Special:MyLanguage/Help:ChangeContentModel|create new pages with custom content models]], such as mass message lists, making custom page formats more accessible. Check [[Special:ListGroupRights|Special:ListGroupRights]] for the status of your wiki. [https://phabricator.wikimedia.org/T248294]
* The Growth team has launched an [[mw:Special:MyLanguage/Contributors/Account_Creation_Experiments|account creation experiment]] to evaluate whether adding an account creation button to the mobile web header increases new account registrations and encourages more mobile users to contribute to the wikis. The experiment is currently live on Hindi, Indonesian, Bengali, Thai, and Hebrew Wikipedia, and targets 10% of logged-out mobile web users.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where VisualEditor could get stuck loading on Windows devices with animations turned off, has now been fixed. [https://phabricator.wikimedia.org/T382856]

'''Updates for technical contributors'''
* Starting later this week, {{int:group-abusefilter}} who have the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature enabled will have [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] as the editor at [[Special:AbuseFilter|Special:AbuseFilter]]. This is part of the broader effort to make the user experience more consistent across all editors. [https://phabricator.wikimedia.org/T399673][https://phabricator.wikimedia.org/T419332]
* Tools and bots that access the [[mw:Special:MyLanguage/Notifications/API|Notifications API]] (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=query&amp;meta=notifications&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;) will need to update their OAuth or BotPassword grants to also include access to private notifications. [https://phabricator.wikimedia.org/T421991]
* Due to a library upgrade, listings on category pages may be displayed out of order starting on Monday, 20th April. A migration script will be run to correct this, and will take hours to days depending on the size of the wiki (up to a week for English Wikipedia). [https://phabricator.wikimedia.org/T422544]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.24|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/16|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W16&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:19, 13 April 2026 (UTC)
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== Tech News: 2026-17 ==

&lt;section begin=&quot;technews-2026-W17&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/17|Translations]] are available.

'''Weekly highlight'''
* After two years of development, [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]], also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], is to be promoted out of beta on Tuesday, April 21. It brings better code and wikitext readability, reduction in typing errors, and other [[mw:Special:MyLanguage/Help:Extension:CodeMirror|benefits]] to all users of the standard syntax highlighter. A huge thank you to volunteer [https://phabricator.wikimedia.org/p/Bhsd/ Bhsd] who developed many of the new features, including [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Code folding|code folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linting]]. [https://phabricator.wikimedia.org/T259059]
* A major update to the Wikipedia app for iOS is now rolling out, redesigning the interface to align with Apple's latest &quot;Liquid Glass&quot; visual design. [https://apps.apple.com/us/app/wikipedia/id324715238 Download the latest version] and explore the update.

'''Updates for editors'''
* [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|Reading lists]] is a feature which allows readers to save articles to a list for reading later. This feature is now in beta on Arabic, French, Indonesian, Vietnamese, and Chinese Wikipedias and by default for all new accounts on all Wikipedias.
* An experiment which explores extending [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Page Previews to mobile web]] will be launched in the week of April 20 on Arabic, English, French, Italian, Polish, and Vietnamese Wikipedias. Page Previews are pop-ups that display a thumbnail, lead paragraph, and a link to open the full article of a blue link, thereby improving content discovery. The feature is already available on desktop and in the apps. [[m:Special:MyLanguage/List of experiments in Product and Technology#Template|Read more about this experiment and others]].
* On several wikis, logged-in editors who haven't [[mw:Special:MyLanguage/Help:Email confirmation|confirmed their email addresses]] can now see a banner encouraging them to do so. Having the email address confirmed allows a user to restore access to the account if they lose it. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Encouraging users to confirm their email addresses|Learn more]]. [https://phabricator.wikimedia.org/T421366]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:15}} community-submitted {{PLURAL:15|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where editing very large wiki pages in the 2017 wikitext editor caused slow loading, preview and scrolling lag, and performance issues when selecting, cutting, or pasting content, has now been fixed. [https://phabricator.wikimedia.org/T184857]

'''Updates for technical contributors'''
* As part of the promotion of [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] from a beta feature, all users will use [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages. [https://phabricator.wikimedia.org/T419332]
* The &lt;code&gt;mirrors.wikimedia.org&lt;/code&gt; service for Debian and Ubuntu users will sunset and stop working on May 15. The resources for the service will be replaced with new and better options. Some users may need to switch to a different server which should take about a minute. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LJYRIS4WB66HIRCAO4GIDTXCMDVZRBMA/ You can read more]. [https://phabricator.wikimedia.org/T416707]
* The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;image&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;oldimage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; table will be removed from [[wikitech:Help:Wiki Replicas|wikireplicas]]. If your tools or queries access &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;image&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; or &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;oldimage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; directly, please update them to use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;file&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;filerevision&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; table before 28 May. [https://phabricator.wikimedia.org/T28741]
* Following the recent implementation of global API rate limits on unidentified traffic, the Wikimedia Foundation will continue efforts to ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]] by applying global limits to identified API traffic beginning the last week of April. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]].
* The [[mw:Special:MyLanguage/Attribution API|Attribution API]] is now available as a [[mw:Special:MyLanguage/Wikimedia APIs/Stability policy|beta]]. The API fetches information for crediting Wikimedia articles and media files wherever they are used. Reference documentation is available through the REST Sandbox special page available on all Wikimedia wikis (such as the [https://en.wikipedia.org/w/index.php?api=attribution.v0-beta&amp;title=Special%3ARestSandbox REST sandbox on English Wikipedia]). Share your feedback on the [[mw:Talk:Attribution API|project talk page]].
* There is no new MediaWiki version this week.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/17|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W17&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:00, 20 April 2026 (UTC)
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== Tech News: 2026-18 ==

&lt;section begin=&quot;technews-2026-W18&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/18|Translations]] are available.

'''Updates for editors'''
* There is a change in how new users are autoconfirmed that will improve anti-vandalism protection. Currently, users who have had an account for a few days and made a few edits are automatically added to the [[{{int:grouppage-autoconfirmed/{{CONTENTLANGUAGE}}}}|{{int:group-autoconfirmed}}]] group. This configuration tends to be exploited by some vandals, who create accounts and start to use them only after some time. To mitigate this, the configuration will be updated next week so that – for the purpose of becoming autoconfirmed – the account age will be counted from their first edit, instead of registration date. The numeric value of the age threshold will remain the same. This change will be deployed only to wikis which require at least one edit as part of the autoconfirmation conditions. [https://phabricator.wikimedia.org/T418484]
* All Wikipedia users with new accounts and those who activated the &quot;automatically enable most beta features&quot; option in their preference can now use the [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|reading lists]] beta feature to save articles for later reading. This helps organize reading interests in one place for convenient access. 
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where infobox images have huge padding in Firefox, has been fixed. [https://phabricator.wikimedia.org/T423676]

'''Updates for technical contributors'''
* As a reminder, the global API rate limits will be applied this week to identified API traffic. This is to help ensure [[mw:MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]]. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, including the actual rate limits, see [[mw:Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.26|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/18|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W18&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:06, 27 April 2026 (UTC)
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== Tech News: 2026-19 ==

&lt;section begin=&quot;technews-2026-W19&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/19|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Article guidance|Article guidance]] team invites experienced editors of [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators|pilot Wikipedias]]—Arabic, Bangla, Japanese, Portuguese, Persian, Turkish, Simple English, Spanish, and French—to help translate and adapt [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance sample outlines]. These outlines will guide editors in creating clear, well-structured, and policy-compliant articles when using [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Special:NewArticle the feature] once it is launched in May 2026. [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|Simple instructions]] on how to translate and adapt the outlines are available.
'''Updates for editors'''
* The [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has published [[:m:Special:MyLanguage/Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|draft recommendations]] on a model that affiliates can follow when contributing to the technical space. Community members are invited to provide feedback on the recommendation until May 8th [[:m:Talk:Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|on the talk page]].
* The number of available thumbnail size preferences in MediaWiki is being reduced to three standardized options—Small (180px), Regular (250px), and Large (400px), as part of ongoing efforts to improve performance and reduce strain on thumbnail services. As a result, existing preferences will be mapped to the nearest new size (for example, smaller selections like 120px or 150px will render at 180px, while larger ones like 300px or 360px will render at 400px). The preferences interface will soon be updated to reflect these changes, and users who wish to opt out or provide feedback can do so. [https://phabricator.wikimedia.org/T424909]
* From now on, even when a permission expires automatically, users will receive an Echo notification similar to the standard notification for permission changes. There is a difference between this and [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]] in that the latter reminds users a week ''before'' the rights are due to expire, so that they can renew the rights.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the problem where the ULS language selector in [[m:Special:Translate|Special:Translate]] would scroll vertically when it shouldn't, has been resolved. Previously, when users opened the &quot;Translate to English&quot; dropdown and typed certain inputs, the dialog would scroll vertically by a few pixels even when there was enough space to display all results. The dropdown no longer shifts unnecessarily when filtering languages. [https://phabricator.wikimedia.org/T358864] 
* The [[m:Special:GlobalWatchlist|Global Watchlist]], which lets you view your watchlists from multiple wikis on a single page, continues to improve. For example, watchlists for Wikibase sites such as [[:d:|Wikidata]] now support [[mw:Special:MyLanguage/Extension:EntitySchema|EntitySchema]] elements for better tracking. The Live Updates mode now refreshes the special page every 60 seconds to comply with the updated [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] for improved real-time responsiveness. Additionally, a directionality bug that displayed links as &quot;changes 3&quot; instead of &quot;3 changes&quot; in mixed-direction lists has been fixed. [https://phabricator.wikimedia.org/T415450][https://phabricator.wikimedia.org/T424422][https://phabricator.wikimedia.org/T418091]
'''Updates for technical contributors'''
* The second phase of [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] has been rolled out to reduce the [[diffblog:2026/03/26/quo-vadis-crawlers-progress-and-whats-next-on-safeguarding-our-infrastructure/|impact of AI crawlers]] and ensure fair, sustainable access to Wikimedia resources, prioritising human and mission-aligned traffic. [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits#Limits|Limits]] have been shifted from per-hour to per-minute, producing smoother traffic patterns and more predictable API load. Community users are not expected to be affected, and no action is required. Early indications show some User-Agent-based requestors are adjusting behaviour, and around 64% of automated API traffic has been identified. Monitoring continues, and Wikimedia Enterprise remains available for commercial support.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.27|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/19|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W19&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:43, 4 May 2026 (UTC)
&lt;!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&amp;oldid=30498077 --&gt;

== Tech News: 2026-20 ==

&lt;section begin=&quot;technews-2026-W20&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/20|Translations]] are available.

'''Weekly highlight'''
* Community Tech has published [[m:Special:MyLanguage/Community Wishlist/How to write a good wish|new guidance]] explaining how wishes on Community Wishlist are triaged and prioritized. The documentation is intended to help contributors write stronger proposals by clarifying the factors that influence prioritization decisions. Beyond vote counts, the guidance highlights considerations such as potential impact on the community when determining which wishes move forward.

'''Updates for editors'''
* The Reader Growth team is launching an experiment to test a new [[mw:Special:MyLanguage/Readers/Reader_Growth/Share_Card|Share Card feature]] that allows readers to create visually engaging cards from Wikipedia articles or selected article sections and share them online, with each card linking back to the original article to help expand readership and article discovery. The mobile-only A/B test will be available to a portion of readers on Arabic, Chinese, French, Vietnamese, and English Wikipedia to better understand reading and sharing habits, and is scheduled to begin the week of May 18 and run for four weeks.
* The Android and iOS Wikipedia apps recently released the [[mw:Special:MyLanguage/Wikimedia_Apps/Team/25th_Birthday_Reading_Challenge|25-day reading challenge]] into Beta, as part of efforts to drive reader engagement by encouraging users to complete reading milestones. To track their reading streak during the challenge, App users can add a widget featuring Baby Globe to their home screen. The challenge officially begins May 11.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:17}} community-submitted {{PLURAL:17|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the global preference for enabling syntax highlighting in wikitext could unexpectedly disable itself after being turned on, has now been fixed. [https://phabricator.wikimedia.org/T425286]

'''Updates for technical contributors'''
* [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader module &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mediawiki.ui.input&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, deprecated since [[m:Special:MyLanguage/Tech/News/2023/39|September 2023]], will be removed this week. There is a [[mw:Special:MyLanguage/Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. [https://phabricator.wikimedia.org/T420125]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.2|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/20|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W20&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:20, 11 May 2026 (UTC)
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== Tech News: 2026-21 ==

&lt;section begin=&quot;technews-2026-W21&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/21|Translations]] are available.

'''Weekly highlight'''
* The Abstract Wikipedia team has identified five potential pilot wikis to assess their interest in adopting abstract articles on their wikis. The pilots are Malayalam, Bengali, Dagbani, Arabic, and Indonesian Wikipedia. The feedback period will be open until May 22. If your community is interested in becoming a pilot, [[m:Talk:Abstract Wikipedia|let us know on Meta]].

'''Updates for editors'''
* An experiment to show [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] to logged-out readers on mobile web will launch on May 18 across German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu Wikipedias, and will run for one month. The effort supports broader goals of helping readers save and organize articles for later reading, while encouraging habits that could lead to future Wikipedia contributions.
* To support a bookmark button in the Reading List beta feature, the &quot;Tools &gt; Action&quot; menu has been updated to display icons, including the watch star indicator that helps editors identify temporarily watched articles. The icons now also match those used on mobile, improving consistency across platforms. The change is currently limited to the actions menu and mainly affects editors with privileged user rights. [https://phabricator.wikimedia.org/T426008]
* [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] was released as an [[w:en:A/B test|A/B test]] for newcomer editors on the mobile website at [[phab:T421189|~15 Wikipedias]]. The experiment will measure the impact that Suggestion Mode has on the proportion of newcomer mobile web edit sessions that result in constructive (un-reverted) article edits. The experiment will also evaluate the feature's impact on editor retention, and monitor changes in revert and block rates.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue in the Wikipedia Android app where images could sometimes fail to load after opening a recommended reading list notification, has now been fixed. [https://phabricator.wikimedia.org/T418231]

'''Updates for technical contributors'''
* The [[mw:Special:MyLanguage/Wikidata Platform|Wikidata Platform team]] has published its [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/Backend Replacement|backend replacement recommendation]] and accompanying [[wikitech:Wikidata Query Service/WDQS Architecture re-design|technical architecture]] for the migration of the Wikidata Query Service (WDQS) away from Blazegraph. Feedback is invited until May 25th 2026, especially on potential gaps and impacts on advanced use cases. Wikidata community members and WDQS users are also encouraged to help identify high-impact tools and workflows that may need attention on [[d:Wikidata:SPARQL query service/WDQS backend update/High-Impact Use Cases|this page]]. Feedback can be shared on the [[d:Wikidata talk:SPARQL query service/WDQS backend update|Migration talk page]] or during the [[d:Special:MyLanguage/Wikidata:Blazegraph Migration Office Hours|next office hour]]. See the [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|WDP team newsletter]] for more details.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.3|MediaWiki]]

'''In depth'''

* On English, French, Japanese, and a few other Wikipedias, there was a [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|trial of hCaptcha]], a third-party bot detection service. The trial showed that hCaptcha effectively detects and deters some bad-faith automated activity, on its own and by giving [[w:en:Wikipedia:Village pump (technical)/Archive 225#Introducing SuggestedInvestigations|checkusers and stewards]] signals to look into. Because the results were positive, hCaptcha will be rolled out across all wikis over the next few weeks. [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|See the hCaptcha project page]] for technical information about the implementation and privacy protections. [[diffblog:2026/05/04/better-detecting-bots-and-replacing-our-captcha-part-2/|Learn more]].
* The latest Community Tech update is now available, with progress across several Community Wishlist initiatives, including Reading Lists expansion from the mobile app to the website, new language support for &quot;Who Wrote That&quot; and the Personal Dashboard, improvements to 3D rendering and Charts, and upcoming work on talk page sorting, audio playback, and editing workflows. The update also shares current priorities, wishlist status trends, and opportunities for community feedback on future focus areas and the Wikimedia Foundation’s 2026–2027 Annual Plan. [[m:Special:MyLanguage/Community Wishlist/Updates#May 13, 2026: Latest updates from the Community Tech team|Read the full newsletter for details]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/21|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W21&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:21, 18 May 2026 (UTC)
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== Tech News: 2026-22 ==

&lt;section begin=&quot;technews-2026-W22&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/22|Translations]] are available.

'''Weekly highlight'''
* Following a [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#LOWM|successful account creation experiment]], an improved logged-out edit warning message will be deployed to all Wikimedia wikis in the first week of June. The change will only affect logged-out users on mobile web who open an editing session. The updated experience is designed to encourage account creation more clearly, while still allowing users to edit with temporary accounts. Results from the experiment showed a significant increase in account creation, with a 27% relative lift among users shown the updated message. As expected, as more people funnel into account creation, temporary accounts decreased by a relative 16%. The experiment did not show any significant changes in constructive edit rates or other monitored contributor metrics. [https://phabricator.wikimedia.org/T424595] 

'''Updates for editors'''
* For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Members of these groups will be unable to disable the last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the next few weeks, users without 2FA will be removed from these groups. Notably, this applies to bureaucrats. See the linked tasks for deployment schedules. [https://phabricator.wikimedia.org/T423119][https://phabricator.wikimedia.org/T423120]
* [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] will run an [[w:en:A/B testing|A/B test]] on [[:phab:T415904|10 wikis]], testing [[m:WMDE Technical Wishes/References/Reference Previews|potential improvements for Reference Previews]]. The experiment will run for ~2 weeks at the end of May / beginning of June and will affect 10% of desktop readers on the participating wikis.
* After two successful experiments, the Reader Growth team is rolling out an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature for all Wikipedias on mobile on May 25. This means that anyone who has all beta features on by default will start to see this feature, and others can check the box to turn it on in their preferences. The beta feature will include a carousel of all an article's images at the top of the article, with controls for editors to [[mw:Readers/Reader_Growth/Image_Browsing#Phase_2.1_beta_feature|exclude images from the article's carousel or to exclude an article from the feature entirely]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, three dimensional STL files were being rendered incorrectly by the media viewer 3D extension which is now fixed. [https://phabricator.wikimedia.org/T416723]

'''Updates for technical contributors'''
* The legacy CSS classes &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;tleft&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;tright&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; have been replaced with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;floatleft&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;floatright&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; as the former do not work consistently across all MediaWiki platforms, notably mobile web and mobile apps. Projects relying on these classes are encouraged to review related usage and plan for migration. Please note that &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;floatleft&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;floatright&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; may also be deprecated in future, although there are currently no plans to do so. [[phab:T426452|Read more]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.4|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/22|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W22&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:52, 25 May 2026 (UTC)
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== Tech News: 2026-23 ==

&lt;section begin=&quot;technews-2026-W23&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/23|Translations]] are available.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is conducting an experiment to show the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] feature, which is still in development, to logged-out mobile readers to test whether it encourages account creation at a higher rate compared to the watchstar button. The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists#Experiment timeline|experiment]] was launched on May 18th on German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu wikis, and it will run for a month.
* The Wikimedia Apps team released [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh/Phase 1|Phase 1]] of the redesigned Home Feed to the Android Beta app. The new Home Feed includes a refreshed &quot;Community&quot; tab and a personalized &quot;For You&quot; tab featuring daily updated reading recommendations. The redesign is part of a broader effort to improve content discovery and create more engaging learning experiences in the Wikipedia apps.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where images could fail to load for some suggested edits on [[w:Special:Homepage|Special:Homepage]], leaving the thumbnail stuck in a loading state, has now been fixed. [https://phabricator.wikimedia.org/T424048]

'''Updates for technical contributors'''
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.5|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/23|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W23&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:08, 1 June 2026 (UTC)
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== Tech News: 2026-24 ==

&lt;section begin=&quot;technews-2026-W24&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/24|Translations]] are available.

'''Weekly highlight'''
* Wikimedia Enterprise has increased the free usage limits for its API offerings. The monthly request limit for the On-demand API has increased from 5,000 to 50,000 requests, while the Snapshot API limit has increased from 15 to 30 requests per month. In addition, Structured Contents snapshots are now available for free accounts. These changes expand access to Wikimedia Enterprise data for developers, researchers, and organizations using Wikimedia content. [https://enterprise.wikimedia.com/blog/enhanced-free-api]

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Explore Feed Refresh/Phase 1|refreshed Explore Feed]], now called the Home Feed, is rolling out to 50% of users of the Wikipedia Android app. The Home Feed helps readers discover relevant content through two new tabs: ''Community'' and ''For You''. The Community tab provides a scrollable feed of curated content and updates from the broader Wikimedia community and movement, while the ''For You'' tab offers a full-screen, swipeable experience that shows content tailored to a user's interests. The redesign is part of a broader effort to improve discovery and enhance the learning experience in the Wikipedia app.
* The [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/&quot;Which came first?&quot; Game|Which came first?]] daily trivia game is now available in the beta version of the Wikipedia iOS app in English, German, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. The game uses historical events from Wikipedia's &quot;On This Day&quot; content and challenges readers to guess which of two events happened first. The game was previously released on Android. Communities interested in making the game available in their languages can [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Games#Game availability by language|read the instructions and requirements]].
* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new MediaWiki feature that allows editors to reuse references with different details, will begin rolling out to Wikimedia wikis following a successful pilot phase. Deployment will start on 8 June for most [[wikitech:Deployments/Train#Wednesday|Group 1 wikis]] and French Wikipedia, with additional Wikipedia language editions receiving the feature over the coming months. Communities are encouraged to prepare by checking for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&amp;group=ext-cite&amp;language=en&amp;action_source=search&amp;filter=%21translated&amp;optional=1&amp;action=translate untranslated Cite extension messages] in their language and reviewing any use of [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]], which may require [[:phab:T416304#11668731|updates]] to support the new functionality. Wikis using [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] do not need to take any action. Communities may also wish to create the ''cite-tracking-category-ref-details'' [[Special:TrackingCategories|tracking category]] as a hidden category using &lt;code&gt;&lt;nowiki&gt;__HIDDENCAT__&lt;/nowiki&gt;&lt;/code&gt; (or a dedicated template), and connect it to the corresponding Wikidata item [[d:Q129764848]]. [https://phabricator.wikimedia.org/T425662]
* The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews#Experimentation|Page Previews experiment]] on mobile web has concluded. The team decided not to roll out the feature after the results showed no statistically significant impact on reader retention, as the primary success metric was retention improvement. Page Previews, which are already available on desktop and in the apps, display a thumbnail, lead paragraph, and link to the full article when readers tap a blue link. The experiment tested this experience on mobile web across six Wikipedias.
* The [[mw:Special:MyLanguage/Codex/Design/Icons|user interface icon library]] will be [[phab:T399175|updated later this week or next week]]. Most of the ~300 icons have been slightly refined and ~30 new icons have been added. These changes improve the icons to make them more consistent and comprehensible, and provide more visual balance when they are used in groups.
* The [[mw:Special:MyLanguage/Universal Language Selector|Universal Language Selector]] (ULS) interface in MediaWiki, which helps users select content in other languages, has been updated. The new version improves speed and accessibility, and users of Wikimedia projects can now pin languages for quicker language switching. The deployment to Wikimedia sites will happen gradually in the coming weeks. You can test it now as a beta feature by selecting [[Special:Preferences#mw-prefsection-betafeatures|beta features]] in your profile preferences and share your feedback on [[mw:Special:MyLanguage/Universal Language Selector/New ULS|the project page]]. 
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Pageviews Analysis dashboard on pageviews.wmcloud.org stopped updating graph data in May 2026, affecting all users, has been fixed. [https://phabricator.wikimedia.org/T427171]

'''Updates for technical contributors'''
* The function signature for &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mw.util.addPortletLink()&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; has been simplified. Developers can now pass a configuration object instead of a list of positional parameters when creating portlet links. The previous function signature remains supported for backwards compatibility. For example, instead of: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mw.util.addPortletLink('p-cactions', '#', 'Stub', 'ca-stubtag', 'Add a stub tag to this page');&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;mw.util.addPortletLink('p-cactions', { href: '#', text: 'Stub', id: 'ca-stubtag', tooltip: 'Add a stub tag to this page' });&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Script maintainers are encouraged to review existing uses of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;addPortletLink()&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and update them where appropriate. This change will be available on all wikis from 11 June. Thanks to community volunteer Gerges for contributing this improvement. [https://phabricator.wikimedia.org/T427945]
* '''Community Wishlist discussion''': Product &amp; Technology [[m:Special:MyLanguage/Community Wishlist/Updates#May 20, 2026: Community Tech becomes a program|introduced changes]] meant to increase the number and complexity of wishes fulfilled, including the disbanding of the Community Tech team. They are [[m:Special:MyLanguage/Community Wishlist/Updates|engaging in discussions]] about a [[m:Talk:Community Wishlist#Proposed direction for Wishlist|proposed direction for the wishlist]] from community members. Includes ways to structure annual voting, better tracking of wishes, removing focus areas, and [[m:Special:MyLanguage/Community Wishlist/Updates|staffing updates]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.6|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/24|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W24&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:30, 8 June 2026 (UTC)
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== Tech News: 2026-25 ==

&lt;section begin=&quot;technews-2026-W25&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/25|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] has launched an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature on the mobile web version of all Wikipedias. The feature shows an image carousel at the top of articles with 3 or more images. Editors can configure this feature with the following controls: to hide a specific image from a page, either use &lt;code&gt;class=notpageimage&lt;/code&gt; excluding it from thumbnail previews, or &lt;code&gt;class=noviewer&lt;/code&gt; excluding it from MediaViewer. The carousel can also be disabled from a page entirely, with the magic word &lt;code&gt;&lt;nowiki&gt;__NOMEDIAVIEWERCAROUSEL__&lt;/nowiki&gt;&lt;/code&gt;. To submit feedback or flag bugs, please visit the [[mw:Talk:Readers/Reader Growth/Image Browsing|project page]]. 
* [[mw:Special:MyLanguage/Help:Tables#class=&quot;wikitable&quot;|Wikitables]] can now be [[mw:Special:MyLanguage/Help:Sortable tables#Forcing the initial sort direction|sorted in descending order]] on the first click by adding &lt;code dir=ltr&gt;data-sort-order=&quot;desc&quot;&lt;/code&gt; to the header cell. Previously, by default, clicking a column header for the first time sorts it in ascending order. This addition to a Wikitable gives it more control and flexibility, while the default behavior for subsequent clicks remains unchanged. [https://phabricator.wikimedia.org/T398416]

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature is currently being tested with some editors creating new articles on the Simple English, French, and Turkish Wikipedias. The experiment will soon begin on the Arabic and Bangla Wikipedias as well. [[w:simple:Special:NewArticle|This feature]] gives editors community-curated guidance to help them create articles that follow community standards. Experienced editors can continue creating or adapting outlines for specific article types that are commonly created by less experienced contributors. The outlines guide less experienced editors in creating high-quality articles. A quick guide to markups used in outlines can be found on [[mw:Special:MyLanguage/Article guidance/Test feature guide#Markups in outlines|this page]]. [[w:simple:Wikipedia:Article Guidance|Example outlines]] that can be adapted and instructions for how to adapt them are on [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|this section]] of the project page.
* Wikis that wish to replace the &quot;indefinitely&quot; button in Special:Block for temporary accounts (for example, wikis that block temporary users only until account expiration) will be able to do so by creating [[MediaWiki:ipb-indefinite-expiry-temporary-account]] with the block duration they want. [https://phabricator.wikimedia.org/T427125]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:41}} community-submitted {{PLURAL:41|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* By the end of June, a valid user-agent string will be required for automated dumps downloads from the dumps.wikimedia.org website. Automated requests that provide a generic or empty user-agent will be blocked. This [[phab:T400119|extends enforcement]] of the long standing [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Access to dumps through Wikimedia Cloud Services will not change.
* The roll out of global [[mw:Wikimedia APIs/Rate limits|API rate limits]] is now complete, with limits enforced across all APIs and at the documented levels for all groups. Bots running in Toolforge/WMCS or with the bot user right on any wiki remain exempt. All bots should continue to follow the documented best practices to avoid being rate limited.
* The [https://api.wikimedia.org/wiki/Main_Page API Portal wiki] will be read only starting this week (June 15-18). The following week (June 22-25), all API Portal wiki URLs will redirect to [[mw:Wikimedia APIs|Wikimedia APIs on mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.7|MediaWiki]]

'''Meetings and events'''
* On June 17th at 6pm UTC the WMF will be holding Discord call focused on a code review. We've heard through the [[mw:Special:MyLanguage/Developer Satisfaction Survey/2026|Developer Satisfaction Survey]] that volunteers are struggling with code review and we'd like to discuss these experiences with the goal of surfacing workable solutions. You can join the call [https://discord.gg/wikipedia?event=1514727511102062664 via the Wikimedia Community Discord server].
* The [[m:Special:MyLanguage/Conferencia Wikimedia de América Latina 2026|Latin American Wikimedia Conference]] will host a regional hackathon that will bring together the Wikimedia movement’s technical community including developers, system administrators, data scientists, and users with extended rights. Interested technical contributors can [https://docs.google.com/forms/d/e/1FAIpQLSf4osJzTHBJjQbYJk7TMVEJjTEQv7IgtsUDfP-o-qTgeRQQxw/viewform apply for a scholarship] to participate until June 21 at midnight (Bolivia time, UTC-4).
* Sign up for Wikimania Team Challenges to join this special event. The Team challenges will take place online and in person from July 21 to 22, before Wikimania conference. Everyone is welcome, regardless of skills or Wikimania registration. Teams will work on 10 important challenges supporting the Wikimedia community. For details, visit [[wmania:Special:MyLanguage/2026:Team challenges|the Team Challenges page]] and [https://wikimedia.eventyay.com/wm/teamchallenges/ register there]. Registration closes on June 20th at 11pm UTC. 

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/25|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W25&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:48, 15 June 2026 (UTC)
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== Tech News: 2026-26 ==

&lt;section begin=&quot;technews-2026-W26&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/26|Translations]] are available.

'''Weekly highlight'''
* [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]] are [[phab:T418115|now available at Wikidata]]. This update enables access to Mentorship ([[mw:Special:MyLanguage/Help:Growth/Mentorship|if configured]]), Impact module, the Help Panel, and a simplified Newcomer Homepage (without Suggested Edits). Wikidata administrators are still configuring the features through Community Configuration.

'''Updates for editors'''
* The special page [[{{#special:RangeCalculator}}]] has been created. It allows users to find an IP range without needing to rely on external tools. Until now, this tool was only available to CheckUsers. [https://phabricator.wikimedia.org/T268429]
* [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]] is a new MediaWiki feature that allows editors to reuse references with different details. It will be deployed to most small and medium-sized Wikipedia language versions on June 23. The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#deployment|FAQ]] lists possible actions to take on your wiki to support the deployment. Check the [[:phab:T414094|rollout plan]] for the next deployment steps. [https://phabricator.wikimedia.org/T428902]
* Starting next week, users will get a notification when they are blocked or unblocked from editing, or if this block changes. [https://phabricator.wikimedia.org/T100974]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]].

'''Updates for technical contributors'''
* Starting next week, abuse filters that are set to &quot;require CAPTCHA verification&quot; will begin to also affect users with the &lt;code&gt;skipcaptcha&lt;/code&gt; right, which includes most autoconfirmed users. Bots are exempted. This change only affects edits that trigger an abuse filter. The &lt;code&gt;skipcaptcha&lt;/code&gt; right will continue to exempt users from having to solve CAPTCHAs in the ordinary course of using the wikis. [https://phabricator.wikimedia.org/T402595]
* Reference documentation for the [[wikitech:Machine_Learning/LiftWing/API|Lift Wing API]] has moved from the API Portal to the interactive [https://wikitech.wikimedia.org/w/index.php?api=lift-wing&amp;title=Special%3ARestSandbox REST Sandbox].
* The API Portal wiki is now closed. For API documentation, see [[mw:Special:MyLanguage/Wikimedia_APIs|Wikimedia APIs on mediawiki.org]]. All API Portal wiki URLs (https://api.wikimedia.org/wiki/) will redirect to the mediawiki.org page starting June 22. [https://phabricator.wikimedia.org/T427537]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.8|MediaWiki]]

'''Meetings and events'''
* Join an online call on 25 June at 2:30pm UTC to meet the current Wikimedia interns for [[mw:Google_Summer_of_Code/2026|Google Summer of Code]] and [[mw:Outreachy/Round_32|Outreachy]]. Interns will provide an overview of their projects and a brief demo of their work so far. Attendees are encouraged to [[mw:event:Google_Summer_of_Code/Summer_2026_June_Internship_open_session|share ideas and connections in their community]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/26|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W26&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 13:05, 23 June 2026 (UTC)
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== Tech News: 2026-27 ==

&lt;section begin=&quot;technews-2026-W27&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/27|Translations]] are available.

'''Updates for editors'''
* As part of the [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]], the Growth team tested adding a user account icon in the mobile web header for logged-out users, providing direct access to &quot;Create account&quot; and &quot;Log in&quot; actions. The experiment increased account creation by about 20% without negatively affecting edit quality or constructive edit rates. The feature will now be rolled out to all Wikimedia Foundation wikis on mobile web in the first week of July. [https://phabricator.wikimedia.org/T428220]
* After a [[phab:T426248|successful experiment]], logged-in users who did not [[mw:Special:MyLanguage/Help:Email_confirmation|confirm their email address]] when their account was created see a new banner asking them to complete that process. This helps reduce the risk that users get locked out of their account, and makes account email addresses overall more reliable. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. [https://phabricator.wikimedia.org/T428292]
* An update to [[Special:Search|Search]] is refining how the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;-prefix:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; behaves when used to exclude results. Previously, using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;-prefix:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; with negation could unintentionally broaden search results by adding the namespaces included in the search scope, leading to confusing behavior for users expecting a straightforward exclusion filter. With the update, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;-prefix:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; will now strictly exclude matching page titles as intended and may display a warning if the relevant namespace has not been explicitly selected. The behavior of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;prefix:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; without negation however remains unchanged. [https://phabricator.wikimedia.org/T427443]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where reviewers using the Page Curation toolbar were not automatically subscribed to talk page discussions they started has now been fixed. Reviewers will now receive notifications when someone replies to those discussions. [https://phabricator.wikimedia.org/T329346]

'''Updates for technical contributors'''
* Starting June 29th, automated downloads from the dumps.wikimedia.org website will be subject to the [[Foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Automated requests that provide a generic or empty user-agent will be blocked. Access to dumps through Wikimedia Cloud Services remains unaffected. This is a follow up to the announcement made in the [[m:Special:MyLanguage/Tech/News/2026/25|2026/25 issue of Tech News]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.9|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/27|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W27&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 11:48, 29 June 2026 (UTC)
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== Tech News: 2026-28 ==

&lt;section begin=&quot;technews-2026-W28&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/28|Translations]] are available.

'''Updates for editors'''
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the search bar results on Wikidata, showed English results instead of using the correct language fallback for users of language variants, has now been fixed. Search suggestions will now follow the expected language fallback chain. [https://phabricator.wikimedia.org/T429769]

'''Updates for technical contributors'''
* In preparation for [[m:Special:MyLanguage/Event:Celebrate Women|Celebrate Women campaign]] planned for March 2027, the Wikimedia Foundation’s [[m:Special:MyLanguage/Wikimedia Foundation/Advancement/Community Growth/Content Enablement|Content Enablement team]] has launched a 22-question survey to better understand technical contributions by women+ (anyone who identifies as a woman) across Wikimedia projects. The survey takes approximately 15–20 minutes to complete and will remain open until 20 July 2026. The [[m:Special:MyLanguage/Celebrate Women/Technical contributions survey|questions]] are also available on-wiki for review in advance.
* The [[mw:Special:MyLanguage/Extension:Score|Score extension]] now supports rendering music scores as SVG images in addition to PNG, addressing a long-standing [[:phab:T49578|feature request]] and resolving historical image quality issues. Both formats are now provided to clients, with PNG in the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;src&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; attribute and SVG in the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;srcset&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; attribute.
* The new [[wikitech:Parsoid|Parsoid]] parser [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Updates|continues to be deployed to additional wikis]], making it easier to introduce new reading and editing features. It was enabled on French Wikipedia, bringing total progress to covering 78.9% of Wikipedia page views. Rollout to English Wikipedia desktop will progress through this week.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.10|MediaWiki]]

'''In depth'''
* The Wikimedia Hackathon 2026 [[diffblog:2026/06/29/wikimedia-hackathon-2026-building-collaborating-and-shaping-the-future-together/|recap blog post]] is now live. It highlights the projects, sessions, and social activities from this year’s event, and shares initial plans for the 2027 Wikimedia Hackathon.

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/28|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W28&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 13:57, 6 July 2026 (UTC)
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== Tech News: 2026-29 ==

&lt;section begin=&quot;technews-2026-W29&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/29|Translations]] are available.

'''Updates for editors'''
* [[mw:Special:MyLanguage/Growth/Revise_Tone|Revise Tone]] helps newcomers identify passages in Wikipedia articles that may contain non-encyclopedic language and encourages them to consider revising the tone. The feature was [[w:en:A/B_testing|A/B tested]] on the Arabic, English, French, and Portuguese Wikipedias, where newcomer task completion rates [[mw:Special:MyLanguage/Growth/Revise_Tone#Experiment_Results|increased by 38.7%]] compared to the default Copyedit task, with no decrease in edit quality. The test ended on July 9, and the feature is now available for everyone on these wikis, configurable via Community Configuration. [[phab:T426364|The plan]] is to release Revise Tone to more wikis.
* The community configuration that allows [[mw:Special:MyLanguage/Help:Growth/Mentorship#Automated mentor list cleanup|automatic removal of inactive mentors]] based on configurable criteria will be enabled on Thursday 16, [[mw:Special:MyLanguage/Growth/Deployment|on some wikis]] to keep mentor lists up to date. Mentors are experienced contributors who opt in to help new users on-wiki through the [[mw:Special:MyLanguage/Growth/Feature summary|Growth Features]]. Administrators can now prepare the settings via [[w:Special:CommunityConfiguration/Mentorship|Special:CommunityConfiguration/Mentorship]]; they will take effect starting Thursday.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:38}} community-submitted {{PLURAL:38|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some users of the Wikipedia Android app were logged out immediately after signing in, preventing them from staying logged in and editing pages, has now been fixed. [https://phabricator.wikimedia.org/T316916]

'''Updates for technical contributors'''
* Editing a page via user scripts or gadgets was causing watchlist labels that the user had assigned to that page to reset. This has now been fixed. [https://phabricator.wikimedia.org/T423778]
* To work around a Safari bug (see [[phab:T425211]]), on Parsoid-enabled wikis, wikilink hrefs now use absolute urls instead of protocol-relative urls. REST API output remains unchanged and continue to use protocol-relative urls. Gadgets, user scripts, bots, and CSS might need to be adapted if they relied on the presence of protocol-relative urls in wikilink hrefs. [https://phabricator.wikimedia.org/T431358]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.11|MediaWiki]]

'''In depth'''
* The Wikimedia Foundation’s Experiment Platform Team has published a blog post reflecting on its first year of structured experimentation. It highlights successful experiments such as Paste Check, Reference Check, and Tone Check, which improved editing outcomes and have been rolled out to more users, as well as experiments that did not lead to product changes. [[diffblog:2026/07/07/moving-the-needle-how-we-test-new-ideas-across-wikimedia-projects|Read more]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/29|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W29&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 16:11, 13 July 2026 (UTC)
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== Tech News: 2026-31 ==

&lt;section begin=&quot;technews-2026-W31&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available.

'''Updates for editors'''
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077]
* DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;[[&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), templates (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), HTML and parser tags (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;&lt;&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), and magic words (&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400]
* The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews.
* The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users.
* The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201]

'''Updates for technical contributors'''
* After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-helpusername&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-help&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet1&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet2&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;createacct-username-policy-popover-bullet3&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T430604]
* Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533]
* From now on, wikis can restrict editing in the &quot;User&quot; namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W31&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:49, 27 July 2026 (UTC)
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== Tech News: 2026-32 ==

&lt;section begin=&quot;technews-2026-W32&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available.

'''Updates for editors'''
* The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&amp;uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518]
* The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&amp;group=ext-readinglists&amp;filter=&amp;action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia.
* Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326]

'''Updates for technical contributors'''
* The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698]
* The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W32&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 19:46, 3 August 2026 (UTC)
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== Tech News: 2026-33 ==

&lt;section begin=&quot;technews-2026-W33&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available.

'''Updates for editors'''
* [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692]

'''Updates for technical contributors'''
* [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting &quot;{{int:Mw-math-mathjax}}&quot; in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001]
* Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;cldsort=timestamp&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768]
* [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W33&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:45, 10 August 2026 (UTC)
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== Tech News: 2026-34 ==

&lt;section begin=&quot;technews-2026-W34&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available.

'''Weekly highlight'''
* The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC.

'''Updates for editors'''
* [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;__EXPECTSHORTPAGE__&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T433203]
* One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;w:bol:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;]]) [https://phabricator.wikimedia.org/T429921]
* Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640]

'''Updates for technical contributors'''
* Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W34&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 21:03, 17 August 2026 (UTC)
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== Tech News: 2026-35 ==

&lt;section begin=&quot;technews-2026-W35&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/35|Translations]] are available.

'''Updates for editors'''
* The [[Special:CreateAccount|Special:CreateAccount]] page has been simplified as part of ongoing work to modernize the account creation experience. The panel showing project statistics no longer appears next to the form on desktop and mobile web. Multiple account creation experiments show that a simpler form helps newcomers complete registration. [https://phabricator.wikimedia.org/T433783]
* In order to improve page performance, images now load when they are viewed. This means images lower down an article will not load if a reader never scrolls to that part of the page, which may affect some image-related metrics. [https://phabricator.wikimedia.org/T148047]

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where image thumbnails in Abstract Wikipedia could fail to display after the corresponding file was moved on Wikimedia Commons, has now been fixed. Thumbnails will now update correctly when files are moved. [https://phabricator.wikimedia.org/T433448]

'''Updates for technical contributors'''
* User Info card is a feature that helps patrollers see information about user accounts. So far, it has been available only in places such as page history, logs and recent changes. Now, it's possible to [[mw:Special:MyLanguage/Help:Extension:CheckUser#User_Info_card_in_page_content|place it in the page content]] as well, using the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{#uic:}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; parser function. It can be particularly useful in templates like [[:en:Template:Userlinks|&lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;{{Userlinks}}&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;]] (or their specialized variants), as it will make it easier to see the context about a user on various noticeboard pages. The card will be displayed only to users who have it enabled in their [[Special:Preferences#mw-input-wpcheckuser-userinfocard-enable|preferences]]. [https://phabricator.wikimedia.org/T424466]
* Due to user security and privacy risks, we have disabled access to &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;Special:MyPage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URLs when specifically using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. If you are impacted by this, consider whether you can use an alternative approach. &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;Special:MyPage&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; URLs can still be accessed and used without &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Specified user page URLs (e.g. &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;User:Myusername&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;) can still be used with &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;action=raw&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T120386]
* Due to an update, the thumbnailing software has been improved. This includes upgrading &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;librsvg&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; to 2.60 and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ImageMagick&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; to 7, as well as resolving a number of long-standing thumbnailing bugs like rendering errors. [https://phabricator.wikimedia.org/T419815#12222841]

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.17|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/35|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W35&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:45, 24 August 2026 (UTC)
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== Tech News: 2026-36 ==

&lt;section begin=&quot;technews-2026-W36&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/36|Translations]] are available.

'''Weekly highlight'''
* A new format for the Community Wishlist is open for feedback. You can [[m:Special:MyLanguage/Community Wishlist/Community Wishlist 2027|read the proposed ideas on Meta]]. This new process plans to improve how wishes are triaged, voted on, and prioritized in a way that is transparent and balanced across project families and language editions. This consultation is open for two weeks.

'''Updates for editors'''
* The latest release of the Wikipedia Android app includes updates to the Saved feature, bringing the app’s saving experience closer to iOS and Web. The update redesigns the Saved tab with an “All articles” view, removes the default “Saved” reading list, renames reading lists to “Collections,” and modernizes the article-saving experience. [https://phabricator.wikimedia.org/T420788]
* The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] feature was enabled for all logged-in users on Bengali, Chinese, Czech and Vietnamese Wikipedias on August 25, after several months as a beta feature. Reading Lists will be available to all logged-in users on Arabic, French and Indonesian Wikipedias on September 1, followed by English Wikipedia on September 14, and all other Wikipedia wikis on September 28.
* At the end of the month, some logged-out readers on Bengali, Czech, Persian, English, and Polish Wikipedias using the Minerva skin on mobile will see an [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|updated navigation bar]] in an [[w:A/B test|A/B test]]. The test will compare the current navigation bar with a new version designed to make it easier to find information more quickly. The goal is to determine whether these changes encourage readers to return more often. This experiment will not change the experience for logged-in readers and/or editors.
* Editors who maintain redirects, templates, and categories used on redirect pages now have improved ways for finding and curating redirects. Previously, redirects pages could not be searched. Two new search keywords, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;onlyredirects:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;withredirects:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, now allow redirects to be searched directly and can be combined with existing keywords such as &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;incategory:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;intitle:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;, and &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;insource:&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. [https://phabricator.wikimedia.org/T204089]
* The ISBN lookup tools for generating citations were recently not working because of external service problems. Developers are working on solutions. [https://phabricator.wikimedia.org/T435179]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where searching for pages by category using &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;deepcat&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; could return no results or unrelated results has now been fixed. [https://phabricator.wikimedia.org/T414859]

'''Updates for technical contributors'''
* The domain of URLs for thumbnails is changing from upload.wikimedia.org to thumb.wikimedia.org. The old URLs will continue to work for the foreseeable future but MediaWiki will advertise the new domain instead. URLs to other types of media such as original files, videos and transcodes will still be served from upload.wikimedia.org. [https://phabricator.wikimedia.org/T427465]
* The Wikimedia [https://www.mediawiki.org/w/index.php?api=wmf-math%2Fv1&amp;title=Special%3ARestSandbox Math API] is now deprecated. These endpoints will be fully sunset by the end of September 2026. Developers who call these endpoints should transition to alternative math rendering solutions, such as the native [https://developer.mozilla.org/en-US/docs/Web/MathML MathML] or [https://www.mathjax.org/ MathJax]. Third-party MediaWiki installations that utilize the Math extension for formula rendering are required to upgrade to v1.43+ to avoid disruption of service.

* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.18|MediaWiki]]

'''In depth'''
* Read more about [[mw:Special:MyLanguage/Edit_check/TextMatch|TextMatch]] in a Diff post titled, [[diffblog:2026/08/28/custom-edit-suggestions-for-every-wiki-how-communities-are-shaping-suggestion-mode-with-textmatch/|Custom edit suggestions for every wiki: How communities are shaping Suggestion Mode with TextMatch]].

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/36|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W36&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 20:53, 31 August 2026 (UTC)
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== Tech News: 2026-37 ==

&lt;section begin=&quot;technews-2026-W37&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/37|Translations]] are available.

'''Updates for editors'''
* [[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a Link]] has been upgraded for English Wikipedia users with improved detection of links that have different capitalization. This will help reduce ambiguous suggestions caused by differences in capitalization in article titles, including articles about cultural goods. A second phase of improvements is planned, which will also prepare the feature for release in other languages. [https://phabricator.wikimedia.org/T435526#12240876] [https://phabricator.wikimedia.org/T434259]
* The [[mw:Special:MyLanguage/Article_guidance|Article guidance]] feature will be enabled by default for junior editors on Simple English and Turkish Wikipedia starting 10 September 2026 following [[mw:Special:MyLanguage/Article_guidance/Updates#Summary_of_experiment_result|an experiment]]. Junior editors with 0 to 99 edits will automatically see the feature when they click a red link or use the &quot;[[tr:Vikipedi:Madde_sihirbazı|Madde oluşturto]]&quot; option on Turkish Wikipedia to create a new article. The change is intended to help junior editors create higher-quality articles that meet each Wikipedia’s standards. [[phab:maniphest/query/z3tcTjmLMxk5/#R|Additional improvements]] will continue based on the experiment results and community feedback.
* The [https://pageviews.wmcloud.org Pageviews Analysis] tool which allows users to compare pageviews across multiple pages, turns 10 years old this year and several new features have been added. They include [[toolforge:wikinav|WikiNav]] which provides insights into how readers of Wikipedia explore the content, editing stats in [https://pageviews.wmcloud.org/siteviews?range=latest-30&amp;sites=en.wikipedia.org Siteviews], the ability to [https://pageviews.wmcloud.org/massviews?source=wikiproject&amp;project=en.wikipedia.org lookup articles belonging to a WikiProject], and support for dark mode. [https://phabricator.wikimedia.org/T378549]
* A [[mw:Special:MyLanguage/Readers/Reader_Growth/Minimal_Minerva|visually simplified Minerva]] navigation bar is being tested for logged-out readers using mobile web on the Bengali, Czech, English, Farsi, and Polish Wikipedias. The experiment aims to determine whether simplifying the navigation improves reader retention. The test will run from August 31 to September 28, and no action is required from users.
* [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is working on improving [[en:Wikipedia:VisualEditor/Named references|auto-generated reference names in VisualEditor]]. Editors will only notice a slight change starting this week. When adding automatic reference names the numbering will start at &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;:1&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; instead of &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;:0&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. Read more on the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|project page]]. [https://gerrit.wikimedia.org/r/c/VisualEditor/VisualEditor/+/1332704]
*  All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T433363]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [[mw:Special:MyLanguage/Parsoid|Parsoid]] could mishandle nested nowiki tags, causing content to be lost and displaying unwanted text has now been fixed. [https://phabricator.wikimedia.org/T435116]
'''Updates for technical contributors'''
* Interface administrators can configure gadgets from [[MediaWiki:Gadgets-definition]]. The definition format has been updated and no longer requires the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ResourceLoader&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; option, as gadgets are always loaded through &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;ResourceLoader&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt;. This simplifies gadget configuration by removing an option that is no longer necessary, making gadget definitions easier for administrators. [https://phabricator.wikimedia.org/T298199]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.19|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/37|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W37&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 18:44, 7 September 2026 (UTC)
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== Tech News: 2026-38 ==
&lt;section begin=&quot;technews-2026-W38&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/38|Translations]] are available.

'''Weekly highlight'''
* The Future Audiences team has started a [[en:Special:MyLanguage/Wikipedia:Village pump (proposals)#New proposed experiment to let readers know about “Google preferred sources”|discussion on English Wikipedia]] about a proposed new experiment to show a temporary notice about the new [https://blog.google/products-and-platforms/products/search/original-high-quality-content-search/ Google Preferred Sources] feature to Wikipedia readers coming from Google. The experiment is to test whether this notice makes visitors come back to Wikipedia more often. Preferred Sources feature lets users choose websites they trust so Google can highlight content from those sources more prominently in Search and AI experiences. We are interested in testing this on other languages that Google supports and would welcome assistance with starting conversations on other wikis. If interested, please reach out to Future Audiences on the [[m:Special:MyLanguage/Future Audiences/Preferred sources|talk page]].

'''Updates for editors'''
* The chat platform Discord is releasing a new self-service framework that websites can use to specify how their links should look when shared on Discord. The Future Audiences team is planning to start using this new framework to improve how Wikipedia links look when shared on Discord, giving better attribution and credit to contributors. The link appearance and behavior won't change in the first phase of this project as we want to first collect some baseline data to assess the impact of future changes. However, if community members who are active on Discord spot any issues, they can reach out on [[phab:tag/future-audiences/|Phabricator]] or [[m:Special:MyLanguage/Future Audiences|Metawiki]].
* The Reader Growth team will be running an experiment to test whether [[mw:Special:MyLanguage/Readers/Reader_Growth/Compact Lead|compacting article lead sections on mobiles]] with the addition of a &quot;read more&quot; button improves reader retention. The test will begin on September 17 on Arabic, Spanish, French, Indonesian, Italian, Japanese, Portuguese, Vietnamese, and Chinese Wikipedias and will run for four weeks.
* All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only for a few minutes]] on September 23. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming week. [https://phabricator.wikimedia.org/T433363]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where [https://wikistats.wmcloud.org/ Wikistats] for Wikipedias was returning an HTTP 500 error and could not be reached, has now been fixed. [https://phabricator.wikimedia.org/T435959]

'''Updates for technical contributors'''
* Developers who maintain a tool that queries the Wikimedia Commons links tables need to update their code to connect to the new x4 database cluster. The links tables have been moved from the s4 cluster to x4, and will no longer receive updates on s4. The page and redirect tables remain available on both clusters. A wiki replica for the x4 cluster will be set up afterwards. The change is being made because the s4 cluster has grown too large to operate efficiently. You can [[wikitech:Special:MyLanguage/News/2026 Commons links tables database split|read more]].
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.20|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/38|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W38&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 15:31, 14 September 2026 (UTC)
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== Tech News: 2026-39 ==
&lt;section begin=&quot;technews-2026-W39&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;
Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/39|Translations]] are available.

'''Weekly highlight'''
* [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 23 September 2026 at [https://zonestamp.toolforge.org/1790172000 14:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Special:MyLanguage/Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. [https://phabricator.wikimedia.org/T433363]

'''Updates for editors'''
* The Growth team tested a new post-edit notice designed to [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#4. Encourage Temporary Accounts to Register|encourage Temporary Account holders to register for a permanent account]]. The new notice replaced multiple dialogs and a simultaneous welcome notification with a single message highlighting the benefits of creating an account. The experiment increased permanent account creation from 1.94% to 3.66%, an 87% relative increase. The change will now be released to all wikis. [https://phabricator.wikimedia.org/T433551]
* For Wikipedia editors using the [[Special:Preferences#mw-prefsection-betafeatures|&quot;Suggestion mode&quot; Beta Feature]], there is a [[Special:Preferences#mw-input-wpvisualeditor-editcheck-experimental|new opt-in user preference]] for showing &quot;experimental&quot; edit checks and suggestions. These types are listed at [[Special:EditChecks#experimental-checks|Special:EditChecks]], and are intended for early developer-testing and for gathering feedback from experienced users. Administrators can change the [[mw:Special:MyLanguage/Edit check/Configuration|configuration details]] for each suggestion as usual. Administrators can also [[mw:Special:MyLanguage/Help:Suggestion mode#Experimental Suggestions|use this feature]] to help test their community's ideas for locally created checks and suggestions. Experimental types will have a more distinct visual style later this week. [[mw:Talk:VisualEditor/Suggestion Mode|Feedback is welcome]].
* The [[m:CEE Technical Village Pump|CEE Technical Village Pump]] has been launched as a space for technical discussions and collaboration among Wikimedia communities in Central and Eastern Europe.
* A new tool, [[mw:Special:MyLanguage/Language Onboarding and Development/Starter kit|Starter Kit]], is now available for new and small language Wikipedia communities. It brings together guided tasks, tools, and resources to help communities get started, monitor their progress, and collaborate with the broader Wikimedia community. Starter Kit is hosted on Wikimedia Toolforge and is designed for Wikipedias with fewer than 50,000 articles. Learn more about how Starter Kit works and how communities have been using it in [[diffblog:2026/09/18/introducing-starter-kit-for-new-and-small-language-wikipedias/|this Diff blog post]].
* The Reader Growth team is launching a retest of the [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|image carousel experiment]]. The retest will use three new versions of the design, updated based on community feedback. The team will assess results and determine with communities whether or not to proceed with the feature. The experiment will begin the week of September 28 and will run on Arabic, Bengali, Chinese, Czech, English, Farsi, French, German, Indonesian, Japanese, Polish, Portuguese, Spanish, Swedish, and Vietnamese Wikipedias.
* After successful rollouts to Arabic, Bengali, Chinese, Czech, English, French, Indonesian, and Vietnamese Wikipedias, the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]] from the Reader Experience team will be available to all logged-in users on all Wikipedia wikis starting September 28.
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the mentor status script repeatedly updated mentors’ status even when nothing had changed, creating unnecessary Recent Changes entries, has now been fixed. [https://phabricator.wikimedia.org/T436659]

'''Updates for technical contributors'''
* The &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;abusefilters&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; list query API, used to retrieve specific details about active or historical abuse filters configured on a wiki, has been updated to support the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;formatversion=2&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; configuration parameter, thereby leading to breaking changes to the API response. All users who maintain user-scripts or other code need to check if they use the &lt;bdi lang=&quot;zxx&quot; dir=&quot;ltr&quot;&gt;&lt;code&gt;&lt;nowiki&gt;abusefilters&lt;/nowiki&gt;&lt;/code&gt;&lt;/bdi&gt; list query API, and respond to any breaking changes. [https://phabricator.wikimedia.org/T435828]
* [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.21|MediaWiki]]

'''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&amp;nbsp;• [[m:Special:MyLanguage/Tech/News/2026/39|Translate]]&amp;nbsp;• [[m:Tech|Get help]]&amp;nbsp;• [[m:Talk:Tech/News|Give feedback]]&amp;nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].''
&lt;/div&gt;&lt;section end=&quot;technews-2026-W39&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 11:56, 27 September 2026 (UTC)
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      <sha1>axzzo2n1btcsh7be4u0rezd3mlue16c</sha1>
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    <title>Motivation and emotion/Wikiversity/Social contributions</title>
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      <comment>Improve detail and clarity</comment>
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      <text bytes="2842" sha1="gmhe7okotlkdky40ww3el1ejrdlvwon" xml:space="preserve">&lt;noinclude&gt;{{title|Social contributions}}&lt;/noinclude&gt;
This page provides a brief overview of '''social contributions''', with links to more detailed information.

==What are social contributions?==
[[File:Ethics of Open Sharing icon - Organizational culture.svg|thumb|205px|Social contributions are about giving to others.]]

* Any publicly viewable contribution to the internet that enhances the [[Motivation and emotion/Book|motivation and emotion project]] beyond the chapter you are working on.
* For example, editing a past or current chapter, providing feedback on chapter talk pages, or contributing to a UCLearn discussion.
* The key criterion is that the contribution should '''benefit the broader book project or help other students''', rather than simply improving the chapter you are individually working on.

== Why social contributions?==
* Encourage and support peer feedback
* Enhance communication skills
* Reward student engagement
* Part of the marking criteria for the topic development and book chapter

==Types of social contribution==
Social contributions help improve the broader [[Motivation and emotion/Book|book project]] or support other students' learning. Contributions can include:
* '''Editing chapters''' — directly improve a past or current [[Motivation and emotion/Book|chapter]], for example by:
** adding relevant content
** correcting errors
** improving layout or formatting
** adding relevant links. See [[User:U932794|examples]].
* '''Providing feedback''' — contribute constructive feedback on chapter talk pages, particularly on chapter plans, drafts, or other students' work.
* '''Participating in discussions''' — contribute to {{Motivation and emotion/Canvas}} discussion forums, for example by responding to requests for feedback or helping other students develop their chapters.

==Summarising social contributions==
* [[Motivation and emotion/Assessment/Chapter/Summarising social contributions|Summarising social contributions with links to evidence]]

==Topic development==
* Make at least three different types of social contribution and summarise them with direct links to evidence on your Wikiversity user page
* See [[Motivation and emotion/Assessment/Topic#Social contribution (10%)|the topic development guidelines]] for more details

== Book chapter ==
* Contributions with direct links to evidence are assessed according to their quality, quantity, and timeliness
* See the [[Motivation and emotion/Assessment/Chapter#Socialcontribution|book chapter guidelines]] for more details

==See also==
* [[Motivation and emotion/Assessment/Chapter/Search for chapters to improve|Search for chapters to improve]]
* [[Motivation and emotion/Assessment/Chapter/Summarising social contributions|Summarising social contributions]]&lt;noinclude&gt;

[[Category:Motivation and emotion/Wikiversity]]</text>
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    <title>User:Dc.samizdat/Real Euclidean four-dimensional space</title>
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      <comment>/* An object's motion in space is the product of its discrete self-reflections */</comment>
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      <text bytes="101747" sha1="2szp2ia383fxxivcmyomiwmj90nwhv7" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

Four dimensional Euclidean space contains no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the four-dimensional principle of relativity, in essence. An object which is double-rotating in its own proper inertial reference frame will be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion. A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane (a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;). The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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      <text bytes="101746" sha1="ob0d4qc6ns0qzib30axk8ra2t4mmhoi" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

Four dimensional Euclidean space contains no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the four-dimensional principle of relativity, in essence. An object which is double-rotating in its own proper inertial reference frame will be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion. A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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        <username>Dc.samizdat</username>
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      <text bytes="101745" sha1="jcr7og4p40dsvp7ghjocmkm4b8xp8f9" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

Four dimensional Euclidean space contains no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the four-dimensional principle of relativity, in essence. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion. A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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      <contributor>
        <username>Dc.samizdat</username>
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      <text bytes="101744" sha1="savv3l6230pb0xw247i3c41zmotsfxw" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

Four dimensional Euclidean space contains no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion. A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
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      <text bytes="101996" sha1="gnhh3dwkeyvwokmm6t6jazrig0072pc" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe in which every object is in constant motion through four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object moves on a &lt;math&gt;\mathrm{QT}&lt;/math&gt;.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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        <username>Dc.samizdat</username>
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      <text bytes="102008" sha1="jcgx3mg45iklrcsu18sz7p97u0httw2" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, and these motions occur only at one constant velocity, there is a universal Cartesian 4-coordinate reference frame in which every rigid object moves on a &lt;math&gt;\mathrm{QT}&lt;/math&gt;.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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        <username>Dc.samizdat</username>
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      <text bytes="102260" sha1="f1ft9ul243afftn21ivytvf3hypwexd" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is moving on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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        <username>Dc.samizdat</username>
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      <text bytes="102271" sha1="31tf5ta625a8dfmh7gc6hg2us16xuu1" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion in two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is moving on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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      <id>2834638</id>
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      <contributor>
        <username>Dc.samizdat</username>
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      <text bytes="102271" sha1="okriut3kysg0rf37j9is5vs4s1ivono" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is moving on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
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      <text bytes="102276" sha1="eypevyw1nkwdm1jw53b1qq9lmxqlue5" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.{{Efn|
...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is &quot;just math&quot;, not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the &quot;math&quot; here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it might be useful to do this here...}}

A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;R^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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      <text bytes="101623" sha1="brr5ikrsso9zyti7chxrce1l4o1tj8e" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.

A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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      <id>2834641</id>
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      <contributor>
        <username>Dc.samizdat</username>
        <id>2856930</id>
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      <text bytes="101615" sha1="htktidxo75lii7db1birngihkxxofsa" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.

A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained in one way by its rigidity: the radii of both circles may approach infinity, but only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
{{Refend}}</text>
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        <username>Dc.samizdat</username>
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      <text bytes="101655" sha1="88oxz7i3tc2dj58339latchr6j1vsj8" xml:space="preserve">{{align|center|David Brooks Christie}}
{{align|center|dc@samizdat.org}}
{{align|center|Draft in progress}}
{{align|center|June 2023 - September 2026}}

&lt;blockquote&gt;'''Abstract:''' The physical universe is properly visualized as Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt; of four orthogonal spatial dimensions. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.&lt;/blockquote&gt;

== Summary ==
We observe that:
* Physical space has four perpendicular dimensions, not just three.
* Atoms are [[W:4-polytope|4-polytopes]].
* The sun is a [[W:4-ball|4-ball]] that is round in four dimensions.
* Everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space.
* Our entire 3-space manifold is moving through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions.
* Special relativity describes the linear motion of objects and light signals in four-dimensional Euclidean space.

== A theory of the Euclidean cosmos ==
The physical universe is properly visualized as [[w:Four-dimensional_space|real Euclidean space of four orthogonal spatial dimensions]] &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Space itself has a fourth perpendicular dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. 

All objects with mass move inertially through Euclidean 4-space at constant velocity &lt;math&gt;c&lt;/math&gt; as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt; is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space.

A typical galaxy such as ours occupies a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our spiral galaxy appear from our accustomed point of view to occupy a disk-like region of 3-dimensional space, with a denser ball-like center, but they are not so confined: they are distributed within a region of 4-dimensional space. The disk and ball have thickness not only in the third dimension, but in the fourth spatial dimension as well. 

Light from stars and galaxies reaches us on straight lines through Euclidean 4-space, so from our viewpoint, in what we have always imagined to be a 3-space universe, we look into the surrounding 4-space. Although we are physically confined within a 3-dimensional hyperplane by the inertia of our motion through 4-space, light signals are not so confined, so we observe all the cosmological objects surrounding us, both in and above or below our hyperplane, without perceiving their separation in our fourth orthogonal dimension, the direction of our motion. We may perceive a galaxy as elliptical when it is actually spherical, because that is how its image projects from its 4-ball shape into a 3-ball region in our hyperplane, where we measure it with our 3-dimensional bodies. More generally, orbits are circular in 4-space, but elliptical in the 3-space of their elliptic hyperplane.

The galaxy as a whole, or more properly its orbital barycenter, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity &lt;math&gt;c&lt;/math&gt; in the same direction, but on spiral trajectories as they pursue their various orbits within the galaxy. The galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity &lt;math&gt;c&lt;/math&gt;. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the 4-cylinder; their trajectories are screw-displacements through 4-space, the compound of a simple rotation and a completely orthogonal linear translation. 

The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis of motion. It is the tremendous inertial force of stars in translational motion at velocity &lt;math&gt;c&lt;/math&gt; that holds the cylinder of motion together, not some invisible dark matter.

The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity &lt;math&gt;c&lt;/math&gt;, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. A 3-sphere is a hypersphere in Euclidean 4-space, but the enclosing surface of a 3-sphere is a curved, finite 3-space, dimensionally analogous to the surface of the earth which is a curved, finite 2-space. This 3-sphere could be the domain of our visible cosmos, but of course we do not know for certain that all the cosmological objects we observe lie near the surface of our expanding 3-sphere, since it is only our assumption that they must all have originated in the same big bang long ago. Possibly some of the more distant objects we observe did not, and lie elsewhere, outside our big-bang's 3-sphere of outflying matter or even inside its 3-sphere, below its surface. We cannot assume that all objects in the 4-space universe lie near the surface of the same expanding 3-sphere. 

For all observers, the conjectured big-bang of their origin corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space: the same point in the same Euclidean 4-space for all observers with the same origin. Our big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured independently, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. 

The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold, and have only the thickness of an atom in their direction-of-motion fourth dimension. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. 

A spherical region of 4-space is called a 4-ball. The enclosing surface of a 4-ball of any size is a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. Our entire big-bang-origin universe appears to be the largest 3-sphere we observe, but each of the cosmological objects within it (including our galaxy and our sun) is contained in a smaller 3-sphere shell of its own, lying (we assume) on the largest 3-sphere embedded in its surface, like a soap bubble on the surface of a larger soap bubble. All the 3-dimensional surfaces are expanding, as the largest 3-sphere inflates at radial velocity &lt;math&gt;c&lt;/math&gt;. We ourselves live within such an expanding 3-dimensional surface, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our solar system occupies a small patch on a filmy 4-dimensional soap-bubble rounded by gravity, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. 

Our 3-manifold of ordinary space, as a surface within our moving 4-ball galaxy, is translating through 4-space at velocity &lt;math&gt;c&lt;/math&gt; with the galaxy, in a distinct direction orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the translation through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of individual objects through Euclidean space by the actions of their symmetry groups. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own collective inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. 

Any moving 3-dimensional manifold such as ours is an evolving surface boundary that is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a 3-dimensional smear of atoms no thicker than one atom in its fourth dimension, the direction of its linear translation through 4-space at velocity &lt;math&gt;c&lt;/math&gt;.

The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be &quot;heaped up&quot; into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to such 4-dimensional lumps of matter as atomic plasma, and have little experimental knowledge of their internal geometry or processes. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know almost nothing about its interior 4-ball, a dimensionally rounder enclosed space whose existence we did not suspect.

Every moving surface boundary of matter in the observed universe is evolving in four dimensions at velocity &lt;math&gt;c&lt;/math&gt;. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity &lt;math&gt;c&lt;/math&gt; corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from subatomic particles to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two completely orthogonal inertial motions each at the constant universal rate of transformation &lt;math&gt;c&lt;/math&gt;. Every object moves relative to universal 4-coordinate Euclidean space at velocity &lt;math&gt;c&lt;/math&gt; on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two completely orthogonal inertial motions, a rotation and a translation.  

Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity &lt;math&gt;c&lt;/math&gt; through all four dimensions concurrently, without any rotational component of motion, so they move through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is &lt;math&gt;c\prime = 2c&lt;/math&gt;, so we can see in four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity &lt;math&gt;c&lt;/math&gt;. For example, we can look across the center of the mostly-empty 4-ball containing our galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity &lt;math&gt;c&lt;/math&gt;. They move in the 4-space direction corresponding to their proper time, perpendicular to all three dimensions of their proper space, and generally the farther they are from us the greater the divergence of their direction of motion from our direction of motion: the greater the relative motion and their Hubble redshift. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. 

This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space.

== Symmetries ==

It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel &amp; Goodman-Strauss|2008}}

As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. 

[[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}}
&lt;blockquote&gt;Let &lt;math&gt;\mathrm{Q}&lt;/math&gt; denote a rotation, &lt;math&gt;\mathrm{R}&lt;/math&gt; a reflection, &lt;math&gt;\mathrm{T}&lt;/math&gt; a translation, and let &lt;math&gt;\mathrm{Q}^q \mathrm{R}^r\mathrm{T}&lt;/math&gt; denote a product of several such transformations, all commutative with one another. Then &lt;math&gt;\mathrm{RT}&lt;/math&gt; is a glide-reflection (in two or three dimensions), &lt;math&gt;\mathrm{QR}&lt;/math&gt; is a rotary-reflection, &lt;math&gt;\mathrm{QT}&lt;/math&gt; is a screw-displacement, and &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is a double rotation (in four dimensions).&lt;br&gt;
Every orthogonal transformation is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r \le n)&lt;/math&gt;, the number of dimensions.&lt;br&gt;
Transformations involving a translation are expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + 1 \le n)&lt;/math&gt;.&lt;br&gt;
For &lt;math&gt;(n = 4)&lt;/math&gt; in particular, every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;
If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; or a &lt;math&gt;\mathrm{QT}&lt;/math&gt;, because we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;. By the same principle, we can view any &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; as an isoclinic (equi-angled) &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) for ''one'' of the two rotations (&lt;math&gt;\mathrm{Q}&lt;/math&gt;). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;) up to uncertainty, and can always distinguish the direction of their own proper time translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;).

As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group &lt;math&gt;SO(4)&lt;/math&gt; [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic &lt;math&gt;SO(4)&lt;/math&gt; rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, atoms exhibit &lt;math&gt;SO(4)&lt;/math&gt; symmetries of the discrete isoclinic (equi-angled) double rotations (&lt;math&gt;\mathrm{Q^2}&lt;/math&gt;) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]].

== Special relativity describes Euclidean 4-space ==

&lt;blockquote&gt;Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.&lt;ref&gt;{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}&lt;/ref&gt;&lt;/blockquote&gt;

Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional &quot;space&quot; because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was [[#Origins of the theory|imagined by Einstein]] himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction.

Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some non-Euclidean 3-manifold, not necessarily a 3-sphere), then the Lorentz transformation effects of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical vector space geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity &lt;math&gt;c&lt;/math&gt;, in some 4-space direction. 

This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a Euclidean four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always &lt;math&gt;c&lt;/math&gt;, as measured by all observers from any inertial reference frame.{{Efn|Each observer is stationary in space in their own proper reference frame, while they move at maximum velocity {{Math|c}} through their own proper time. Observed from another reference frame in relative motion, they appear foreshortened in space in their direction of motion, and their clocks appear to be slowed to less than the maximum velocity {{Math|c}}.}} This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity {{Math|c}}. In physics as it has been universally understood, observers are not supposed to be able to move at velocity {{Math|c}}. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four.

In the Euclidean relativity alternative view, however, every observer is always moving at velocity &lt;math&gt;c&lt;/math&gt; through the universe, which is real Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity &lt;math&gt;c&lt;/math&gt;. Two observers' directions of movement through space may be different (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your ordinary proper space, which again, will be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and ordinary proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity &lt;math&gt;c&lt;/math&gt;, in the same inertial reference frame. Your proper 4-space coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;. Lorentz transformations are required only to convert between your respective proper spacetime coordinate systems.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity {{Math|c}} relative to universal 4-coordinate space, so the maximum relative velocity between two observers is {{Math|2c}} when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to {{Math|c}}, it is the same measurement in different units. Special relativity measures all velocities in Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}}

So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity &lt;math&gt;c&lt;/math&gt; through Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the &quot;speed of light&quot; &lt;math&gt;c&lt;/math&gt;, although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity &lt;math&gt;c&lt;/math&gt;, but in at least slightly different directions. In Einstein's relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of light through 3-space. In Euclidean relativity, the invariant &lt;math&gt;c&lt;/math&gt; is the speed of matter through 4-space! The speed of light through 3-space is also perceived as &lt;math&gt;c&lt;/math&gt; by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. 

Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same special relativity predictions of how observers in different inertial reference frames will perceive each other's motions in time and space. It is beyond the scope of this present paper to show how they also agree on the predictions of general relativity, but it is important to understand that our formulation of Euclidean relativity requires our acceptance of the experimentally verified findings of special relativity, general relativity and quantum mechanics. Our model and the standard model both describe the same geometric relations of space and time based on the same evidence, but as embedded in two very different universal host spaces: Euclidean 4-space versus Minkowski spacetime. In some instances our model provides a geometric explanation for physical phenomena where the standard model has none, as yet. An example is the two models' differing explanations for the gravitational coherence of galaxies: either their inertial motion at velocity &lt;math&gt;c&lt;/math&gt;, or their possession of experimentally undetected dark matter.{{Efn|
...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity &lt;math&gt;c&lt;/math&gt; through space and proper time&lt;br&gt;
&lt;br&gt;
...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity&lt;br&gt;
&lt;br&gt;
...cite Kappraff &amp; Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff &amp; Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff &amp; Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords.}}

Euclidean relativity is not even a fringe theory; no physicists or astronomers have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could &quot;catch up&quot; with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at &lt;math&gt;c&lt;/math&gt; (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than &lt;math&gt;c&lt;/math&gt;. Euclidean relativity is a revolutionary theory indeed, in which &lt;math&gt;c&lt;/math&gt; cannot possibly be the speed of light!

We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for &lt;math&gt;\mathbb{R}^4&lt;/math&gt; to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be &lt;math&gt;c\prime = 2c&lt;/math&gt;, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate inertially along the edge (or the radius) of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the long diagonal of the unit 4-hypercube is the natural number &lt;math&gt;\sqrt{4}&lt;/math&gt;.

== An object's motion in space is the product of its discrete self-reflections ==
Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a number of discrete self-reflections. Any action of a polytope that transforms its position and orientation in space may be measured as a distinct sequence of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete sequence of local self-reflections.

Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which intersect each other. When a  object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, preserving its chirality.

Coxeter's laws of kinematics are a geometric counterpart to Newton's algebraic laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as geometric pictures. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. In particular, they give us geometric pictures of all the possible motions of objects in 4-dimensional Euclidean space:

&lt;blockquote&gt;Every orthogonal transformation in 4-space is expressible as:&lt;br&gt;
:&lt;math&gt;\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t&lt;/math&gt;&lt;br&gt;
where &lt;math&gt;(2^q + r + t \le 4)&lt;/math&gt;. Every displacement is either a double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, or a screw-displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt; [where the rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt; is a simple rotation, but the &lt;math&gt;\mathrm{QT}&lt;/math&gt; is chiral like a &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;]. Every enantiomorphous transformation in 4-space (reversing chirality) is a &lt;math&gt;\mathrm{QRT}&lt;/math&gt;.&lt;/blockquote&gt;

While this description should be understood as geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. Rotation (&lt;math&gt;\mathrm{Q}&lt;/math&gt;), reflection (&lt;math&gt;\mathrm{R}&lt;/math&gt;) and translation (&lt;math&gt;\mathrm{T}&lt;/math&gt;) are obvious analogues of what they are in three-dimensional space, but double rotation (&lt;math&gt;\mathrm{Q}^2&lt;/math&gt;) is something new and unprecedented in our physical experience, because double rotations cannot occur until there are four or more dimensions of space in which to rotate.

A point in 4-space may be in motion on two circles in two completely orthogonal rotation planes simultaneously. Nothing constrains the two circles to be of the same radius, or constrains either circle from being of infinite radius such that the point moves in a straight line within its rotation plane: a translation &lt;math&gt;\mathrm{T}&lt;/math&gt; rather than a rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;. The motion of a rigid object defined by multiple points is constrained by its rigidity: the radii of both circles may approach infinity, but only one of the radii may actually reach infinity. Only one of the two rotations may actually be a translation. 

Four dimensional Euclidean space can contain no such thing as a &lt;math&gt;\mathrm{Q}^2\mathrm{T}&lt;/math&gt;. A translating double rotation &lt;math&gt;\mathrm{Q}^2&lt;/math&gt;, like a translating simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt;, is simply a screw displacement &lt;math&gt;\mathrm{QT}&lt;/math&gt;. That is the essence of the four-dimensional principle of relativity. An object which is double-rotating in its own proper inertial reference frame may be seen to be performing nothing more mysterious than a screw displacement, when observed from an inertial reference frame in relative motion.

In a universe which is four-dimensional Euclidean space &lt;math&gt;\mathbb{R}^4&lt;/math&gt;, wherein these motions occur only at the constant velocity &lt;math&gt;c&lt;/math&gt;, there is a universal Cartesian 4-coordinate reference frame in which every rigid object is translating on a &lt;math&gt;\mathrm{QT}&lt;/math&gt; at velocity &lt;math&gt;c&lt;/math&gt;. That universal inertial reference frame is not the proper reference frame of any object or observer, wherein the object or observer is stationary, but it is the common reference frame of all observers.

== Light propagates through 4-space at twice its apparent velocity &lt;math&gt;c&lt;/math&gt;==
Coxeter's geometric laws of motion in 4-dimensional Euclidean space apply to all objects with mass, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection &lt;math&gt;\mathrm{R}^4&lt;/math&gt;, which may be termed a double translation &lt;math&gt;\mathrm{T}^2&lt;/math&gt;, a pure translation via two pairs of parallel reflections without any rotation component &lt;math&gt;\mathrm{Q}&lt;/math&gt;.

Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by &lt;math&gt;\mathrm{QT}&lt;/math&gt;, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic &lt;math&gt;\mathrm{Q^2}&lt;/math&gt;, an isoclinically rotating object such as an atom. A simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; or simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; is a double reflection &lt;math&gt;\mathrm{R^2}&lt;/math&gt;, so a &lt;math&gt;\mathrm{QT}&lt;/math&gt; or &lt;math&gt;\mathrm{Q^2}&lt;/math&gt; is also an &lt;math&gt;\mathrm{R^4}&lt;/math&gt;, but not with the same group of reflection angles as a light signal &lt;math&gt;\mathrm{R^4}&lt;/math&gt;. A translation &lt;math&gt;\mathrm{T = R^2}&lt;/math&gt; is a double reflection in two parallel planes, and a rotation &lt;math&gt;\mathrm{Q = R^2}&lt;/math&gt; is a double reflection in two intersecting planes, as in a &lt;math&gt;\mathrm{QT = R^4}&lt;/math&gt; which is both at once. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is two double reflections in pairs of parallel planes at once, a reflection in four non-intersecting parallel planes; it is all translation and no rotation. In a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; all the motion goes to translation, so the translation goes twice as far as the simple translation &lt;math&gt;\mathrm{T}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. A double translation &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; is the opposite of a double rotation &lt;math&gt;\mathrm{Q^2 = R^4}&lt;/math&gt;, which is stationary but rotates twice as fast as the simple rotation &lt;math&gt;\mathrm{Q}&lt;/math&gt; in a &lt;math&gt;\mathrm{QT}&lt;/math&gt;. 

The product of the two translations in a &lt;math&gt;\mathrm{T^2}&lt;/math&gt; is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple &lt;math&gt;\mathrm{T}&lt;/math&gt; over the edge length (or radius) of the unit 4-hypercube. The [[w:Tesseract|4-hypercube (also known as the 8-cell or tesseract)]] is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon, so its long diameter (twice its radius) is exactly twice its edge length. The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A &lt;math&gt;\mathrm{T^2}&lt;/math&gt; cannot reposition a 4-polytope the way a &lt;math&gt;\mathrm{QT}&lt;/math&gt; does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter.{{Efn|
...lensing of double translations &lt;math&gt;\mathrm{T^2 = R^4}&lt;/math&gt; in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet...}}

== Distribution of stars in our galaxy ==

The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by their Hubble redshifts, and by assuming that they are distributed in three dimensions of space, astronomers have plotted their locations in 3-space. If we abandon the last of these three assumptions, we can reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. 

To map the galaxy's stars in 4-coordinate space we would have to supply the missing fourth coordinate for each star, which corresponds to its angle above or below our 3-space hyperplane in our fourth dimension, the direction of our motion through 4-space at velocity &lt;math&gt;c&lt;/math&gt;. If we assume that our galaxy and all its stars originated in the same big-bang, and that they still lie near the surface of its expanding 3-sphere (a domain which may or may not be our entire visible universe), we can interpret the redshift-determined distances of the galaxy's stars as chordal distances from us on the surface of that universal 3-sphere, and consequently as angles below our hyperplane of ordinary 3-space. Because our galaxy is only a very small patch on the universal 3-sphere, those angles will be small, but not zero. They appear to be zero to us in our 3-dimensional visual perspective from earth, because the 4-ball of space around us projects into a 3-ball of space in our hyperplane, where we lose the separation between stars in our fourth dimension. Near each point in the sky where we observe multiple objects at various distances from us, apparently directly behind each other, those objects are actually separated by an angular distance in our fourth dimension corresponding to their redshift chordal distance. 

That small separation might not make much difference in our view of the night sky, but their actual separation in the fourth dimension may be much greater, large enough to significantly transform our map of the heavens. That is because it is unlikely that the stars in the galaxy all lie exactly on the surface of the expanding universal 3-sphere, after millions of years of expansion.{{Efn|

When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits? That would be an expected consequence of the special rotational symmetry group of 4-space &lt;math&gt;SO(4)&lt;/math&gt;, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. Also of interest would be whether the central region of the galaxy is a 4-ball or a 4-ellipsoid.}}

== Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions ==

{{Efn|...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here...}}

Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. 

It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.)

None of these Lorentz effects are beyond geometric explanation or paradoxical.  The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. 

The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery.

== Dimensional relativity ==
Coxeter's kinetic law of &lt;math&gt;n&lt;/math&gt;-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity, and has its roots in dimensional analogy.

Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated.

By analogy to the surface of the earth, the bounding surface of a spherical region of &lt;math&gt;n&lt;/math&gt;-dimensional Euclidean space is an &lt;math&gt;(n-1)&lt;/math&gt;-sphere, a spherical space of one fewer dimensions than the &lt;math&gt;n&lt;/math&gt;-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean &lt;math&gt;n&lt;/math&gt;-spaces of increasing &lt;math&gt;n&lt;/math&gt;, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating &lt;math&gt;n&lt;/math&gt;-spaces. By the capacity for dimensional analogy which they possess, some observers see deeper into &lt;math&gt;n&lt;/math&gt;-dimensional space than others.

== Polycentric spherical relativity ==

An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper stationary reference frame in the &lt;math&gt;n&lt;/math&gt;-space universe in which they physically locate themself. We see that every observer may also properly view themself as stationary and the universe as an &lt;math&gt;(n+1)&lt;/math&gt;-sphere with themself at the center observing it, perceptually equidistant from all points on its &lt;math&gt;n&lt;/math&gt;-space surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. 

This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. 

It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: &quot;The universe is a sphere whose center is wherever there is intelligence.&quot;{{Sfn|Thoreau|1849|p=349|ps=; &quot;The universe is a sphere whose center is wherever there is intelligence.&quot; [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}}

== Revolutions ==

The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. 

In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity &lt;math&gt;c&lt;/math&gt;, with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time.

As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space.

Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system.

When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity &lt;math&gt;c&lt;/math&gt;, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. 

To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity &lt;math&gt;c&lt;/math&gt;, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity &lt;math&gt;c&lt;/math&gt; in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. 

These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since.

== Origins of the theory ==

Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.&lt;ref&gt;{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}&lt;/ref&gt; He invited us to imagine &quot;A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions&quot;, but he was careful to disclaim parenthetically that &quot;The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice.&quot;

Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal to that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.''

The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. 

Anco and Maghadam found that &lt;math&gt;SO(4)&lt;/math&gt; breaks to ... &lt;math&gt;\mathbb{S}^3&lt;/math&gt;... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... &lt;math&gt;H^3&lt;/math&gt; ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space.{{Efn|
...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others.}}

The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; &quot;Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions.&quot;}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.&lt;ref&gt;{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}&lt;/ref&gt;}}

== Boundaries ==

&lt;blockquote&gt;Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.&lt;ref&gt;{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}&lt;/ref&gt;&lt;/blockquote&gt;

Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our 3-sphere surface in our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? What is the nature of the boundary which confines us to just three dimensions?

We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell.

Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined objects and motions. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. An inertial boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force.

&lt;blockquote&gt;The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three ....

In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it.

We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed &quot;Dimensional Analogy.&quot;&lt;ref&gt;{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}&lt;/ref&gt;&lt;/blockquote&gt;

I believe, but I cannot prove, that we live in real space, which is Schläfli's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover, first in imagination and then to explore physically, each an astonishing new enlightenment.&lt;ref&gt;{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}&lt;blockquote&gt;
:We shall not cease from exploration
:And the end of all our exploring
:Will be to arrive where we started
:And know the place for the first time.
:Through the unknown, remembered gate
:When the last of earth left to discover
:Is that which was the beginning;
:At the source of the longest river
:The voice of the hidden waterfall
:And the children in the apple-tree
:Not known, because not looked for
:But heard, half-heard, in the stillness
:Between two waves of the sea.
&lt;/blockquote&gt;&lt;/ref&gt;

Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. That project is forever beginning anew. Coxeter discovered that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether discovered all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity. Symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, and just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions in which all objects with mass move ceaselessly at the constant velocity &lt;math&gt;c&lt;/math&gt;, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. 

I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages.

&lt;blockquote&gt;
::::::BEECH

:Where my imaginary line
:Bends square in woods, an iron spine
:And pile of real rocks have been founded.
:And off this corner in the wild,
:Where these are driven in and piled,
:One tree, by being deeply wounded,
:Has been impressed as Witness Tree
:And made commit to memory
:My proof of being not unbounded.
:Thus truth's established and borne out,
:Though circumstanced with dark and doubt—
:Though by a world of doubt surrounded.

:::::::—''The Moodie Forester''&lt;ref&gt;{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}&lt;/ref&gt;
&lt;/blockquote&gt;

== Appendix: Sequence of regular 4-polytopes ==
{{Regular convex 4-polytopes|wiki=W:|columns=7}}

== ... ==
{{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}}

{{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}}

{{Efn|name=radially equilateral}}

{{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as &quot;the convex hull of the neighbouring vertices of a given vertex&quot;.{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its &quot;radius&quot; equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}}

{{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example:
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0)
{{indent|5}}({{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}({{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|5}}(–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}},–{{sfrac|1|2}}){{spaces|3}}(–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}},–{{sfrac|1|2}},{{spaces|2}}{{sfrac|1|2}})
{{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)&lt;br&gt;
is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}}

{{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60°  rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic  rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the &quot;left&quot; is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}}

{{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}}

{{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; &quot;In mathematics, the path that the (1, 1) knot on the torus traces is also
known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two
intersecting circles that are the cross-section of a torus by a well-chosen plane
cutting it. Picking one such circle and rotating it around the torus
axis, the resulting family of circles can be used to rule the torus. By nesting
tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the
(1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles].&quot;}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}}

{{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}}

{{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}}

{{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}}

{{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}}

{{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}}

{{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}}

{{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}}

{{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}}

{{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90&lt;sup&gt;o&lt;/sup&gt; bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60&lt;sup&gt;o&lt;/sup&gt; bend, or as a straight line with one 60&lt;sup&gt;o&lt;/sup&gt; bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}}

{{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; &quot;In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)&quot;}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}}

{{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}}

{{Efn|Departing from any vertex V&lt;sub&gt;0&lt;/sub&gt; in the original great hexagon plane of isoclinic rotation P&lt;sub&gt;0&lt;/sub&gt;, the first vertex reached V&lt;sub&gt;1&lt;/sub&gt; is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P&lt;sub&gt;1&lt;/sub&gt;. P&lt;sub&gt;1&lt;/sub&gt; is inclined to P&lt;sub&gt;0&lt;/sub&gt; at a 60° angle.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt; lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V&lt;sub&gt;2&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;1&lt;/sub&gt; along a second {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;2&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;0&lt;/sub&gt;.{{Efn|P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''two'' {{radic|3}} chords apart{{Efn|V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V&lt;sub&gt;0&lt;/sub&gt; and V&lt;sub&gt;2&lt;/sub&gt; are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V&lt;sub&gt;1&lt;/sub&gt; lies in both intersecting planes P&lt;sub&gt;1&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt;, as V&lt;sub&gt;0&lt;/sub&gt; lies in both P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;1&lt;/sub&gt;. But P&lt;sub&gt;0&lt;/sub&gt; and P&lt;sub&gt;2&lt;/sub&gt; have ''no'' vertices in common; they do not intersect.) The third vertex reached V&lt;sub&gt;3&lt;/sub&gt; is 120 degrees beyond V&lt;sub&gt;2&lt;/sub&gt; along a third {{radic|3}} chord lying in another hexagonal plane P&lt;sub&gt;3&lt;/sub&gt; that is Clifford parallel to P&lt;sub&gt;1&lt;/sub&gt;. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V&lt;sub&gt;0&lt;/sub&gt; to V&lt;sub&gt;3&lt;/sub&gt; is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}}

{{Sfn|Mamone, Pileio &amp; Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹&lt;sub&gt;4&lt;/sub&gt;.}}

==Notes==
{{Regular convex 4-polytopes Notelist|wiki=W:}}

==Citations==
{{Regular convex 4-polytopes Reflist|wiki=W:}}

==References==
{{Refbegin}}
* {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}}
* {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}}
* {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}}

=== [[Polyscheme|Polyschemes]] ===
{{Regular convex 4-polytopes Refs|wiki=W:}}
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      <text bytes="17130" sha1="dsa6xrd9je0gvmoma0hau835fpb9mzz" xml:space="preserve">{{title|Guided meditation and emotion regulation:&lt;br&gt;How can guided meditation be used to regulate emotion?}}
{{MECR3|1=https://www.youtube.com/watch?v=WnmhAbyG5PI}}

== Overview ==
{{RoundBoxTop}}'''Consider this scenario:'''
	
You have noticed lately at work you have been feeling irritable and easily emotionally triggered. From petty interactions with co-workers, to feeling over stimulated by clocks ticking and pens clicking, the range of inconveniences are impacting on your peace in the office. 

As a result, you've noticed your motivation and focus lacking, positive interactions at work seem to be dwindling, and your overall satisfaction is declining. 
	
'''Upon reflection''' of your cumulative irritation and the subsequent '''emotional dysregulation''', you decide to try something different. Possibly instead of reacting to stressful stimuli, you learn to respond to your nervous system. 
	
You flip open your phone and click play on a '''guided meditation'''. The slowing of the breath, and focusing of your mind, your nervous system calms down. The guided meditation has had a calming effect on your thoughts and consequently your emotional state. 

The guided meditation has helped you to regulate your emotions, build awareness and reminded you to use your breath for emotional regulation when you notice your internal state starting to rise.
{{RoundBoxBottom}}
[[File:Starman 07.jpg|thumb|Figure 1. drawing of an individual mediating. ]]
What is guided meditation? Meditation can come in different forms, from sitting through a guided meditation that focuses on your specific goal or the mindset that you want to get to, or sitting somewhere quiet reflecting on your thoughts and feelings. However, for meditation to work it is important to be focused on the moment, the sounds around, and being able to suppress other thoughts and any noises that run though our brain during that time (Jenkins, 2015).

This chapter explores the idea of guided meditation, what meditation is, and the psychological science about meditation and how it assists with regulating emotions, as well as the benefits that come with regular practice of guided meditation. This chapter looks into the idea of medical professionals within the field of science and psychology adding or trying to use guided meditation, or a similar meditation type to assist those who are battling with clinical disorders. There will also be extra resources provided for extra learning.

{{RoundBoxLeft|theme=3}}
'''Focus questions'''

* What is guided meditation?
* What are the emotional regulation benefits of guided meditation?
* Why should people consider practicing guided meditation?

{{LeftRightBoxClose}}

== What is meditation and emotion regulation? ==
Meditation originates from the Latin word ''meditari''. When meditari is translated it becomes “to engage in contemplation or reflection” (Hussain et al., 2010) {{ic|Direct quotes need page numbers per APA style; even better, write in your own words}}. Meditation is known to be where an individual is completely locked into their thoughts. The aim of meditation is to become focused on and only be in the moment of time, suppressing the other thoughts, sounds, and noises, running through our brain (Jenkins, 2015).

There is evidence suggesting that in Eastern spiritual tradition, meditation is not an activity, however it is a “tool” that assists with developing stronger spiritual connections, while also aiming to achieve inner peace, better concentration, improve positive emotions, while reducing stress, agitation, and also any negative emotions at the same time (Wallace, 2005; Walsh &amp; Shapiro, 2006).

Emotion regulation has been established to be a regulated change in a person, consciously or unconsciously (Rottenberg &amp; Gross, 2003). Mennin et al. (2007) discovered that those individuals who are not able to efficiently manage their emotions for a long time, may be at risk to get diagnosed with depression or anxiety.

== Key points ==
{{expand}}

* Guided meditation has been proven to improve clinical disorders such as anxiety and depression, as well as other disorders, addictions, and substance abuse (Ospina et al., 2007; Balaji et al., 2012; Khanna &amp; Greeson, 2013; Lakhan &amp; Scholfield, 2013).
* Blood and cholesterol levels became normal, stress was reduced, and improvement on cardiovascular diseases prevention (Cooper &amp; Aygen, 1978; Barns et al., 2001; Grossman et al., 2004; Anderson et al., 2008).
* Meditation is reported to enhance the immune system and be an effective treatment in pain management (Kabat-Zinn, 1990).

== Quiz ==

&lt;quiz display=&quot;simple&quot;&gt;Has guided meditation been linked to the increased ability to focus?

|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;

&lt;quiz display=simple&gt;

{Can functional and structural neuroplastic be increased with guided meditation?

|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;

&lt;quiz display=simple&gt;

{Does Eastern Spiritual tradition see meditation as a tool?

|type=&quot;()&quot;}

- Yes
+ No

&lt;/quiz&gt;

== Guided Meditation ==
{{expand}}

==== What is guided meditation and is it the same thing as mindfulness mediation? ====
Guided meditation is a style of meditation that is led by some sort of audio, such as a teacher, audio recording, or even a video (Headspace, 2023). The goal of this style of meditation is to achieve specific outcomes, such as improve self-improvement, strengthening relationships, fostering forgiveness, and cultivate a calm and relaxed mind. Since the brain often cannot distinguish between imagined experiences and real ones during meditation, this practice can help form new neural pathways, leading to fresh perspectives and personal growth (Moral, 2017).

Whereas, mindfulness can be easily described as “moment-by-moment awareness” (Germer et al., 2005, p. 6; &amp;nbsp;Davis &amp; Hayes, 2011). Mindfulness is to be about monitoring attention, making sure the focus always reverts to the present. Mindfulness meditation can be experienced in a formal style of meditation, or alone individually (Gallant, 2016). Jon KabatZinn debuted mindfulness as a therapeutic discipline at the University of Massachusetts Medical Center in the year of 1979, this was through Jon’s own program known as ‘Mindfulness-Based Stress Reduction’ (Bishop, 2002). The benefits of mindfulness meditation has been shown to considerably decrease stress, increase self-compassion, improve resiliency, compassion, and also emotion regulation (Green &amp; Kinchen, 2021)

== Emotion Regulation ==
{{expand}}

==== How to efficiently regulate emotions ====
Emotion regulation can be explained as the process of how a person is able to regulate their emotions consciously or unconsciously (Rottenberg &amp; Gross, 2003). Improvements with health, relationships, and improved job performance has also been shown with successful emotion regulation (John &amp; Gross, 2004).

Alpha waves are steady and additionally high amplitude brain waves that have a frequency that can range from eight to thirteen phases per second. When Alpha activity is shown, it is normally an indication that the mind has reached a deep state of relaxation. (Jacobs &amp; Luber, 1989; Delmonte, 1984a).

== A case study on meditation and emotion regulation ==
{{expand}}

=== Case Study ===
{{RoundBoxTop|theme=2}}Louie works in the public service. Louie usually really enjoys his work and his work relationships are positive. However, due to the stress at work, Louie finds it harder to remain positive at work and is allowing the negative thoughts and feelings accumulate, which is making his work less productive. Louie understand that he needs to start to do something which will help and turns to guided meditation.
{{RoundBoxBottom}}

=== Case study learnings: guided meditation ===
Due to his current work situation, Louie has realised he's struggling with his thoughts and feelings. He feels he shouldn't be experiencing these emotions and believes he should have more control over his mindset. To address this, Louie turns to guided meditation, which offers targeted support for specific goals or emotions and helps with managing thoughts and mindset at work. Through this experience, Louie comes to understand that guided meditation can be a helpful tool for regulating his emotions.[[File:Group meditation by East Coast Beach, Singapore.jpg|thumb|Figure 1. A group of people together for a guided meditation.]]

== How does guided meditation affect emotion regulation? ==
Guided meditation is increasingly recognised for its effectiveness in managing emotions. Fostering mindfulness encourages people to notice their feelings without judgement, supporting more measured reactions to difficult situations (Hölzel et al., 2011). Studies show that regular practice reduces rumination and negative thoughts, which can contribute to emotional dysregulation (Chambers et al., 2009). Guided meditation also enhances emotional flexibility, allowing individuals to respond adaptively to a variety of emotions and fostering acceptance rather than suppression (Brown &amp; Ryan, 2003). Physiologically, these practices activate the parasympathetic nervous system, lowering stress and anxiety while promoting emotional stability (Goyal et al., 2014). Therefore, incorporating guided meditation into daily routines can lead to significant improvements in emotional health and resilience.

==== Benefits, risks, and emotional regulation ====
According to Davidson et al''.'' (2003), recent studies on monks in Dharamsala, Himachal Pradesh, have demonstrated that even when they are not meditating, their prefrontal lobes stay active. 

Schwatz (1975) indicated that meditation practices can lead to an increased cortical arousability, while decreasing limbic arousability. This decrease can lead to perception levels to increase and emotional activity to decline.

Furthermore, there have been studies that have been undertaken that have seen results where there was an increase in visual imagery abilities (Heil, 1973), the reaction time of an individual has been shown to be increased (Jedrczak et al., 1986; Robertson, 1983) discovered an enhancement with perceptual motor speed.

There are no real risks with the completion of this style of meditation, besides the normal feeling of anxiety when learning a new skill or experiencing something new. This occurs as the letting go of distractions and getting in touch with feelings and thoughts begins (Barton &amp; Bauer-Wu, 2010).

[[File:Emotion Categories.png|thumb|Figure 2. Emotions that have been categorised.|center|673x673px]]

== Conclusion ==
Overall, guided meditation comes in various different forms and styles, this allows for individuals to tailor their own needs and goals to what style of guided meditation fits best. Each individual will go through difficult stages, through their work life and even their personal life, introducing guided meditation into everyday life will help create an overall healthier mindset for the individual, while also allowing a clear mindset when it comes to high stress or pressure situations. Furthermore, when an individual becomes more aware and are able to regulate their emotions, it has been proven that they will improve their relationships, overall mental health, and even improve their job performance. Individuals who continue to practice meditation, their Alpha wave activity can be active and the mind can be in a deep state of relaxation, even when not in a meditating state. 

Overall, this chapter described when meditation was first recorded to be used, how it is now used and what the benefits that individuals who practice this activity can gain, while also show that there are no major effects or risks and proves that there are major health benefits.  

&lt;nowiki&gt;*&lt;/nowiki&gt;could discuss meditation styles that do not work as effectively*  

== See also ==
* [[Motivation and emotion/Book/2022/Mindful self-care]] (Book chapter, 2022)
* https://en.wikipedia.org/wiki/Anapanasati (Wikipedia)

== References ==
{{Hanging indent|1=

Barton, D., &amp; Bauer-Wu, S. (2010). Mindfulness meditation.

Bishop, S. R. (2002). What do we really know about mindfulness-based stress reduction?. Psychosomatic medicine, 64(1), 71-83.

Brown, K. W., &amp; Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. ''Journal of Personality and Social Psychology, 84''(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822

Chambers, R., Lo, B. C. Y., &amp; Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect. ''Cognitive Therapy and Research, 32''(3), 303-322. https://doi.org/10.1007/s10608-007-9119-0

Davis, D. M., &amp; Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48(2), 198.
Gallant, S. N. (2016). Mindfulness meditation practice and executive functioning: Breaking down the benefit. Consciousness and cognition, 40, 116-130.

Goyal, M., Singh, S., Sibinga, E. M., Gould, N. F., Rowland-Seymour, A., Sharma, R., Berger, Z., Sleicher, D., Maron, D. D., Shihab, H. M., Ranasinghe, P. D., Linn, S., Saha, S., Bass, E. B., &amp; Haythornthwaite, J. A. (2014). Meditation programs for psychological stress and well-being: a systematic review and meta-analysis. ''JAMA internal medicine, 174''(3), 357–368. https://doi.org/10.1001/jamainternmed.2013.13018

Headspace, Guided Meditation, 2023.

Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., &amp; Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. ''Psychiatry research, 191''(1), 36–43. https://doi.org/10.1016/j.pscychresns.2010.08.006

John, O. P., &amp; Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of personality, 72(6), 1301-1334.
Fingelkurts, A. A., Fingelkurts, A. A., &amp; Kallio-Tamminen, T. (2015). EEG-guided meditation: a personalized approach. ''Journal of Physiology-Paris'', ''109''(4-6), 180-190.                    &lt;nowiki&gt;https://doi.org/10.1016/j.jphysparis.2015.03.001&lt;/nowiki&gt;

Hussain, D., &amp; Bhushan, B. (2010). Psychology of meditation and health: Present status and future directions. ''International Journal of Psychology and Psychological Therapy'', ''10''(3), 439-451. &lt;nowiki&gt;https://www.redalyc.org/pdf/560/56017068007.pdf&lt;/nowiki&gt; retrieved from International Journal of Psychology and Psychological Therapy, vol 10, number 3. October, 2010, pp. 439-451

Jenkins, A. (2015). Guided meditation in the English language classroom. In ''English teaching forum'' (Vol. 53, No. 1, pp. 35-38). &lt;nowiki&gt;https://repo.iainbatusangkar.ac.id/xmlui/bitstream/handle/123456789/8400/1509096959459_Untitled.pdf?sequence=1&lt;/nowiki&gt; retrieved from Teaching Techniques

Kabat-Zinn, J. (1990). Mindfulness-based stress reduction. ''Using the wisdom of your body and mind to face stress, pain, and illness'', ''467''. &lt;nowiki&gt;https://doi.org/10.1002/shi.88&lt;/nowiki&gt;

Mennin, D. S., Holaway, R. M., Fresco, D. M., Moore, M. T., &amp; Heimberg, R. G.
(2007). Delineating components of emotion and its dysregulation in anxiety and mood psychopathology. ''Behavior therapy'', ''38''(3), 284-302. &lt;nowiki&gt;https://doi.org/10.1016/j.beth.2006.09.001&lt;/nowiki&gt;

Moral, A. (2017). Guided meditation: A regimen for mental health. Indian Journal of Health and Wellbeing, 8(2), 180.
Rottenberg, J., &amp; Gross, J. J. (2003). When emotion goes wrong: Realizing the promise of affective science. &lt;nowiki&gt;https://doi.org/10.1093/clipsy.bpg012&lt;/nowiki&gt;

Wallace, B. A., &amp; Shapiro, S. L. (2006). Mental balance and well-being: building bridges between Buddhism and Western psychology. ''American Psychologist'', ''61''(7), 690. &amp;nbsp;&lt;nowiki&gt;https://doi.org/10.1037/0003-066X.61.7.690&lt;/nowiki&gt;

Anapanasati. Wikimedia Foundation. 13/07/2023. &lt;nowiki&gt;https://en.wikipedia.org/wiki/Anapanasati&lt;/nowiki&gt;

Mysticism. Wikimedia Foundation. 15/08/2023. &lt;nowiki&gt;https://en.wikipedia.org/wiki/Mysticism&lt;/nowiki&gt;

Zhang, Q., Wang, Z., Wang, X., Liu, L., Zhang, J., &amp; Zhou, R.
(2019). The effects of different stages of mindfulness meditation training on emotion regulation. ''Frontiers in human neuroscience'', ''13'', 208. &lt;nowiki&gt;https://doi.org/10.3389/fnhum.2019.00208&lt;/nowiki&gt;
}}

== External links ==
This podcast by Andrew Huberman, Ph.D., is a professor in neurobiology and also a neuroscientist at the Stanford School of medicine, dives into explaining what meditation is, how meditation practices can lead to changed neuroplasticity, how baseline anxiety and depression is reduced, and much more.

https://hubermanlab.com/how-meditation-works-and-science-based-effective-meditations/  

InsightTimer is a website that offers free guided meditations and other key talks, sounds, and music to assist with meditation, better sleep, and to help with anxiety and stress. 

https://insighttimer.com/guided-meditations  

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==Early history of the twin paradox==

{{Lorentzbox|Text={{center|Date of article creation: 9 November 2023; Last major revision: 26 September 2026}}}}

a) When was the [[:w:twin paradox]] applied to life forms and human beings?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=pes /&gt;&lt;ref group=S name=during /&gt; report that {{slink||Einstein 1911-HU}} discussed the aging of living organisms, and that {{slink||Langevin 1911-HU}} and {{slink||Wiechert 1911-HU}} explicitly discussed the aging of human beings. 

:*More details in sections {{slink||Human beings in 1911|Twins from 1911 to 1920}}, including newspaper articles from 1911 written by {{slink||Lämmel 1911-HU}} and {{slink||Müller 1911-HU}} that clearly show that Einstein was the first to explicitly discuss the aging of human beings as well.

b) Who was the first to formulate the principle of maximal proper time along straight worldlines, upon which differential aging in the standard twin paradox is based?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=during /&gt; mention Langevin (1911), Laue (1911). 

:*More details in section {{slink||Maximal proper time}} with the contributions of Langevin (1911), Wiechert (1911), Study (1911), Laue (1911-13).

c) Who was the first to formulate [[w:Triangle inequality#Reversal in Minkowski space|inverse triangle inequality]] in Minkowski space, which represents the simplest version of the twin paradox?

:*See details in section {{slink||Triangle inequality}} with the contributions of Robb (1914-20), Eddington (1922), Rogers (1922).

d) Who was the first to show that any influence of proper acceleration on clocks can be neglected in the computation of the twin paradox from the viewpoint of the stay-at-home twin?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=pes /&gt; mention Einstein (1911), Laue (1913). 

:*More details in section {{slink||Negligibility of proper acceleration}} with the contributions of Einstein (1911), Wiechert (1911), Laue (1913), Lorentz (1913).

e) Who was the first to introduce the three clock/brother example that completely removes acceleration from the clock/twin paradox?

:*Historical accounts&lt;ref group=S name=debs /&gt;&lt;ref group=S name=alizzi /&gt; date it back to Lange (1927) and Lord Halsbury (1957).

:*More details in section {{slink||Relay (three brothers) experiment}} with the contributions of Grünbaum (1911) and Wiechert (1920-22).

f) Who was the first to use acceleration as an asymmetry indicator?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref name=cuvaj group=S /&gt;&lt;ref group=S name=pes /&gt; mention Langevin (1911), Einstein (1918). 

:*More details in section {{slink||Acceleration as asymmetry indicator}} with the contributions of Langevin (1911), Sommerfeld (1913), Lorentz (1913), Einstein (1914-20).

g) Who was the first to use different frame distribution as asymmetry indicator as an asymmetry indicator?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=pes /&gt; mention Laue (1911-13). 

:*More details in section {{slink||Frame distribution as asymmetry indicator}} with the contributions of Laue (1911-13), Bloch (1918).

h) Who was the first to describe the perspective of the traveler?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=beng /&gt; mention Langevin (1911), Lorentz (1914), Einstein (1918). 

:*More details in section {{slink||Perspective of the traveler}} with the contributions of Langevin (1911), Lorentz (1913-14), Einstein (1918), Thirring (1921).

i) Who was the first to describe a round-trip experiment in curved spacetime?

:*See section {{slink||Curved spacetime}} with the contribution of Becquerel (1922).

j) Who was the first to interprete the twin paradox in terms of an aether or absolute space?

:*See section {{slink||Aether interpretations}} with the contribution of Langevin (1911), Wiechert (1911), Lechalas (1912).

k) Who was the first to denote the round-trip experiment as paradoxical?

:*Historical accounts&lt;ref group=S name=miller /&gt;&lt;ref group=S name=during /&gt; point to Laue (1911).

:*See section {{slink||Paradoxical?}} for details.

l) Who was the first to misunderstand the twin paradox?

:*See section {{slink||Misunderstandings}} with the contributions of Berg (1910), Wiechert (1911), Campbell (1911/12), Gruner (1912).

m) What were Einstein's contributions?

:*See section {{slink||Einstein's contributions}}.

==Human beings in 1911==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;{{text default color}};&quot;

![[w:Albert Einstein|Einstein]] 

|-

|{{anchor|Einstein 1905}}In 1905&lt;ref name=einstein05 /&gt; he showed that a clock moving on a round-trip away from A and back along a polygonal or curved path, is retarded with respect to a clock stationary at A by approximately &lt;math&gt;\tfrac{1}{2}t(v/V)^{2}&lt;/math&gt; at reunion. For example, a clock on the equator is retarded with respect to a clock on the pole. He described this consequence as being &quot;peculiar&quot; (German: eigentümlich).

{{anchor|Einstein 1911-HU}}In a lecture given on January 1911&lt;ref name=einstein11a /&gt; (published in November), he extended this &quot;funny&quot; (German: drollig) experiment to living organisms:

{| 

! width=55% | Einstein wrote

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Wenn wir z. B. einen lebenden Organismus in eine Schachtel hineinbrächten und ihn dieselbe Hin- und Herbewegung ausführen lassen wie vorher die Uhr, so könnte man es erreichen, dass dieser Organismus nach einem beliebig langen Fluge beliebig wenig geändert wieder an seinen ursprünglichen Ort zurückkehrt, während ganz entsprechend beschaffene Organismen, welche an den ursprünglichen Orten ruhend geblieben sind, bereits längst neuen Generationen Platz gemacht haben. Für den bewegten Organismus war die lange Zeit der Reise nur ein Augenblick, falls die Bewegung annähernd mit Lichtgeschwindigkeit erfolgte!

| style=&quot;padding: 0px 20px 0px 20px;&quot; |For example, if we put a living organism in a box and make it undergo the same back and forth movement as the clock before, we could achieve that this organism returns to its original location with arbitrary little change after a flight of arbitrary length, whereas completely identical organisms that remained at rest in the original location have long since made room for new generations. To the moving organism, the long journey was only a moment if the movement happened close to the speed of light!

|}

{{Lorentzbox|Text=Two participants of that lecture, {{slink||Lämmel 1911-HU}} and {{slink||Müller 1911-HU}}, report that Einstein also talked about the aging of ''human beings''.}}

|-

!{{anchor|Lämmel 1911-HU}}[[w:Rudolf Lämmel|Lämmel]]

|-

|He attended Einstein's 1911 lecture and gave a popular report about it in the Swiss newspaper &quot;[[w:Neue Zürcher Zeitung|Neue Zürcher Zeitung]]&quot; published on 28 April 1911,&lt;ref name=lammel /&gt; including additional details. Regarding the round-trip clock experiment he wrote:

{| 

! width=50% | Lämmel wrote

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Bewegt sich eine Uhr mit Lichtgeschwindigkeit längs einer Geraden, auf der gerichtete Uhren stehen, so scheint die bewegte Uhr, beurteilt vom Standpunkt der ruhenden aus, im oben stizzierten Sinn, stillzustehen. Kehrt die Uhr, nach einem Ruck, mit Lichtgeschwindigkeit wieder zurück zur Zentral-Uhr, so ist, nach Einstein, für den Beobachter bei der Zentral-Uhr die Sache so, als ob ein mit der bewegten Uhr mitgeführter Beobachter (samt dessen Uhr) nicht gealtert hätte. Hinge also des letzteren Alter von den Angaben des ruhenden Beobachters ab, so könnte der von einer großen Reise ins Weltall zurückkehrende Beobachter bei der Zentral-Uhr spätere Generationen antreffen – er selber hätte nicht gealtert. Welche Bedeutung diese ''ad absurdum'' geführte Gedankenspielerei etwa hat, läßt sich heute nicht absehen – vielleicht, ja wahrscheinlich ist sie ohne jeden Einfluß auf die tatsächlichen Verhältnisse. Aber man sieht dabei immerhin, daß die Physik imstande ist, die kühnsten Träume der Phantasie noch – zu überbieten.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Let a clock be moving at speed of light along a line on which regulated clocks are standing, then the moving clock's hand appears to be standing still (in the sense described above) as judged from the standpoint of the resting one. If the clock, after one jolt, comes back with light speed to the central clock, then according to Einstein the matter presents itself to the observer at the central clock, as if the observer comoving with the clock (together with his clock itself) hasn't been grown older. Thus if the age of the latter would depend on the indications of the resting observer, the observer returning from a great journey into space could meet later generations at the central-clock – he himself hasn't been grown older. The importance of this play of thought led ''ad absurdum'' cannot be seen today – maybe, or even probably, it is without any influence on the actual situations. Though at least one can see that physics is able to – surpass – even the boldest dreams and fantasies.

|}

Lämmel in December 1920 (published 1921)&lt;ref name=lammel2 /&gt; again alluded to Einstein's lectures in Zürich (possibly the one from 1911, and maybe also later ones), describing a discussion between himself and Einstein. After Einstein concluded that the travelers who came back after their journey will probably meet their former contemporaries as old men while they themselves could have been away for only a few years, Lämmel objected that this conclusion is only drawn with respect to rods and clocks, but not with respect to living beings. Einstein responded though, that all processes in the blood, in the nerves etc. are eventually periodical oscillations, i.e. motions. Yet to any such motion the relativity principle applies, thus the conclusion regarding the unevenly rapid aging it permissive.

{{Lorentzbox|Text=While the official publication of Einstein's January lecture ({{slink||Einstein 1911-HU}}) mentions the aging of organisms, Lämmel recalls the reference to the aging of a human space traveler (&quot;observer returning from a great journey into space&quot;). This means that Einstein was the first to use human beings in the clock/twin paradox on January 16 which was first published by Lämmel on April 28, 1911. In comparison, {{slink||Langevin 1911-HU}} used space travelers in a lecture on April 10 with publication in July, and {{slink||Wiechert 1911-HU}} used space travelers in lectures held between March 25 and May 23 with publication in July/September. It seems very unlikely that before April 28, Lämmel became somehow aware of the content of Langevin's or Wiechert's lectures held a few weeks earlier, in order to use them in his description of Einstein's lecture.}}

|-

!{{anchor|Langevin 1911-HU}}[[w:Paul Langevin|Langevin]]

|-

|On 10 April 1911, published July 1911,&lt;ref name=langevin1 /&gt; he held a now famous lecture popularizing the clock/twin paradox which he derived from the proper time integral as described in {{slink||Langevin 1911-PT}}. He demonstrated that a moving radioactive sample of radium is less evolved and less aged and therefore more active at return then the ones that remained in the laboratory. He also used light signals and the Doppler effect to visualize the effect. The most famous part concerned his description of the aging of human space travelers:

{| 

! width=50% | Langevin wrote

! [[:s:Translation:The Evolution of Space and Time|English Wikisource translation]]

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Cette remarque fournit le moyen, à celui d’entre nous qui voudrait y consacrer deux années de sa vie, de savoir ce que sera la Terre dans deux cents ans, d’explorer l’avenir de la Terre en faisant dans la vie de celle-ci un saut en avant qui pour elle durera deux siècles et pour lui durera deux ans, mais ceci sans espoir de retour, sans possibilité de venir nous informer du résultat de son voyage puisque toute tentative du même genre ne pourrait que le transporter de plus en plus avant.

Il suffirait pour cela que notre voyageur consente à s’enfermer dans un projectile que la Terre lancerait avec une vitesse suffisamment voisine de celle de la lumière, quoique inférieure, ce qui est physiquement possible, en s’arrangeant pour qu’une rencontre, avec une étoile par exemple, se produise au bout d’une année de la vie du voyageur et le renvoie vers la Terre avec la même vitesse. Revenu à la Terre ayant vieilli de deux ans, il sortira de son arche et trouvera notre globe vieilli de deux cents ans si sa vitesse est restée dans l’intervalle inférieure d’un vingt-millième seulement à la vitesse de la lumière. Les faits expérimentaux les plus sûrement établis de la physique nous permettent d’affirmer qu’il en serait bien ainsi.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |This remark provides the means for any among us who wants to devote two years of his life, to find out what the Earth will be in two hundred years, and to explore the future of the Earth, by making in his life a jump ahead that will last two centuries for Earth and for him it will last two years, but without hope of return, without possibility of coming to inform us of the result of his voyage, since any attempt of the same kind could only transport him increasingly further.

For this it is sufficient that our traveler consents to be locked in a projectile that would be launched from Earth with a velocity sufficiently close to that of light but lower, which is physically possible, while arranging an encounter with, for example, a star that happens after one year of the traveler's life, and which sends him back to Earth with the same velocity. Returned to Earth he has aged two years, then he leaves his ark and finds our world two hundred years older, if his velocity remained in the range of only one twenty-thousandth less than the velocity of light. The most established experimental facts of physics allow us to assert that this would actually be so.

|}

{{Lorentzbox|Text=Reading his lecture in full, one finds the word &quot;paradoxical&quot; only in relation to the constancy of light speed, not on relation to the round-trip clock experiment.}}

|-

!{{anchor|Wiechert 1911-HU}}[[w:Emil Wiechert|Wiechert]]

|-

|In lectures on 25 March and 23 May 1911, submitted July and published September 1911,&lt;ref name=wiechert11 /&gt; he described the round-trip clock experiment with two equal clocks regulated to the same rate and brought to the same pointer position, or by introducing the same chemical process two times, or by introducing ''two life forms that began their life at the same time''. At the end of his paper he applied this to human travelers:

{|

! width=50% | Wiechert wrote

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Nehmen wir aber wieder eine Relativgeschwindigkeit an, die bis auf 3 Proz. der Lichtgeschwindigkeit nahekommt, dann wird das Verhältnis der empfundenen Zeitlängen wie 4:1. Das Bild mag etwas weiter noch ausgemalt werden. Denken wir uns, daß ein Beobachter durch den Raum unseres Sternhimmels mit dieser Geschwindigkeit in einer Kreisbahn mit einem Radius von 16 Lichtjahren fährt, dann wird er nach unserer Zeitrechnung nach je 100 Jahren wieder an unserem Sonnensystem vorüberkommen. In seinem Gefährt wird dabei die Zentrifugalkraft so auf ihn einwirken, daß sie gemäß den Relativitätsgesetzen der Einwirkung der Schwerkraft auf uns Erdenbewohner gleich erscheint. Es sind also die wirkenden Kräfte nur so groß, daß der Phantasie die Möglichkeit geboten wird, den Reisenden als menschliches Wesen zu denken. Da hier dauernd &lt;math&gt;\sqrt{1-v^{2}/c^{2}}&lt;/math&gt; ist, fließt die Eigenzeit für den Reisenden viermal langsamer dahin, als für die Bewohner der Gestirne. Wenn er also nach 100 unserer Jahre wieder zu unserem Sonnensystem zurückkehrt, wird er sich selbst nur um 25 Jahre gealtert fühlen. Erreicht er nach der Entwicklung seines Körpers und nach seiner Zeitempfindung ein Alter von 75 Jahren, so entspricht dies doch einer dreimaligen Wiederkehr zu unserem Sonnensystem, also 300 unserer Erdenjahre.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Yet if we again assume a relative velocity approximating the speed of light by 3 percent, then the ratio of the experienced duration of time becomes 4:1. This image can be further extended. Let's imagine that an observer travels with that velocity on a circular path at a radius of 16 light years through the space of our galaxy, then according to our time calculation he passes by our solar system every 100 years. In his vehicle the centrifugal force will act on him in such a way, that in accordance with the relativity laws it will appear to be equal to the force of gravity acting upon the inhabitants of Earth. Thus the acting forces are only thus big, in order to give our fantasy the possibility to imagine the traveler as a human being. Since we have &lt;math&gt;\sqrt{1-v^{2}/c^{2}}&lt;/math&gt; throughout, proper time flows four times slower for the traveler than for the inhabitants of the stars. Thus when he comes back to our solar system after 100 of our years, he will feel to have aged only by about 25 years. If he reaches an age of 75 years according to the development of his body and his own time experience, then this corresponds to a threefold return to our solar system, i.e. 300 of our Earth years.

|}

{{Lorentzbox|Text=a) Wiechert (1915)&lt;ref name=wiechert15 /&gt; later provided a short historical survey of the clock/twin paradox. He referred to the fact that already {{slink||Einstein 1905}} considered the case of two clocks (&quot;Einstein's clock experiment&quot;), and even though [[w:Hermann Minkowski|Minkowski]] himself didn't consider the case, his proper time formula provides the result in a straight forward manner. The latter was done by himself in lectures on 25 March and 23 May 1911, as well as by Langevin published in July 1911. Wiechert pointed out that he himself and Langevin used &quot;humorist&quot; examples in order to clarify the situation: While Wiechert argued that one has to make a journey in order to stay young, Langevin argued that one has to romp about in a laboratory in order to stay young. Both of them used human beings, arguing that their physical and mental life should have been influenced in the same way as any other process in nature.

b) The dates given by Wiechert (1915) are not complete. The correct ones are:

*Langevin's lecture on 10 April 1911, published in July.

*Wiechert's lectures on 25 March and 23 May 1911, submitted on July 26, published in September.

*He was still unaware of Einstein's lecture from January 1911, published in November 1911.}}

|-

!{{anchor|Müller 1911-HU}}[[w:Fritz Müller-Partenkirchen|Müller]]

|-

|The freelance writer and law student Fritz Müller (who was later known as [[w:Fritz Müller-Partenkirchen|Müller-Partenkirchen]]) attended Einstein's lecture and wrote a popular report about it in the German newspaper &quot;[[w:Berliner Tageblatt|Berliner Tageblatt]]&quot; on 16th and 23rd October 1911,&lt;ref name=muller /&gt; in which he gave further details (compare with {{slink||Lämmel 1911-HU}}). Regarding the clock/twin paradox he wrote:

{| 

! width=50% | Müller wrote

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Zwei gleichgehende Uhren sollen je einen Beobachter haben und nebeneinander ruhen. Nun soll die eine mit ihrem Beobachter plötzlich mit Lichtgeschwindigkeit in den Weltenraum hinausreisen. Vorher haben die beiden vereinbart, sich alle Sekunden mit einem Lichtsignal die Zeit zu telegraphieren. [...] In unserem Grenzfall, wo die Reise mit Lichtgeschwindigkeit vor sich geht, müßte der ruhende Beobachter erklären, jene andere Uhr käme in der Zeit überhaupt nicht voran. Die Zeit stünde dort still. Tatsächlich kommen die Einsteinschen Gleichungen zu diesem Resultat. Für den mit der Uhr reisenden Beobachter, sagt Einstein, gelte dasselbe. Das heißt, im Urteil des Zurückbleibenden würde jener niemals alt. „Und wenn er auf einer gebrochenen Reiselinie wieder an seinen Ausgangspunkt zurückkehrte?&quot; fragt man den Vortragenden in der Diskussion. – „So bliebe er in unserem Urteil so jung wie bei der Ausreise,&quot; erwidert Einstein mit vollem Ernst, „selbst wenn wir Zurückgebliebenen inzwischen Männer mit weißen Bärten geworden sind – die Gleichungen liefern für jede Richtung der Bewegung, auch für eine gebrochene Bewegung, unerschütterlich die selben Resultate.&quot; – Wir sehen einander an. Das klingt märchenhaft. Märchenhaft? Gewiß, die alten Märchen vom Mönch von Heisterbach, vom Rip van Winkle, von Urashima Taro steigen auf. Merkwürdig, wie die Volksphantasie bei den Deutschen, bei den Amerikanern, bei den Japanern in der gleichen Richtung gearbeitet hat – alle drei Märchen erzählen ja von Leuten, deren Leben still steht, viele hundert Jahre lang, während die andern altern. So fanden sie bei ihrer Rückkehr ein anderes Land und eine andere Generation.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Two synchronous clocks at rest next to each other, shall each be accompanied by an observer. Now one of them, together with its observer, suddenly travels into space at the speed of light. Previously, both have arranged that every second they telegraph their time to each other using light signals. [...] In our limiting case where the journey happens at light speed, the resting observer would have to declare that the other clock would not proceed in time at all. Time would stand still at this place. Einstein's equations indeed produce this result. As to the observer traveling with the clock, says Einstein, the same is true. That means in the judgment of the remaining one, the other one would never become old. Then the lecturer [i.e. Einstein] was asked in the discussion: &quot;And if he comes back to his starting point on a curved travel path?&quot;, to which Einstein replied in full earnest: &quot;Then in our judgment he would remain as young as he was at departure, even if we remaining ones became men with white beards in the meantime, the equations unshakably give the same result in every direction of motion, also for curved motion&quot;. We look at each other. That sounds fabulous. Fabulous? Of course, the old fairy tales of [[w:Heisterbach Abbey|w:The monk of Heisterbach]] or [[w:Rip Van Winkle]] or [[w:Urashima Tarō]] come forward. Strange, how the folk fantasy of the Germans, the Americans, the Japanese worked in the same direction, all three fairy tales indeed tell about people whose life stands still, many hundred years long, while the other ones grow old. Thus they found another country and another generation when they returned.

|}

{{Lorentzbox|Text=Müller's account confirms {{slink||Lämmel 1911-HU}} that Einstein indeed mentioned human beings, but his description also suggests that Einstein was the first to use mutually sent light signals. However, as this was published in October, it cannot be excluded that Müller's description of light signals was influenced by {{slink||Langevin 1911-HU}}, published in July, in which light signals were used as well.}}

|}

==Twins from 1911 to 1920==

We now provide a list of authors who employed ''twins'', i.e. ''two'' life forms or humans that initially were of ''same age'' when the round-trip began:

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

|-

! Author !! Date !! Description

|-

|[[w:Emil Wiechert|Wiechert]]&lt;ref name=wiechert11 /&gt;

|1911

|Two life forms that begin their life at the ''same time'' (German: &quot;Zwei Lebewesen [..] die ihr Leben gleichzeitig beginnen&quot;), of which the moving one returns retarded in its progression with respect to the stationary one.

|-

|[[w:Paul Gruner|Gruner]]&lt;ref name=gruner /&gt;

|1912

|Two persons of ''same age'' (French: &quot;deux personnes du même âge&quot;), of which the moving one returns less developed than stationary one.

|-

|[[w:Max von Laue|Laue]]&lt;ref name=laue3 /&gt;

|1913

|The moving life form returns younger than its ''former agemates'' (German: &quot;ehemaligen Altersgenossen&quot;).

|-

|[[w:Hermann Weyl|Weyl]]&lt;ref name=weyl /&gt;

|Easter 1918

|

{| 

! width=50% | German original

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Von zwei Zwillingsbrüdern, die sich in einem Weltpunkt A trennen, bleibe der eine in der Heimat (d. h. ruhe dauernd in einem tauglichen Bezugsraum), der andere aber unternehme Reisen, bei denen er Geschwindigkeiten (relativ zur »Heimat«) entwickelt, die der Lichtgeschwindigkeit nahekommen; dann wird sich der Reisende, wenn er dereinst in die Heimat zurückkehrt, als merklich jünger herausstellen denn der Seßhafte.

|Suppose we have two twin-brothers who take leave from one another at a world-point A, and suppose one remains at home (that is, permanently at rest in an allowable reference-space), whilst the other sets out on voyages, during which he moves with velocities (relative to “home”) that approximate to that of light. When the wanderer returns home in later years he will appear appreciably younger than the one who stayed at home. 

|}

{{Lorentzbox|Text=Weyl was the first to ''explicitly use twins'' in relation to the round-trip experiment. The fourth edition (1920) of that book was translated from German into English and French in 1922.}}

|-

|[[w:Albert Einstein|Einstein]]&lt;ref name=einstein20 /&gt;

|1920/21

|{{Anchor|Einstein 1921-TW}}

{| 

! width=50% | German original

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; | Trifft A wieder bei B ein, so kann es sich ereignen, daß der beharrende Zwilling inzwischen 60 Erdjahre alt geworden ist, während der zurückkehrende nur 15 Jahre zählt, oder sich gar noch im Säuglingsstadium befindet. [..] Bei diesen Zwillingen, erklärte Einstein, haben wir zunächst eine ''Gefühls -Paradoxie'' vor uns. Eine ''Denk-Paradoxie'' würde indeß nur dann vorliegen, wenn sich für das Verhalten der beiden Geschöpfe kein zureichender Grund anführen ließe. 

|If A then returns to B, it may happen that the twin who stayed at home is now sixty years old, whereas the wanderer is only fifteen years of age, or is perhaps only an infant still. [..] In the case of these two twins, Einstein declared, we have merely a paradox of ''feeling''. It would be a paradox of ''thought'' only if no sufficient ground could be suggested for the behaviour of these two creatures. 

|}

{{Lorentzbox|Text=This was based on an interview of Einstein by Moszkowski. While the expression &quot;clock paradox&quot; was used since 1911/12 (see section {{slink||Paradoxical?}}), this seems to be the first time that it was rebranded as &quot;twin paradox&quot;. The copyright mark indicates 1920, while the title page indicates 1921. The translation from German into English also appeared in 1921.}}

|}

==Maximal proper time==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

|-

! Author !! Early examples

|-

|[[w:Paul Langevin|Langevin]]

1911

|{{anchor|Langevin 1911-PT}}In April 1911 (published July),&lt;ref name=langevin1 /&gt; he described the round-trip experiment without formulas using two portions of matter present at two events happening at the same place. The ''integration of proper time'' along the entire wordlines shows that the portion of matter that starts a closed cycle by receding and finally coming back, will have a ''smaller proper time'' than the one that stayed behind.

In October 1911 (published 1912),&lt;ref name=langevin2 /&gt; Langevin again showed that the portion of matter that described a closed cycle will have a ''smaller proper time'' &lt;math&gt;R&lt;/math&gt; than the one that stayed in an inertial frame, which is defined by the equation:

:&lt;math&gt;\begin{matrix}V^{2}\left(t-t_{0}\right)^{2}=d^{2}-R\\
\left[d^{2}=\left(x-x_{0}\right)^{2}+\left(y-y_{0}\right)^{2}+\left(z-z_{0}\right)^{2}\right]
\end{matrix}&lt;/math&gt; 

|-

|[[w:Emil Wiechert|Wiechert]]&lt;ref name=wiechert11 /&gt;

Lectures March-May 1911

submitted July

published September

|{{anchor|Wiechert 1911-PT}}Let two equal processes be observed in two equal material systems colocated in two moments (1) and (2), and let there velocities have been changed in arbitrarily different ways in the meantime. It follows that the ratio of advancement of those processes is given by the two intervals &lt;math&gt;\Delta\tau &lt;/math&gt; of their respective ''proper times''. He concluded that any round-trip clock experiment can be easily comprehended from that theorem by computation. The corresponding integral is:

:&lt;math&gt;\Delta\tau=\int_{1}^{2}d\tau=\int_{1}^{2}dt\sqrt{1-\frac{\mathfrak{v}^{2}}{c^{2}}}&lt;/math&gt; 

|-

|[[w:Eduard Study|Study]]&lt;ref name=study /&gt;

June 1911

|Minkowski's concept of worldlines implies that the straight path between two points of the same worldline is the ''longest'' among all paths between those points, if the path length on a worldline is defined by the related proper time.

{{Lorentzbox|Text=Study's book was purely mathematical without mentioning clocks or the round-trip experiment, alluding to his result only in a footnote.}}

|-

|[[w:Max von Laue|Laue]]

1911-13

|{{anchor|Laue 1911/12-PT}}In December 1911 (published 1912),&lt;ref name=laue1 /&gt; Laue showed without formulas that the round-trip experiment is represented by a curved worldline, which at worldpoint A decomposes into a row of curves, after which all of them will be re-united at worldpoint B to a single line. Of all curves connecting the points A and B having time-like direction throughout, the straight connection has the ''longest proper time.''

{{anchor|Laue 1912/13-PT}}In December 1912 (published 1913) in the second edition of this relativity book,&lt;ref name=laue1 /&gt; Laue described the proper time integral between events 1 and 2 of a slowly accelerated clock covering a broken line and a stationary clock covering a straight worldline. Of all worldlines covering 1 and 2, the straight line has the ''longest proper time''. Therefore the traveling clock in the round-trip experiment is retarded at reunion, because its curved worldline corresponds to a shorter proper time. This result he presented in terms of the following inequality, of which the right-hand side refers to the straight curve of the stationary clock, while all others possible curves are represented on left-hand side:

:&lt;math&gt;\tfrac{1}{c}\int_{1}^{2}\sqrt{du^{2}-\left(dx^{2}+dy^{2}+dz^{2}\right)}&lt;\tfrac{1}{c}\int_{1}^{2}du&lt;/math&gt; 

{{Lorentzbox|Text={{anchor|Sommerfeld 1913-PT}}Similar treatments can be found in the textbooks of [[w:Arnold Sommerfeld|Sommerfeld]] (1913),&lt;ref name=sommerfeld /&gt; [[w:Hermann Weyl|Weyl]] (1918),&lt;ref name=weyl /&gt; [[w:Wolfgang Pauli|Pauli]] (1921),&lt;ref name=pauli /&gt; [[w:August Kopff|Kopff]] (1921),&lt;ref name=kopff /&gt; [[w:Jean Becquerel|Becquerel]] (1922).&lt;ref name=becqu1 /&gt;}}

|}

==Triangle inequality==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;{{text default color}};&quot;

|-

! Author !! Early examples

|-

|style=&quot;vertical-align:top&quot;|[[w:Alfred Robb|Robb]]

1914-1920

|{{anchor|Robb 1914-TR}}In 1914&lt;ref name=robb1 /&gt; he showed that there are three types of triangles formed by intervals in Minkowski space, depending on whether one deals with &quot;separation lines&quot; (spacelike intervals), &quot;optical lines&quot; (lightlike intervals), or &quot;inertia lines&quot; (timelike intervals representing the path of nonaccelerated particles defined by &lt;math&gt;{\scriptstyle \left(x_{1}-x_{0}\right)^{2}+\left(y_{1}-y_{0}\right)^{2}+\left(z_{1}-z_{0}\right)^{2}-c^{2}\left(t_{1}-t_{0}\right)^{2}&lt;0}&lt;/math&gt;). As to a triangle formed by inertia lines, he showed that the sum of a certain two sides is ''less'' than that of the third one. 

{{Lorentzbox|Text=So the triangle inequality derived from time-like intervals in Minkowski space is ''[[w:Triangle inequality#Reversal in Minkowski space|inverse]]'' to the inequality in Euclidean space. This inverse inequality directly represents the most simple variant of the twin paradox: the traveler follows two sides of the time-triangle, while the stay-at-home observer follows the third side indicating maximal proper time.}}

[[File:RobbTriangle.svg|right|150px]]
In 1920&lt;ref name=robb2 /&gt; Robb gave a numerical example of the triangle ABC with time-like intervals (&quot;inertia lines&quot;) defined by coordinates

:&lt;math&gt;\begin{matrix} &amp; x &amp; y &amp; z &amp; t\\
A\  &amp; 0 &amp; 0 &amp; 0 &amp; 0\\
B\  &amp; 0 &amp; 0 &amp; 0 &amp; 10\\
C\  &amp; 4 &amp; 0 &amp; 0 &amp; 5
\end{matrix}&lt;/math&gt; 

which he plugged into 

:&lt;math&gt;\bar{s}^{2}=\left(t_{1}-t_{0}\right)^{2}-\left(x_{1}-x_{0}\right)^{2}-\left(y_{1}-y_{0}\right)^{2}-\left(z_{1}-z_{0}\right)^{2}&lt;/math&gt; 

from which he obtained the sides AB=10, AC=3, CB=3 and the inequality &lt;math&gt;AC+CB&lt;AB&lt;/math&gt;.

|-

|[[w:Arthur Eddington|Eddington]]&lt;ref name=edding2 /&gt;

1922

|He distinguished between the &quot;space-triangle&quot; for spacelike intervals, and the &quot;time-triangle&quot; for time-like intervals. The latter is measured with a clock from A to B and from B to C, with the sum of those readings ''is always less'' than the reading of a clock measuring directly from A to C. In the ordinary space-triangle any two sides are together greater than the third side; in the time-triangle two sides are together ''less'' than the third side. 

|-

|Rogers&lt;ref name=rogers /&gt;

1922

|He showed that the &quot;pure time-triangle&quot; C, A, B (in their proper time order) satisfies the relation &lt;math&gt;\cosh C=\tfrac{\alpha^{2}+\beta^{2}-\gamma^{2}}{2\alpha\beta}&lt;/math&gt;, where &lt;math&gt;\cosh C&lt;/math&gt; denotes the unit-scalar product of the vectors CA, CB, and &lt;math&gt;\alpha,\beta,\gamma &lt;/math&gt; the real and positive intervals BC, CA, AB. Since &lt;math&gt;\alpha&gt;\beta &lt;/math&gt; and &lt;math&gt;\cosh C&gt;1&lt;/math&gt;, it follows that &lt;math&gt;\alpha&gt;\beta+\gamma &lt;/math&gt;. That is, &quot;the greatest side of pure time-triangle is greater than the sum of the other two sides&quot;. It follows at once that the stationary value of the proper time integral is an &quot;absolute maximum&quot;.

|}

==Negligibility of proper acceleration==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

|-

! Author !! Early examples

|-

|style=&quot;vertical-align:top&quot; |[[w:Albert Einstein|Einstein]]

1905-1918


|In 1905,&lt;ref name=einstein05 /&gt; Einstein used velocity time dilation &lt;math&gt;\tau=t\sqrt{1-\left(\frac{v}{V}\right)^{2}}&lt;/math&gt; to derive the retardation of a clock performing a round-trip with constant speed &lt;math&gt;v&lt;/math&gt; along a polygonal path or a continuously curved line, without mentioning any influence of acceleration at turnaround.

{{anchor|Einstein 1911-VA}} In 1911 (published 1912),&lt;ref name=einstein3 /&gt; Einstein said that special relativity doesn't say anything about what happened to the clock's pointer position during the acceleration that changes the clock's direction along the round-trip, yet the influence of this change must be getting smaller the longer the clock ''is moving uniformly'', i.e. the longer one chooses the dimensions of the path.

{{anchor|Einstein 1912-VA}}In an unpublished manuscript on special relativity from 1912,&lt;ref name=einst12manu /&gt; he pointed out that any influence of acceleration during the round-trip experiment, can be neglected if one makes the time of acceleration negligible with respect to the total time of motion along the polygonal path. 

{{anchor|Einstein 1914a-VA}}In a letter from April 1914,&lt;ref name=einstpetz /&gt; Einstein showed that any ''finite'' acceleration at turnaround during the round-trip experiment can only influence the clock in a ''finite'' way, thus it can be neglected by minimizing the time of acceleration with respect to the time of uniform translation. So it ''must be concluded'' that the clock is retarded at reunion after traveling on a polygonal path.

{{anchor|Einstein 1914b-VA}}During a conversation in May 1914,&lt;ref name=rowe group=S /&gt; Einstein is reported to have replied that the accelerations during the round-trip are &quot;irrelevant for the amount of the time difference&quot;. (Compare with {{slink||Einstein 1914b-AC}}) 

{{anchor|Einstein 1918-VA}}In his famous &quot;Dialog about Objections against the Theory of Relativity&quot; from 1918,&lt;ref name=einstein18 /&gt; Einstein pointed out that any effect of velocity changes at turnaround must be limited, thus the traveling clock must be retarded at reunion due to time dilation if one makes the path AB and back along the round-trip long enough. (Compare with {{slink||Einstein 1918-AC}})

|-

|[[w:Emil Wiechert|Wiechert]]&lt;ref name=wiechert11 /&gt;

1911

|{{Anchor|Wiechert 1911-VA}}[[File:WiechertTwin.svg|110px|right]] He demonstrated that differential aging along the round-trip cannot be caused during the passage from one velocity to another (i.e. acceleration) at turnaround, because the same result also follows when ''both'' A and B experience the ''same velocity changes'' with respect to another frame, only with the difference that B has relative velocities &lt;math&gt;+u&lt;/math&gt;  and &lt;math&gt;-u&lt;/math&gt; for a long time, while A is brought after a short time from relative velocity &lt;math&gt;+u&lt;/math&gt; to relative rest at which it remains a long time, and then it is brought to relative velocity &lt;math&gt;-u&lt;/math&gt;  for a short time.

{{Lorentzbox|Text=He was probably the first to use an example in which both accelerate with same magnitude.}}

|-

|[[w:Max von Laue|Laue]]&lt;ref name=laue3 /&gt;

1913

|{{anchor|Laue 1913-VA}}He showed that the problem of the influence of acceleration at turnaround in the round-trip experiment, can be eliminated by ''arbitrarily'' enlarging the time in inertial motion.

{{Lorentzbox|Text=This is the same argument as given in {{slink||Einstein 1911-VA}}. The Einstein-Laue argument was also used by others such as [[w:Hans Thirring|Thirring]] (1921)&lt;ref name=thirring /&gt; or [[w:Max Born|Born]] (1921).&lt;ref name=born /&gt;}}

|-

|[[w:Hendrik Lorentz|Lorentz]]&lt;ref name=lorentz1 /&gt;

1913

|He pointed out that any effect of acceleration on the traveling clock at turnaround, can be separated from the time dilation effect since only the latter depends on the distance traversed along the round-trip.

{{Lorentzbox|Text=Similarly, [[w:Wolfgang Pauli|Pauli]] (1921) stated that the arising infinitesimal accelerations at turnaround are certainly independent of the total travel time and ''therefore easy to eliminate''.&lt;ref name=pauli /&gt;}}
|}

==Relay (three brothers) experiment==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

|-

! Author !! Early examples

|-

|[[w:de:Fritz Grünbaum (Physiker)|Grünbaum]]&lt;ref name=gbaum /&gt;

1911

|He discussed a one-way time dilation experiment in which the first clock is set into motion from the origin and then moving to the second clock. He argued that one can avoid the problem of acceleration experienced by the first clock when set into motion, by replacing it with a ''third'' clock that is already in motion with constant velocity and is synchronized at the origin with the first clock.

{{Lorentzbox|Text=While Grünbaum didn't discuss round-trip experiments, his introduction of a third clock in order to avoid acceleration is the basis of the three-brother experiment.}}

|-

|style=&quot;vertical-align:top&quot;|[[w:Emil Wiechert|Wiechert]]

1920-1922

|In 1920 (published 1921),&lt;ref name=wiechert20 /&gt; Wiechert explained how to completely remove acceleration from the round-trip experiment: Bodies A, B, C move undisturbed and non-accelerated in different directions. A and B pass each other at time (1), B and C pass each other at a later time (2), and C and A finally pass each other at an even later time (3). So in this setup, the condition of C is the continuation of the condition of B. On any of the three bodies one can count the oscillations of light of a certain spectral-line, in which case relativity predicts that the ''combined sum of all oscillations'' on B+C is smaller than the number of oscillations on A alone. Wiechert also held that one can replace the light oscillations by the life functions of human-like beings which live on A, B and C. For instance, while the inhabitants of B+C only had time for one meal, there were arbitrarily many generations on A who follow after each other by death and birth.

[[File:Wiechert1922a.png|180px|right]]
In 1921 (published 1922),&lt;ref name=wiechert21 /&gt; Wiechert extended his previous acceleration-free round-trip experiment to an arbitrary number of non-accelerated bodies &lt;math&gt;B_{1}&lt;/math&gt;, &lt;math&gt;B_{2}&lt;/math&gt;, ..., which constitutes a &quot;relay&quot; (German: Stafette) starting from body A and back again. The first B passes A and moves away, and after some time the last B comes back to A. Since any B body continues the fate of the previous one, all bodies &lt;math&gt;B_{1}&lt;/math&gt;, &lt;math&gt;B_{2}&lt;/math&gt;, ..., combined have emitted fewer oscillations than A alone during the relay race. Wiechert pointed out that instead of light oscillations one can also choose the aging of life forms.

{{Lorentzbox|Text=Such relay experiments were later independently rediscovered in English language papers&lt;ref name=debs group=S /&gt; such as by Lange (1927)&lt;ref group=S name=lange /&gt; in which the brothers synchronize their times when they pass each other (“three brother experiment”).}}
|}

==Acceleration as asymmetry indicator==

While it was known that any direct influence of [[w:proper acceleration]] on clocks can be neglected in the computation of the inertial frame of the stay-at-home twin (see previous section {{slink||Negligibility of proper acceleration}}), the very fact that only one of them is accelerating is still useful as an asymmetry argument in order to show that there is no contradiction to the relativity principle.

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

|-

! Author !! Early examples

|-

|[[w:Paul Langevin|Langevin]]&lt;ref name=langevin1 /&gt;

1911

|{{Anchor|Langevin 1911-AC}}He derived differential aging in the round-trip experiment using the proper time integral along worldlines (see {{slink||Langevin 1911-PT}}) and used acceleration as an asymmetry indicator: The result of the round-trip experiment is &quot;another example of the absolute character of acceleration&quot; in which the &quot;asymmetry occurred because only the traveler, in the middle of his journey, has undergone an acceleration that changes the direction of his velocity&quot;. 

|-

|[[w:Arnold Sommerfeld|Sommerfeld]]&lt;ref name=sommerfeld /&gt;

1913

|After he showed (see {{slink||Sommerfeld 1913-PT}}) that retardation of time in the round-trip experiment derived from the proper time integral rests on the assumption that the clock's rate ''only depends on its momentary velocity'' (now called &quot;clock hypothesis&quot;), he used acceleration as an asymmetry indicator: There is no contradiction to the relativity principle since one of the clocks has to be accelerated in order to come back, thus the retardation in the round-trip experiment does not demonstrate &quot;motion&quot;, but &quot;accelerated motion&quot;.

|-

|[[w:Hendrik Lorentz|Lorentz]]

1913&lt;ref name=lorentz1 /&gt;

|After he derived differential aging in the round-trip experiment from velocity time dilation and pointed out the negligibility of proper acceleration for the computation, he used acceleration as an asymmetry indicator: There is no contradiction to the relativity principle, since one of them changes velocity and accelerates; the relativity principle does not require symmetry between inertial and non-inertial observers.

|-

|style=&quot;vertical-align:top&quot;|[[w:Albert Einstein|Einstein]]

1914-1920

|{{anchor|Einstein 1914b-AC}} During a conversation in 1914,&lt;ref name=rowe group=S /&gt; Einstein is reported to have said that moving clock B is retarded because it was accelerating in contrast to clock A; while those accelerations are ''irrelevant'' for the ''amount'' of the time difference, their ''presence'' nevertheless cause B to fall behind (&quot;accelerated motions are absolute&quot;).

{{anchor|Einstein 1918-AC}}In his famous &quot;Dialog about Objections against the Theory of Relativity&quot; from 1918&lt;ref name=einstein18 /&gt;, Einstein pointed out the negligibility of velocity changes from the viewpoint of an inertial frame (see {{slink||Einstein 1918-VA}}). Then he used ''acceleration as an asymmetry indicator'' in order to show, that there is no contradiction to the relativity principle, because relativity only predicts the equivalence of non-accelerated inertial frames: &quot;only K is such a frame while K' is temporarily accelerated, thus the retardation of U2 with respect to U1 cannot be used to construe a contradiction against the theory.&quot; 

{{anchor|Einstein 1920-AC}}Einstein is reported to have said in an interview from 1920:&lt;ref name=einstein20 /&gt;
{| 

! style=&quot;width:50%&quot; | German original

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Bei diesen Zwillingen, erklärte Einstein, haben wir zunächst eine ''Gefühls-Paradoxie'' vor uns. Eine ''Denk-Paradoxie'' würde indeß nur dann vorliegen, wenn sich für das Verhalten der beiden Geschöpfe kein zureichender Grund anführen ließe. Dieser Grund für das Jüngerbleiben des A ergibt sich vom Gesichtspunkt der speziellen Relativitätstheorie aus der Tatsache, daß das betreffende Geschöpf — und nur dieses — Beschleunigungen erlitten hat.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |In the case of these two twins,&quot; Einstein declared, &quot;we have merely a paradox of ''feeling''. It would be a paradox of ''thought'' only if no sufficient ground could be suggested for the behaviour of these two creatures . This ground, which counts for the comparative youth of A, is given, from the point of view of the special theory of relativity, by the fact that the creature in question, and only this creature, has been subject to accelerations.&quot;
|}

In a discussion from 1922,&lt;ref name=morand /&gt; Einstein is reported to have said that there is no contradiction in the round-trip experiment (in terms of a train leaving the station and returning later): The relativity principle is not applicable to this case, because the train is not in a Galilean system (i.e. inertial frame) any longer during the period of velocity change at turnaround, i.e. the ensemble of two frames having velocities in opposite direction is not an inertial frame. There is no reciprocity between a frame that changes direction and one that doesn't.

|}

==Frame distribution as asymmetry indicator==

Because any direct influence of proper acceleration on the traveling clock at turnaround can be neglected (see {{slink||Negligibility of proper acceleration}}), the importance of {{slink||Acceleration as asymmetry indicator}} is limited to the mere fact that it reveals that only the traveler was in a non-inertial frame as only he changed his inertial frames, thus instead of emphasizing the occurrence of proper acceleration at turnaround, it's possible to describe the asymmetry more geometrically by emphasizing the different distribution of inertial frames of the twins along their worldlines.

{| class=&quot;wikitable&quot; style=&quot;background-color:white;{{text default color}};&quot;

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! Author !! Early examples

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|style=&quot;vertical-align:top&quot;|[[w:Max von Laue|Laue]]

1911-1913

|{{Anchor|Laue 1911/12-VA}} In 1911/12,&lt;ref name=laue1 /&gt; he pointed out that during the time of separation, that clock is most advanced which was at rest in an inertial frame all the time; namely there is ''always one, and only one inertial frame'', in which the locations of separation and re-encounter lie in the same geometric point. He clarified this fact by alluding to different paths in spacetime (compare with {{slink||Laue 1911/12-PT}}).

In 1912/13,&lt;ref name=laue2 /&gt; he argued that in the round-trip experiment, we indeed can decide, which one of the clocks was steadily at rest in one and the same reference system, and which one was in the meantime at rest in two or more such systems. Among them there is of course a real physical difference. He clarified this fact by alluding to different paths in spacetime (compare with {{slink||Laue 1912/13-PT}}).

In 1913&lt;ref name=laue3 /&gt; Laue pointed out:

{| 

!style=&quot;width:50%&quot; | German original

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; | Aber nach unseren Voraussetzungen ruht während der Zeit der Trennung die erste Uhr in ''einem'' berechtigten Bezugssystem, die zweite hingegen ruht zwar sowohl bei der Hin- wie bei der Rückbewegung in berechtigten Bezugssystemen, aber notwendig in ''zwei verschiedenen. Deshalb'' unterscheiden sich beider Schicksale physikalisch. Ließe man die zweite Uhr in der ihr anfangs erteilten Bewegung und schickte man ihr dafür die erste Uhr nach einiger Zeit mit größerer Geschwindigkeit nach, so würde beim Zusammentreffen die erste gegen die zweite zurückgeblieben sein; denn jetzt hat die erste während der Trennung in zwei verschiedenen Systemen geruht. (Footnote: Dem naheliegenden Einwand, daß wir über den Gang einer Uhr während eines Geschwindigkeits''wechsels'' nichts aussagen können, begegnet man am einfachsten mit dem Hinweis, daß man die Zeiten der gleichförmigen Bewegung ''beliebig'' groß gegen die der Beschleunigung machen kann.)

| style=&quot;padding: 0px 20px 0px 20px;&quot; | However, by our presuppositions, one clock is at rest in ''one'' valid reference system during the time of separation, while the second one is at rest in valid reference systems both during the forward- and the backward motion, but necessarily in ''two different ones. Therefore'' the two fates differ physically. If the second clock remains in the motion which was given to it at the start, and if after some time it is followed by the first clock with greater velocity, then the first one would be retarded with respect to the second one at the encounter; since now it was the first one that was at rest in two different systems during the separation. (Footnote: The objection which is near at hand, that we cannot say anything about the rate of a clock during a velocity ''change'', can be met most simply by the allusion, that we can render the times of uniform motion ''arbitrarily'' great with respect to acceleration..)
|}

|-

|[[w:Werner Bloch|Bloch]]&lt;ref name=bloch /&gt;

September 1918

|{{anchor|Bloch 1918-VA}} He represented the frames with three movable slots K, K' and K”, provided with hooks on which one can hang clocks at the origins of K and K'; while one clock always hangs on a hook of slot K, the other clock moved away with K' and after some time was transferred (neglecting any effect of acceleration) by a mechanical device to slot K” that moves in the other direction, by which it comes back; there is no contradiction to the relativity principle, as one clock rested in one inertial frame while the other one rested in two such frames.

|}

==Perspective of the traveler==

{| class=&quot;wikitable&quot; style=&quot;background-color:white;&quot;

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! Author !! Early examples

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|[[w:Paul Langevin|Langevin]]&lt;ref name=langevin1 /&gt;

1911

|{{anchor|Langevin 1911-LI}}[[Image:rstd4.gif|170px|right]] After deriving differential aging from the proper time integral in {{slink||Langevin 1911-PT}} and using human beings in {{slink||Langevin 1911-HU}}, he described the perspectives of both observers using light signals and the Doppler effect. When they separate they see each other live 200 times slower, while at return they see each other live 200 times faster. So ''from the explorer's viewpoint'', in the first year he sees the Earth perform the actions of two days, while in the second year he sees the Earth perform the actions of two centuries. The asymmetry can be seen by noticing, that the observer on Earth in 200 years sees the explorer performs the actions of 1 year. Then the explorer turns around, after which the observer on Earth in 2 days sees the projectile perform the actions of another year.

{{Lorentzbox|Text=Langevin used &lt;math&gt;v=c\left(1-\tfrac{1}{20000}\right)&lt;/math&gt;, producing Lorentz factor &lt;math&gt;\gamma\approx100&lt;/math&gt; and Doppler factor &lt;math&gt;\sqrt{\tfrac{c+v}{c-v}}\approx200&lt;/math&gt;.}}

|-

|[[w:Hendrik Lorentz|Lorentz]]

Lectures published in 1913&lt;ref name=lorentz1 /&gt;

Similar treatment in 1914&lt;ref name=lorentz3 /&gt;

|{{anchor|Lorentz 1913/14-LI}}Described the round-trip experiment in terms of inertial observer A (equipped with clock K) and traveling observer B (equipped with clock K'). In the frame of A, clock K' is retarded with respect to K at reunion due to time dilation. He then described the perspective of the traveling observer B by using two-way propagation of light from K' to K and back to K', leading to three periods defined by the moment of B's turnaround: In the first period the light signals return to K' before turnaround; in the second period the signals are emitted before turnaround and return after turnaround; in the third period emission and return of the signals are both happening after turnaround. Lorentz showed that K is time dilated by a factor of &lt;math&gt;\sqrt{1-v^{2}/c^{2}}&lt;/math&gt; with respect to K' in the first and third period, but in the second period K is ticking ''faster'' than K' by a factor of &lt;math&gt;\sqrt{\tfrac{c+v}{c-v}}&lt;/math&gt; which overcompensates the dilation in the other periods and explains, even from the perspective of B, why K' is retarded with respect to K at reunion.

{{Lorentzbox|Text=In a review of the German translation of Lorentz's book, Einstein (1914) didn't directly mention Lorentz's treatment of the twin paradox, but he wrote that nobody who is seriously interested in relativity should neglect to read that book.&lt;ref name=einstlor /&gt; [[w:Wolfgang Pauli|Pauli]] (1921) refers to Lorentz's book as one of three papers that analyze the twin paradox more closely.&lt;ref name=pauli /&gt;}}

|-

|style=&quot;vertical-align:top&quot;| [[w:Albert Einstein|Einstein]]

1916-1920

|{{anchor|Einstein 1916-EP}}In a lecture from 1916,&lt;ref name=einstein16 /&gt; of which only an abstract was published, Einstein spoke about the &quot;clock paradox of special relativity from the standpoint of [[w:general relativity]].&quot;

{{anchor|Einstein 1918a-EP}}In a letter from September 1918,&lt;ref name=einadl /&gt; Einstein showed that general relativity makes the inertial frame K and and the accelerated frame K' of the clocks in the round-trip experiment &quot;equally justified&quot;, explaining the time difference in K' by combining the influence of velocity and gravitational potential on clocks.

{{anchor|Einstein 1918-EP}}In his famous &quot;Dialog about Objections against the Theory of Relativity&quot; from November 1918,&lt;ref name=einstein18 /&gt; aimed at clarifying misconceptions of the clock paradox, he explained that there is no paradox in special relativity because there is no symmetry between clock U1 at rest in inertial frame K and clock U2 at rest in accelerated frame K' (see {{slink||Einstein 1918-AC}}). Yet [[w:general relativity]] and the [[w:equivalence principle]] allow the treatment of this problem also from the standpoint of frame K', where clock U2 remains at rest all of the time while U1 makes the following movements: (1) It is accelerated by a homogeneous gravitational field in the negative direction, (2) it moves with constant velocity &lt;math&gt;-v&lt;/math&gt;, (3) it is accelerated in the positive direction until it turns around and comes by with constant velocity &lt;math&gt;+v&lt;/math&gt;, (4) it moves with velocity &lt;math&gt;+v&lt;/math&gt;, (5) it is accelerated in the negative direction until it stops. Clock U1 is retarded with respect to U2 in periods 2) and 4) due to velocity time dilation, but this retardation is overcompensated by the faster rate of U1 during period 3), because U1 is at a higher gravitational potential. He argued that the computation (which he didn't provide) shows that the advance of U1 in period 3) is double its retardation during periods 2) and 4). Einstein concluded that by this consideration &quot;the paradox is completely resolved&quot;. Using [[w:Mach's principle]], he pointed out that the gravitational field in K' might be induced by the masses of the universe that are accelerated in this frame.

{{anchor|Einstein 1918b-EP}}In a letter to Einstein from December 1918, [[w:Max Jakob|Jakob]] doubted the result that the advance in period 3) is double the retardation during periods 2) and 4). Einstein responded by letter,&lt;ref name=einstein18b /&gt; in which he used the gravitational time dilation factor &lt;math&gt;1+\Phi/c^{2}&lt;/math&gt; in K' in order to show that U1 at distance &lt;math&gt;l&lt;/math&gt; is advancing by &lt;math&gt;\Phi/c^{2}=2vl/c^{2}&lt;/math&gt; in period 3), which is indeed the double of approximated delay &lt;math&gt;vl/c^{2}&lt;/math&gt; caused by velocity time dilation during periods 2) and 4).

{{anchor|Einstein 1921-EP}}Einstein is reported to have said in an interview from 1920,&lt;ref name=einstein20 /&gt; that while acceleration explains the age difference between the stationary twin B and the traveling twin A in terms of special relativity (see {{slink||Einstein 1920-AC}}), the &quot;proper&quot; description in terms of general relativity is as follows:

{| 

! style=&quot;width:50%&quot; | German original

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; | Eine tiefere Erfassung des Grundes ist indeß nur auf dem Boden der „Allgemeinen Relativitätstheorie&quot; zu erlangen, die uns erkennen läßt, daß von A aus beurteilt ein Zentrifugalfeld existiert, von B aus betrachtet aber nicht; und dieses Feld hat einen Einfluß auf den relativen Ablauf und die Raschheit der Lebensvorgänge.

| style=&quot;padding: 0px 20px 0px 20px;&quot; | A proper grasp of the reason is furnished only when we adopt the general theory of relativity, which tell us that, from the point of view of A, a centrifugal field exists, whereas it is absent from the point of view of B. This field exerts an influence on the relative rate of happening of the events of life.&quot;
|}

{{Lorentzbox|Text=a) Einstein's explanation was quickly adopted in the textbooks of [[w:Werner Bloch|Bloch]] (1920),&lt;ref name=bloch2 /&gt; [[w:Wolfgang Pauli|Pauli]] (1921),&lt;ref name=pauli /&gt; [[w:August Kopff|Kopff]] (1921),&lt;ref name=kopff /&gt; [[w:Karl Bollert|Bollert]] (1921),&lt;ref name=bollert1 /&gt; [[w:Max Born|Born]] (1921),&lt;ref name=born /&gt; expressing the view that general relativity is &quot;necessary&quot; to provide the &quot;complete&quot; solution of the twin paradox.
b) From a modern standpoint, however, Einstein's explanation has nothing to do with general relativity, but is rather an application of accelerated frames and &quot;pseudo&quot;-gravitational fields to flat Minkowski space of ''special'' relativity.&lt;ref name=weiss group=S /&gt;}}

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|[[w:Hans Thirring|Thirring]]&lt;ref name=thirring /&gt;

April 1921

|{{anchor|Thirring 1921-DS}}[[Image:Twin Paradox Minkowski Diagram.svg|right|200px]]
He described the round-trip experiment by using two platforms K (clock A) and K' (clock B) each equipped with rows of clocks. He first demonstrated the symmetry of time dilation and the mutual relativity of simultaneity on the platforms and its effect on clock synchronization. The K clocks that B passes are all advanced because of &lt;math&gt;t'=\gamma\left(t-vx/c^{2}\right)&lt;/math&gt;, and the same is true after turnaround since only the direction of velocity has to be changed in the Lorentz transformation &lt;math&gt;t'-t'_{0}=\gamma\left(t+vx/c^{2}\right)&lt;/math&gt; leading to the effect of clock desynchronization, where &lt;math&gt;t'_{0}&lt;/math&gt; is a constant depending on which clock one uses as standard for the new synchronization. He graphically showed using Minkowski diagrams, that this simultaneity jump due to desynchronization amounts to double the velocity time dilation during the inertial phases, explaining why A is more advanced than B at reunion. 

{{Lorentzbox|Text=Using clock B as synchronization standard, Thirring's constant is given by &lt;math&gt;t'_{0}=2l\gamma v/c^{2}=2t\gamma v^{2}/c^{2}&lt;/math&gt; with &lt;math&gt;l=vt&lt;/math&gt; as position of turnaround. A similar explanation was subsequently given by Langevin (1922).&lt;ref name=morand /&gt;}}

|}

==Curved spacetime==

While the previous examples are defined in flat Minkowski spacetime and therefore can be fully discussed in terms of special relativity, [[general relativity]] is required when [[:w:spacetime curvature]] in the presence of mass and energy cannot be neglected any more.&lt;ref name=koks group=S /&gt; 

{| class=&quot;wikitable&quot; style=&quot;background-color:white;{{text default color}};&quot;

|-

! Author !! Early examples

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|[[w:Jean Becquerel|Becquerel]]&lt;ref name=becqu1 /&gt;

1922

|After defining gravitational time dilation &lt;math&gt;d\tau=\sqrt{1-\tfrac{2GM}{c^{2}r}}dt&lt;/math&gt; in terms of the [[w:Schwarzschild metric]] around a material center, he discussed the following round-trip experiment: There are two identical clocks A and B placed next to each other, at a point very far from the material center, initially marking the same time &lt;math&gt;t&lt;/math&gt;. Let us transport clock A to a point where the field is more intense, at a distance &lt;math&gt;r&lt;/math&gt; from the center; this clock will measure time &lt;math&gt;\int d\tau&lt;/math&gt; which is shorter than &lt;math&gt;\int dt&lt;/math&gt;, thus it will run more slowly. If we bring clock A back to clock B, we will have to note that it is retarded with respect to B.

|}

==Aether interpretations==

[[w:Lorentz ether theory]] (LET) is empirically equivalent to special relativity since both models use the Lorentz transformation, thus the description of the twin paradox gives the same result as well. However, special relativity is preferred by the scientific community, because of the validity of the relativity principle in LET is only apparent due to a conspiracy of effects which makes the aether undetecable, and because the measured times and lengths in the aether are supposedly be giving the &quot;true&quot; values even though it is empirically impossible to determine which ones are true or apparent.

{| class=wikitable style=&quot;background-color:white;{{text default color}};&quot;

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! style=&quot;width:150px&quot; | Author !! Description 

|- 

|Langevin 

(1911)&lt;ref name=langevin1 /&gt; 

|He argued that it's true that uniform translation with respect to the aether has no experimental meaning in special relativity, though one can still speak of &quot;absolute acceleration&quot; with respect to an aether which he defined as the light carrying medium, so it was &quot;premature to abandon the aether&quot;. The absolute nature of acceleration can be seen in the radiation of accelerated charges, as well as in the twin paradox in which the traveler that is more agitated or accelerated is younger at reunion. 

{{Lorentzbox|Text=Langevin didn't mention this aether interpretation in his later discussions of the twin paradox in 1911/12&lt;ref name=langevin2 /&gt; and 1919.&lt;ref name=langevin3 /&gt;}}

|- 

|style=&quot;vertical-align:top&quot; |{{Anchor|Wiechert 1911-AE}}Wiechert

(1911)&lt;ref name=wiechert11 /&gt; 

|Contrary to Langevin's emphasis on accelerations, Wiechert emphasized that differential aging can solely be attributed to the existence of ''absolute velocities'' which he called &quot;strides&quot; (German: Schreitungen, denoting the &quot;absolute meaning&quot; of non-accelerated motions) with respect to the aether. In other words, the clock's &quot;strides&quot; are not equivalent or anisotropic with respect to the aether, in contradiction to the &quot;unconditional&quot; relativity principle Einstein's which requires equivalence and symmetry. Wiechert proposed a &quot;conditional&quot; relativity principle in which the aether (in the sense of Lorentz) determines all processes in nature, thus the rate of clocks or processes is &quot;really&quot; altered during motion. 

{{Lorentzbox|Text=a) This aether interpretation was maintained by Wiechert also in subsequent publications in 1915-1922.&lt;ref name=wiechert15 /&gt;&lt;ref name=wiechert20 /&gt;&lt;ref name=wiechert21 /&gt; 

b) Wiechert's interpretation in terms of absolute non-accelerated motions was also independently given by others: [[s:fr:Georges Lechalas]] (1912/13)&lt;ref name=lech /&gt; argued that time dilation and asymmetric aging are the result of absolute speeds with respect to an aether, while criticizing Langevin's (1911) argument that only accelerations can indicate the aether and are responsible for the asymmetric aging; [[w:Edward Vermilye Huntington]] (1912)&lt;ref name=hunt /&gt; argued that the &quot;famous paradoxes of the theory of relativity&quot; represented by the reciprocal nature of length contraction and time dilation, appear as necessary consequences of perfectly natural and reasonable conventions for setting clocks and laying out coordinates, when the Lorentz transformation is derived and interpreted on the basis of a stationary aether in the sense of Lorentz. 

c) Laue (1911/12)&lt;ref name=laue1 /&gt; applauded Wiechert for the &quot;particularly striking way&quot; in which he demonstrated that asymmetric aging indeed follows from the relativity laws, yet he rejected Wiechert's aether interpretation and Wiechert's claim that asymmetric aging contradicts the &quot;unconditional&quot; relativity principle: Laue pointed out that the straight worldline connecting two events A and B is only &quot;preferred&quot; insofar as it indicates the maximal proper time between them, yet this preference is ''not'' the result of the natural laws employed, but is rather due to the choice of points A and B; by analogy, the geometric result that two points determine a straight line and thus a direction as well, doesn't refute the physical equivalence of all directions in space; finally, as long as there is no experimental contradiction to the relativity principle, the question after the aether can be banned from physics and left to philosophy.}}

|}

==Paradoxical?==

Even though Einstein (1905)&lt;ref name=einstein05 /&gt; denoted the round-trip experiment as &quot;peculiar&quot; (German: eigentümlich) he saw nothing contradictory in it. Without mentioning the round-trip experiment, [[w:Paul Gruner]] in May 1910&lt;ref name=gruner10 /&gt; denoted the effect that clocks in relative motion are not showing the same time when they meet as the &quot;great paradox&quot; of relativity (German: Grosse Paradoxie), and [[w:Max von Laue]] in May 1911&lt;ref name=laue0 /&gt; wrote that some consequences of the relativity of time occasionally indeed look &quot;paradoxical&quot; (German: paradox). Eventually, Laue in November 1911 (published 1912)&lt;ref name=laue1 /&gt; was the ''first to specifically denote the round-trip experiment'' as a &quot;paradox&quot; (German: Paradoxie):

{| class=wikitable style=&quot;background-color:white;{{text default color}};&quot;

! style=&quot;width:50%&quot; | German original of [[w:Max von Laue|Laue]] (1911/12):&lt;ref name=laue1&gt;Laue introduces the word &quot;paradox&quot;, alludes to Berg and discusses Wiechert, in: {{citation |author=Laue, M. v. |title=Zwei Einwände gegen die Relativitätstheorie und ihre Widerlegung |journal=Physikalische Zeitschrift |volume=13 |issue=3|date=February 1912|orig-date=Submitted December 1911|pages=118–120|url=https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0013/page/148}}; {{icon|wikisource}} See also English translation [[:s:Translation:Two Objections Against the Theory of Relativity and their Refutation|Two Objections Against the Theory of Relativity and their Refutation]] on Wikisource&lt;/ref&gt;

! English translation

|-

|Unter all den paradox erscheinenden Folgerungen aus der Zeittransformation der Relativitätstheorie gibt es wohl keine, gegen welche sich der natürliche Menschenverstand bei jedem, der der Sache noch ungewohnt ist, so sehr sträubt, wie gegen die, daß die Zeitangabe einer Uhr von ihrem Bewegungszustand abhängen soll. Schon in seiner grundlegenden Arbeit hat Einstein diese Paradoxie auf die Spitze getrieben in einem Gedankenexperiment, welches neuerdings von Langevin in einem auch sonst sehr lesenswerten Vortrage besonders hübsch erläutert worden ist.

|Of all apparently paradox consequences that stem from the time-transformation of the theory of relativity, there is probably none against which the common sense of anyone who is still unfamiliar with the matter is more reluctant, than the one according to which the time indication of a clock shall be dependent on its state of motion. Already in his fundamental paper, Einstein has driven this paradox to the extreme by a thought experiment, recently explained in a very nice way by Langevin in a lecture that is also very readable in other respects.

|-

|colspan=2|{{Lorentzbox|Text=Subsequently, [[w:Paul Gruner]] (1912)&lt;ref name=gruner /&gt; and others including Einstein (1918)&lt;ref name=einstein18 /&gt; explicitly used the expression &quot;clock paradox&quot; (French: Paradoxe des horloges, German: Uhrenparadoxon), whereas [[w:Rudolf Seeliger]] (1913)&lt;ref name=seel /&gt; spoke of the &quot;familiar Einstein-Langevinian paradox&quot; (German: &quot;bekannte Einstein-Langevinsche Paradoxon&quot;).}}

|}

==Misunderstandings==

{| class=wikitable style=&quot;background-color:white;{{text default color}};&quot; 

! style=&quot;width:50%&quot; padding=10 | German original by [[w:Otto Berg (scientist)|Berg]] (1910):&lt;ref name=berg /&gt;

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Im Punkte &lt;math&gt;x = 0&lt;/math&gt; des Systems S befinde sich eine Uhr, eine andere im Punkte &lt;math&gt;x'=0&lt;/math&gt; von S'. Diese zweite bewege sich mit S' bis zum Punkte &lt;math&gt;x = a&lt;/math&gt;, kehre dort um und bewege sich nun mit der Geschwindigkeit &lt;math&gt;v&lt;/math&gt; zurück bis zum Punkte &lt;math&gt;x= 0&lt;/math&gt;. Welche Zeit müssen beide Uhren in dem Moment angeben, wo sie sich wieder treffen? Wir beantworten diese Frage zunächst vom Standpunkt des Beobachters in S. Die Uhr in &lt;math&gt;x' = 0&lt;/math&gt; hat sich mit der Geschwindigkeit &lt;math&gt;v&lt;/math&gt; bis zum Punkte &lt;math&gt;x = a&lt;/math&gt; bewegt; dazu brauchte sie die Zeit &lt;math&gt;\tau=\tfrac{a}{v}&lt;/math&gt;. Zum Rückweg ist dieselbe Zeit nötig. Nach der Zeit &lt;math&gt;2\tau=2\tfrac{a}{v}&lt;/math&gt; ist die Uhr also wieder im Punkte &lt;math&gt;x = 0&lt;/math&gt; angelangt. Wir stellen uns nun auf den Standpunkt des Beobachters in S'. Für diesen führt nach dem Relativitätsprinzip das System S genau dieselben Bewegungen aus wie das System S' für den Beobachter in S, nur in entgegengesetzter Richtung. Die Zeit bis zum Zusammentreffen beider Uhren ist also im System S' ebenfalls gegeben durch &lt;math&gt;2\tau=2\tfrac{a}{v}&lt;/math&gt;. Betrachtungen, die auf anschauliche Vorstellungen, wie Nachgehen von Uhren, gestützt sind, führen hier leicht zu Irrtümern, von denen auch die Fachlitteratur nicht frei ist.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |There is a clock at point &lt;math&gt;x=0&lt;/math&gt; of system S, and another one at point &lt;math&gt;x'=0&lt;/math&gt; of S'. The second one moves together with S' until point &lt;math&gt;x=a&lt;/math&gt;, turns around and now moves back with speed &lt;math&gt;v&lt;/math&gt; to point &lt;math&gt;x=0&lt;/math&gt;. Which time must both clocks indicate at the moment at which they encounter again? We answer this question at first from the standpoint of the observer in S. The clock at &lt;math&gt;x=0&lt;/math&gt; has been moving with speed &lt;math&gt;v&lt;/math&gt; until point &lt;math&gt;x=a&lt;/math&gt;, for which it required time &lt;math&gt;\tau=\tfrac{a}{v}&lt;/math&gt;. The same time is required for the way back. After time &lt;math&gt;2\tau=2\tfrac{a}{v}&lt;/math&gt; the clock has thus arrived again at point &lt;math&gt;x=0&lt;/math&gt;. Let's now take the standpoint of the observer in S'. In his view in accordance with the relativity principle, system S is conducting exactly the same motions as those of system S' with respect to the observer in S, only in opposite direction. Thus the time until the meeting of both clocks is given by &lt;math&gt;2\tau=2\tfrac{a}{v}&lt;/math&gt; in system S' as well. Considerations based on illustrative notions, such as the retardation of clocks, easily lead to mistakes at this place, of which also the professional literature isn't free.

|-

|colspan=2|{{Lorentzbox|Text=a) Berg was probably the first to turn the relativity principle against asymmetric aging in the round-trip experiment, claiming that both clocks must indicate the same time at reunion. See [[w:Twin paradox]] as well as sections {{slink||Acceleration as asymmetry indicator|Frame distribution as asymmetry indicator|Perspective of the traveler}} for the solution of that problem.

b) Berg's mistake also seems to be based on the fact, that in his paper he generally described time dilation and length contraction of special relativity as only being &quot;apparent&quot; as opposed to Lorentz's theory.}}

|- 

! style=&quot;width:50%&quot; padding=10 | German original by [[w:Otto Lehmann (physicist)|Lehmann]] (1910/11):&lt;ref name=lehm /&gt;

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; | Hat man zwei genau gleich gehende Uhren nebeneinander und bewegt nun die eine auf einer beliebigen Kurve bis wieder zur anderen zurück, welche Bewegung &lt;math&gt;t&lt;/math&gt; Sekunden gedauert haben möge, so geht sie gegen diese um &lt;math&gt;\left(1-\sqrt{1-\tfrac{v^{2}}{c^{2}}}\right)t&lt;/math&gt; oder annähernd &lt;math&gt;\tfrac{1}{2}t(^{v}/_{c})^{2}&lt;/math&gt; Sekunden zu spät, weil sie während der Bewegung auf langsameren Gang reguliert werden mußte, um mit der ruhenden Uhr in Übereinstimmung zu bleiben.

| style=&quot;padding: 0px 20px 0px 20px;&quot; | If there are two exactly identical clocks next to each other, and if one of them will be moved on an arbitrary curve until it comes back, which may have lasted &lt;math&gt;t&lt;/math&gt; seconds, it [the moving clock] will lag behind the other one by &lt;math&gt;\left(1-\sqrt{1-\tfrac{v^{2}}{c^{2}}}\right)t&lt;/math&gt; or approximately &lt;math&gt;\tfrac{1}{2}t(^{v}/_{c})^{2}&lt;/math&gt; seconds, because it [the moving clock] had to be regulated to a slower rate during motion in order to remain synchronous with the resting clock.

|-

|colspan=2|{{Lorentzbox|Text=a) So Lehmann erroneously thinks that the time difference at reunion is only the result of &quot;regulating&quot; the moving clock. This implies that he (like Berg) believed that special relativity predicts ''equal'' clock times at reunion if the moving clock would have been left ''unregulated'' during the round-trip.

b) Lehmann's mistake (similar to Berg) seems to based on the fact, that in his paper he generally described time dilation and length contraction of special relativity as only being &quot;apparent&quot; as opposed to Lorentz's theory.}}

|-

! style=&quot;width:50%&quot; | German original by [[w:Emil Wiechert|Wiechert]] (1911)&lt;ref name=wiechert11 /&gt;

! English translation

|-

|colspan=2| Even though he correctly derived differential clock aging in the round-trip experiment, he (like Berg and Lehmann)  claimed that effects like time dilation are &quot;apparent&quot; if one admits Einstein's &quot;unconditional&quot; relativity principle in which there is no aether and all &quot;strides&quot; (i.e. non-accelerated motions) are physically equivalent, but they are &quot;real&quot; if one admits the existence of an aether in the framework of a &quot;conditional&quot; relativity principle in which all strides are physically non-equivalent or anisotropic (compare with section {{slink||Aether interpretations}}). This led him to the following interpretation of the clock paradox:

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |[...] so muß am Schluß des Versuches B in seinem Fortschritt gegenüber A im Verhältnis &lt;math&gt;1:\sqrt{1-u^{2}/c^{2}}&lt;/math&gt; zurückgeblieben sein. Und dieses Zurückbleiben ist unbedingt reell, denn die beiden Gebilde A und B können ja unter gleichen Umständen unmittelbar beieinander verglichen werden. Hier ist es ganz sicher ausgeschlossen, an einen Schein zu glauben, der durch unsere Auffassung der Zeit bewirkt wird. So ist denn also auch die Folgerung unabwendbar, daß für den Verlauf der Weltvorgänge die Schreitungen nicht gleichwertig sind, ''und damit sind wir von neuem zu einem Schluß gekommen, welcher der Unbedingtheit des Relativitätsprinzipes durchaus widerspricht.'' [...] Man kann den Versuch noch mannigfach variieren, z. B. so, daß A ebenso wie B zwei verschiedene Schreitungen, &lt;math&gt;+u&lt;/math&gt; und &lt;math&gt;-u&lt;/math&gt;, nacheinander inne hat. Wird dann zu A der Wert &lt;math&gt;u_{1}&lt;/math&gt;, zu B  der Wert &lt;math&gt;u_{2}&lt;/math&gt;, zugeordnet, so muß der Vergleich von A  und B am Schluß des Versuches ergeben, daß B  oder A in seinem Fortschritt zurückgeblieben erscheint, je nachdem die Schreitungen &lt;math&gt;+u_{1}&lt;/math&gt;, &lt;math&gt;-u_{1}&lt;/math&gt;, oder &lt;math&gt;+u_{2}&lt;/math&gt;, &lt;math&gt;-u_{2}&lt;/math&gt; weiter auseinanderliegen. ''Vielleicht ist gerade diese Formulierung des Satzes besonders geeignet, um die Ungleichwertigkeit der verschiedenen Schreitungen klar und deutlich zu zeigen.''

| style=&quot;padding: 0px 20px 0px 20px;&quot; | [...] thus B's progress must be retarded with respect to A's in the ratio &lt;math&gt;1:\sqrt{1-u^{2}/c^{2}}&lt;/math&gt; at the end of the experiment. And this retardation is definitely real, since both bodies A and B indeed can be immediately compared side by side under the same conditions. Here it is certainly excluded to believe that this is an appearance due to our conception of time. Thus the consequence is unavoidable too, that the strides are not equivalent in the course of the world processes, ''and therefore we again came to a conclusion that completely contradicts the unconditionality of the relativity principle.'' [...] One can vary this experiment in many ways, for instance, so that A in the same way as B successively undergoes two different strides &lt;math&gt;+u&lt;/math&gt; and &lt;math&gt;-u&lt;/math&gt;. If we apply the value &lt;math&gt;u_{1}&lt;/math&gt; to A and &lt;math&gt;u_{2}&lt;/math&gt; to B, then the comparison of A and B at the end of the experiment must give the result, that B or A is retarded in its progress depending on whether the strides &lt;math&gt;+u_{2},-u_{2}&lt;/math&gt; or &lt;math&gt;+u_{1},-u_{1}&lt;/math&gt; are further apart. ''Probably it is precisely this formulation of the theorem that is particularly suitable to demonstrate the non-equivalence of the different strides clearly and explicitly.''

|-

|colspan=2|{{Lorentzbox|Text=This interpretation was directly rebutted by Laue (1911/12) who demonstrated the geometrical meaning of differential aging in Minkowski space, see sections {{slink||Laue 1911/12-PT|Laue 1911/12-VA}}, showing that there is no need to assume non-equivalance or anisotropy of motions. Laue added, that as long as there is no experimental contradiction to the relativity principle, the question after the aether can be banned from physics and left to philosophy.&lt;ref name=laue1 /&gt;}}

|-

! style=&quot;width:50%&quot; | German original by [[w:Norman Robert Campbell|Campbell]] (November 1911, published 1912)&lt;ref name=camp /&gt;

! English translation

|-

|colspan=2|After describing the round-trip experiment (as given by Wiechert) according to which the traveling clock B is retarded when it returns with respect to stationary clock A, he abandoned differential clock aging as follows: 

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |Dieser Schluß ist nicht richtig. Die Beziehung zwischen &lt;math&gt;t&lt;/math&gt;, der Ablesung an der Uhr auf A seitens des Beobachters auf A und &lt;math&gt;t'&lt;/math&gt;, der Ablesung an der Uhr auf B seitens des Beobachters auf A, ist (unter der Annahme, daß zu Beginn des Versuchs &lt;math&gt;t=t'&lt;/math&gt; ist)
:&lt;math&gt;t'=\frac{1}{\sqrt{1-v^{2}/c^{2}}}\left(t-vz/c^{2}\right)&lt;/math&gt;. 
Der Unterschied zwischen &lt;math&gt;t'&lt;/math&gt; and &lt;math&gt;t&lt;/math&gt; ist eine Funktion von &lt;math&gt;z&lt;/math&gt; und &lt;math&gt;v&lt;/math&gt; allein. Wenn man diesen Größen ihre früheren Werte wiedergibt, indem man die beiden Uhren wieder zur Koinzidenz bringt, während sie relativ zueinander ruhen, so geht der Unterschied zwischen &lt;math&gt;t'&lt;/math&gt; and &lt;math&gt;t&lt;/math&gt; wieder auf null zurück, gleichviel, welche Werte &lt;math&gt;z&lt;/math&gt; und &lt;math&gt;v&lt;/math&gt; während der Zwischenzeit gehabt haben mögen. Wenn an irgendeinem Punkte der Bahn die Geschwindigkeit von B relativ zu A eine endliche plötzliche Änderung erfährt, so erfährt auch der Wert von &lt;math&gt;v&lt;/math&gt; eine endliche plötzliche Änderung.

| style=&quot;padding: 0px 20px 0px 20px;&quot; |This conclusion is not correct. The relationship between &lt;math&gt;t&lt;/math&gt; as the reading on the clock on A by the observer on A, and &lt;math&gt;t'&lt;/math&gt; as the reading on the clock on B by the observer on A, is given by (assuming that &lt;math&gt;t=t'&lt;/math&gt; at the beginning of the experiment)
:&lt;math&gt;t'=\frac{1}{\sqrt{1-v^{2}/c^{2}}}\left(t-vz/c^{2}\right)&lt;/math&gt;. 
The difference between &lt;math&gt;t'&lt;/math&gt; and &lt;math&gt;t&lt;/math&gt; is a function of &lt;math&gt;z&lt;/math&gt; and &lt;math&gt;v&lt;/math&gt; alone. If these quantities are given their previous values by bringing the two clocks back to coincidence during which they are at rest relative to one another, the difference between &lt;math&gt;t'&lt;/math&gt; and &lt;math&gt;t&lt;/math&gt; goes back to zero, no matter what values &lt;math&gt;z&lt;/math&gt; and &lt;math&gt;v&lt;/math&gt; may have had in the meantime. If at any point on the path the speed of B experiences a finite sudden change relative to A, then the value of &lt;math&gt;t'&lt;/math&gt; also undergoes a finite sudden change.

|-

|colspan=2|{{Lorentzbox|Text=a) So Campbell claims that any time difference during the outbound path is wiped out during the inbound path. His mistake is obvious: He is confusing coordinate differences stemming from the Lorentz transformation of ''events'' (which indeed depend on position and direction) with differences in ''clock aging'' derived from the proper time integral (which is ''accumulative'' and independent of position and direction.)

b) As Campbell's paper was a reply to Wiechert, it's interesting to compare them: Campbell was correct in dismissing the aether but wrong in denying asymmetric aging, while Wiechert was correct in deriving asymmetric aging but wrong in requiring the aether.

}}

|-

! style=&quot;width:50%&quot; | French original by [[w:Paul Gruner|Gruner]] (March 1912):&lt;ref name=gruner /&gt;

! English translation

|-

| style=&quot;padding: 0px 20px 0px 20px;&quot; |[...] deux personnes du même âge, se séparant dans des systèmes de « marche » très différents et retournant après un laps de temps assez long, constateront une différence d'âge très sensible. [...] le principe de relativité exige toujours la ''réciprocité parfaite'' des phénomènes entre deux systèmes qui possèdent un mouvement relatif. Si, dans l'exemple cité, les deux personnes du même âge se séparent avec une vitesse relative pour se retrouver plus tard, la constatation d'une différence d'âge sera parfaitement mutuelle : A dira positivement que B est resté en arrière dans son développement, et B affirmera avec le même droit que c'est A qui ne s'est pas développé assez vite. Ainsi le principe absolu de la relativité montre ses conséquences les plus extrèmes et il est clair que l'introduction de l’éther n'est plus en état de résoudre cette contradiction irréductible et inconcevable.

| style=&quot;padding: 0px 20px 0px 20px;&quot; | [...] two people of same age, separating into very different systems of motion and returning after a quite long period of time, will notice a very significant age difference. [...] the principle of relativity always requires the ''perfect reciprocity'' of the phenomenons between two systems that possess relative motion. When, in the cited example, the two persons of same age are separated by some relative velocity only to meet again later, the finding of an age difference will be perfectly mutual: A will positively say that B stayed behind in its development, and B will assert with same right that it was A who has not developed fast enough. By that, the absolute relativity principle shows its most extreme consequences and it is clear, that the introduction of the aether is no longer able to resolve this irreducible and inconceivable contradiction.

|-

|colspan=2|{{Lorentzbox|Text=Gruner was probably the first to claim that combining the round-trip experiment with the symmetry of time dilation leads to the contradictory situation, that both must attribute younger age to one another at reunion. At the end of his paper, we also find the expression &quot;clock paradox&quot; (French: paradoxe des horloges). See [[w:Twin paradox]] as well as sections {{slink||Acceleration as asymmetry indicator|Frame distribution as asymmetry indicator|Perspective of the traveler}} for the solution of that problem.}}

|}

==Einstein's contributions==

1905:&lt;ref name=einstein05 /&gt; Introduction of the &quot;peculiar&quot; (German: eigentümlich) round-trip experiment with clocks in terms of a polygonal path as well as a continuously curved path, and an experiment comparing a clock at the pole with one at the equator.

January 1911 (published November):&lt;ref name=einstein11a /&gt; In a lecture from January, Einstein extended the &quot;funny&quot; (German: drollig) round-trip experiment to living organisms. According to [[w:Rudolf Lämmel]] in April 1911&lt;ref name=lammel /&gt; and [[w:Fritz Müller-Partenkirchen|Fritz Müller]] in October 1911,&lt;ref name=muller /&gt; Einstein spoke of human beings as well.

January 1911 (published January 1912):&lt;ref name=einstein3 /&gt; During a discussion with Einstein directly after the previous lecture, [[w:Fritz Müller-Partenkirchen|Fritz Müller]] claimed that any time difference during the round-trip should vanish at reunion, in analogy to the fact that the Lorentz contraction of a moving rod vanishes when it is at rest again. Einstein showed that the analogy is incorrect: While the clock rates are indeed the same again when they are mutually at rest, the clocks do not indicate the same time at reunion because &quot;clocks are carriers of the time differential&quot;; he went on to show that any possible influence of acceleration during the turnaround can be made negligible by elongating the constant velocity periods. 

1912:&lt;ref name=einst12manu /&gt; In an unpublished manuscript on special relativity, Einstein showed that if system &lt;math&gt;\Sigma'&lt;/math&gt; makes a round-trip along a polygon, then its inner processes will be retarded with respect to resting system &lt;math&gt;\Sigma &lt;/math&gt; at reunion. He pointed out that any influence of acceleration can be neglected if one makes the time of acceleration negligible with respect to the total time of motion along the polygon. 

April 1914:&lt;ref name=einstpetz /&gt; [[w:Joseph Petzoldt]] criticized asymmetric clock aging in the round-trip experiment as a &quot;fallback into absolutist way of thinking&quot;, claiming that special relativity requires that any difference between the clocks vanishes when their relative velocity is zero again, even though he added that any treatment of the clock paradox in special relativity is unrealistic anyway, since the theory only concerns uniform motions and therefore cannot handle velocity changes, so one has to modify the theory. Einstein responded by letter in which he praised Petzoldt's philosophical take on relativity, yet he rejected Petzoldt's conclusions concerning the clock paradox by showing that any finite acceleration at turnaround during the round-trip can only influence the clock in a finite way and therefore can be neglected by minimizing the time of acceleration with respect to the time of uniform translation, so it &quot;must be concluded&quot; that the clock traveling on a polygonal path is retarded at reunion.

May 1914:&lt;ref name=rowe group=S /&gt; During a conversation with [[w:Ernst Gehrcke]] who claimed that the clock paradox contradicts the relativity principle, Einstein replied that clock B is retarded because it was accelerating in contrast to clock A; while those accelerations are irrelevant for the amount of the time difference, their presence nevertheless cause B to fall behind (&quot;accelerated motions are absolute in the theory of relativity&quot;).

1916:&lt;ref name=einstein16 /&gt; In a lecture of which only an abstract was published, Einstein spoke about the &quot;clock paradox of special relativity from the standpoint of general relativity.&quot;

September 1918:&lt;ref name=einadl /&gt; In a letter to Einstein, [[w:Friedrich Adler (politician)|Friedrich Adler]] (while in prison for the [[w:Assassination of Karl von Stürgkh]]) claimed that the clock paradox which he described on a circular round-trip contradicts the special relativity principle, and also referred to the similar opinions of Berg and Petzoldt. Einstein responded by letter and explained that there is no contradiction as one of them accelerates; he then showed that general relativity makes both inertial frame K and accelerated frame K' equally justified, explaining the time difference in K' by combining the influence of velocity and gravitational potential, concluding that &quot;Berg and Petzoldt were wrong&quot;.

November 1918:&lt;ref name=einstein18 /&gt; In a fictitious dialogue between a relativity critic and a relativity apologist written by Einstein, the &quot;critic&quot; said that special relativity must predict differential clock aging in round-trip experiments, which was confirmed by the &quot;relativist&quot; who regretfully noted that even some pro-relativity authors tried to &quot;circumvent this unavoidable result&quot;. Yet the critic claimed that this leads to a contradiction: From the viewpoint of K, clock U1 is at rest while the clock U2 was in motion and therefore returns being retarded with respect to U1, but from the viewpoint of K', clock U2 is at rest while clock U1 was in motion and therefore returns being retarded with respect to U2, which was rebutted by the relativist by pointing out the acceleration of U2. Then the critic claimed that this problem &quot;rises again from the dead&quot; in general relativity which allows to symmetrically treat both K and K', which was rebutted by the relativist using the equivalence principle: In K', the rate increase of U1 during turnaround period 3) is &quot;the double&quot; of its velocity time dilation in the inertial periods 2) and 4). 

December 1918:&lt;ref name=einstein18b /&gt; In a letter to Einstein, [[w:Max Jakob]] doubted the result from Einstein's dialogue, according to which the advance of U1 in period 3) is the double of its retardation during periods 2) and 4). Einstein responded by letter, in which he used the gravitational time dilation factor &lt;math&gt;1+\Phi/c^{2}&lt;/math&gt; in K' in order to show that U1 at distance &lt;math&gt;l&lt;/math&gt;  is advancing by &lt;math&gt;\Phi/c^{2}=2vl/c^{2}&lt;/math&gt; in period 3), which is indeed the double of approximated delay &lt;math&gt;vl/c^{2}&lt;/math&gt; caused by velocity time dilation during periods 2) and 4).

1920:&lt;ref name=einstein20 /&gt; In conversations with [[w:Alexander Moszkowski]] between 1919 and 1920, Einstein argued that differential aging of the twins is rather a paradox of feeling, not a paradox of thought, because the latter would only arise if there were no reason for the asymmetric aging. The reason in special relativity lies in the fact that one of them suffered accelerations, while a deeper understanding of that question is obtained by using general relativity. Einstein argued that our &quot;common sense&quot; is located in the realm of feeling and analogy drawn from our ordinary experience; since there is no analogy to the example of the twins in our experience, it might appear paradoxical to the common sense, while it appears logical and necessary in light of intensified abstraction of the trained scientific mind.

August 1920:&lt;ref name=rowe group=S /&gt; At an anti-relativity event organized by the right-wing agitator [[w:Paul Weyland]] during which [[w:antisemitic]] leaflets were distributed and [[w:swastika]]s offered at the entrance, a lecture was given by Gehrcke re-iterating his criticism of the twin paradox, claiming that the stationary first organism is old or even dead at reunion while the second organism was in motion and therefore stayed young, but from the standpoint of the second organism he himself is old or even dead while the first organism was in motion and stayed young, thus relativity is either contradictory or it leads to different realities and physical [[w:solipsism]]. Einstein who was present at that event, directly responded in a newspaper article;&lt;ref name=einst20 /&gt; after suspecting antisemitic motives of his critics, he specifically addressed Gehrcke's objections regarding the &quot;well known example of the clocks (or twins)&quot;, remarking that the charge of solipsism will be &quot;greeted by the experts as a joke&quot;, and characterized the claim that relativity requires mutual retardation of two co-located clocks as a &quot;deliberate attempt to misinform the lay public&quot;.

1922:&lt;ref name=morand /&gt;&lt;ref name=nord /&gt; [[w:Paul Painlevé]], Einstein and Langevin discussed the clock paradox at a meeting in Paris. Painlevé imagined a clock on a train that performs a round-trip with constant speed and returns being retarded with respect to the station clock, yet he claimed that the relativity principle also allows to say that the station clock performed the round-trip and returned being retarded with respect to the train clock, in contradiction to the previous result. Einstein replied that the relativity principle cannot be applied since the train is not in a Galilean system (i.e. inertial frame) any longer during the period of velocity change at turnaround, i.e. the ensemble of two systems having velocities in opposite direction is not an inertial frame; there is no reciprocity between a frame that changes direction and one that doesn't. Langevin consequently gave a detailed analysis in terms of the Lorentz transformation.

1954:&lt;ref name=einstein54 /&gt; In a letter, Einstein explained the &quot;well known clock paradoxon&quot; using two clocks &lt;math&gt;B_{1}&lt;/math&gt; and &lt;math&gt;B_{2}&lt;/math&gt;; clock &lt;math&gt;B_{2}&lt;/math&gt; has to reverse its speed in order to come back, thus it was initially at rest in inertial frame &lt;math&gt;S_{2}&lt;/math&gt; and then at rest in &lt;math&gt;S_{2}^{+}&lt;/math&gt;, whereas &lt;math&gt;B_{1}&lt;/math&gt; constantly remains at rest in &lt;math&gt;S_{1}&lt;/math&gt;, which explains the asymmetry between them.

==Historical references==

&lt;references&gt;

&lt;ref name=einstein05&gt;See p. 904f in: {{Citation |author=Einstein, A. |date=1905 |title=Zur Elektrodynamik bewegter Körper|journal=Annalen der Physik |volume=322 |issue=10 |pages=891–921 |doi=10.1002/andp.19053221004|quote=Reprinted in ''The Collected Papers of Albert Einstein'', Vol. 2, Document 23}}. See also: [https://www.fourmilab.ch/etexts/einstein/specrel/www/ English translation at fourmilab].&lt;/ref&gt;

&lt;ref name=einstein11a&gt;See p. 10. in: {{Citation |author=Einstein, A. |title=Die Relativitäts-Theorie|journal=Naturforschende Gesellschaft, Zürich, Vierteljahresschrift |volume=56 |issue=1-2|pages=1–14 |date=27 November 1911|orig-date=Lecture 16 January 1911|url=https://archive.org/details/naturforschendegesellschaftinzurich_vierteljahrsschriftdernaturforschendengesellschaftinzur_v56_1911/page/n11/mode/2up|quote=Reprinted in ''The Collected Papers of Albert Einstein'', Vol. 3, Document 17}}.&lt;br /&gt; The publication date 27 November 1911 can be seen on the [https://archive.org/details/naturforschendegesellschaftinzurich_vierteljahrsschriftdernaturforschendengesellschaftinzur_v56_1911/page/n5/mode/2up Title page and TOC of issue 1-2].&lt;/ref&gt;

&lt;ref name=einstein3&gt;Discussion between Einstien, Müller, Lämmel and others after the Zürich lecture: {{Citation |author=Einstein, A.; Müller, F., Lämmel, R.|title=Diskussion zu &quot;Die Relativitäts-Theorie&quot;|journal=Naturforschende Gesellschaft, Zürich, Vierteljahresschrift |volume=56 |pages=II-IX |date=January 1912|orig-date=Lecture on 16 January 1911|url=https://archive.org/details/naturforschendegesellschaftinzurich_vierteljahrsschriftdernaturforschendengesellschaftinzur_v56_1911/page/n587/mode/2up|quote=Reprinted in  ''The Collected Papers of Albert Einstein'', Vol. 3, Document 18, and in the corresponding English translation volume}}&lt;br /&gt; While the discussion already happened on January 1911, the publication followed one year later in January 1912 in the session proceedings (Sitzungsberichte) of the third issue, see [https://www.ngzh.ch/publikationen/vjs/56/3 Full issue Nr. 3] with [http://www.ngzh.ch/archiv/1911_56/56_1-2/56_3.pdf Title page and TOC] and the [http://www.ngzh.ch/archiv/1911_56/56_3/56_30.pdf Sitzungsberichte including Einstein's discussion on pp. II-IX]. &lt;/ref&gt;

&lt;ref name=einst12manu&gt;See p. 46 in: {{Citation |author=Einstein, A. |date=1912 |chapter=Document 1: Einstein's manuscript on the special theory of relativity|title=The collected papers of Albert Einstein|volume=4|pages=3-108|trans-chapter=See also the English translation in the corresponding translation volume}}&lt;/ref&gt;

&lt;ref name=einstlor&gt;{{Citation|author=Einstein, A.|date=1914|title=Review of &quot;Lorentz, H. A. – Das Relativitätsprinzip&quot; |journal=Die Naturwissenschaften|volume=2|pages=1018|url=https://archive.org/details/CAT31421305002/page/1018/mode/2up|quote=Reprinted in  ''The Collected Papers of Albert Einstein'', Vol. 6, Document 11}}&lt;/ref&gt;

&lt;ref name=einstpetz&gt;{{Citation |author=Einstein, A. |date=1914 |chapter=Document 5: Letter from Einstein to Petzoldt|title=The collected papers of Albert Einstein|volume=8a|pages=16-17|trans-chapter=See also the English translation in the corresponding translation volume}}&lt;/ref&gt;

&lt;ref name=einstein16&gt;See p. 423f in: {{Citation |author=Einstein, A. |date=1916 |title=Announcement of Einstein's lecture &quot;Über einige anschauliche Überlegungen aus dem Gebiete der Relativitätstheorie&quot;|journal=Berliner Sitzungsberichte|pages=423|volume=1916 (part 1)|url=https://archive.org/details/sitzungsberichte1916deutsch/page/423/mode/2up}}&lt;/ref&gt;

&lt;ref name=einadl&gt;Letter exchange between Einstein and Adler in which the critique on the clock paradox by Berg (1910) and Petzoldt (1914) was mentioned, together with the general relativity solution in terms of the gravitational potential, in: {{Citation |author=Einstein, A. |date=1918 |chapter=Adler's letter in Document 620 and Einstein's reply in Document 628|title=The collected papers of Albert Einstein|volume=8a|pages=16-17|trans-chapter=See also the English translation in the corresponding translation volume}}&lt;/ref&gt;

&lt;ref name=einstein18&gt;Einstein discussed in terms of inertial frames (special relativity) on pp. 697f; accelerated frames (general relativity) on pp. 698f.; distant masses (Mach's principle) on pp. 700f. in: {{citation |author=Einstein, A.|title=[[s:de:Dialog über Einwände gegen die Relativitätstheorie|Dialog über Einwände gegen die Relativitätstheorie]]|date=November 1918|volume=6|issue=48|journal=Die Naturwissenschaften|pages=697-702|quote=Reprinted in ''The Collected Papers of Albert Einstein'', Vol. 7, Document 13}}; See also English translation [[:s:Translation:Dialog about Objections against the Theory of Relativity|Dialog about Objections against the Theory of Relativity]] on Wikisource.&lt;/ref&gt;

&lt;ref name=einstein18b&gt;Letter exchange between Max Jakob and Einstein from December 1918, in: {{Citation |author=Einstein, A. |date=1918 |chapter=Jakob's letter in Document 661c and Einstein's reply in Document 663a|title=The collected papers of Albert Einstein|volume=10|pages=189-190}}&lt;/ref&gt;

&lt;ref name=einstein20&gt;Interview of Einstein by Moszkowski, see p. 204f. in: {{citation |author=Moszkowski, A.|title=Einstein. Einblicke in seine Gedankenwelt|orig-date=Copyright date 1920 |date=1921|place=Hamburg|url=https://www.archive.org/details/einsteineinblick00moszuoft}}; See also English translation by H. L. Brose (1921): [https://archive.org/details/einsteinsearch00moszrich Einstein, the searcher], p. 206&lt;/ref&gt;

&lt;ref name=einst20&gt;{{Citation|author=Einstein, A.|date=27 August 1920|journal=Berliner Tageblatt|title=Meine Antwort - Ueber die anti-relativitätstheoretische G. m. b. H.|issue=402|pages=1-2|url=https://www.deutsche-digitale-bibliothek.de/newspaper/item/YH65KFT53MOG4SMXDXK4IVUPTR3QRY7Q?issuepage=1|quote=Reprinted in &quot;The Collected Papers of Albert Einstein&quot;, Vol. 7, Document 45}}&lt;/ref&gt;

&lt;ref name=einstein54&gt;Letter from Einstein to N. V. Pope from March 1954; [[w:Albert Einstein Archives]], Object number 27-88 ([https://ein-web.adlibhosting.com/aea/Details/archive/110021626 Online dataset]); Scanned version as [https://groups.google.com/group/npachat/attach/d3121322d37764f2/Einstein%20letter.doc?part=0.1 Word document on Usenet] published by [https://groups.google.com/g/npachat/c/Haoib97d6OA/m/8mR30yITEtMJ Pope himself])&lt;/ref&gt;

&lt;ref name=morand&gt;Discussion between Painlevé, Einstein, and Langevin on p. 316ff in: {{citation |author=Morand, M.|title=Einstein au collège de france|date=April 1922|journal=La Nature|volume=50|issue=2511|pages=315-320|url=http://cnum.cnam.fr/CGI/fpage.cgi?4KY28.102/319/100/620/5/613}}&lt;/ref&gt;

&lt;ref name=lammel&gt;{{Citation|author=Lämmel, R.|date=28 April 1911|title=Die Relativitäts-Lehre|journal=Neue Zürcher Zeitung|volume=117|pages=1|url=https://www.e-newspaperarchives.ch/?a=d&amp;d=NZZ19110428-01.2.4.1}}; English translation of the part concering the twin pardox at [[:v:History of Topics in Special Relativity/Twin paradox#Lämmel 1911-Hum|Wikiversity:Early history of the twin paradox - Lämmel]]&lt;/ref&gt;

&lt;ref name=lammel2&gt;See p. 84ff in: {{Citation|author=Lämmel, R.|date=1921|orig-date=Preface December 1920|title=Die Grundlagen der Relativitätstheorie|place=Berlin|publisher=Springer|url=https://archive.org/details/diegrundlagende00lmgoog}}&lt;/ref&gt;

&lt;ref name=langevin1&gt;He derived differential aging from the proper time integral; pointed out that this demonstrates the &quot;absolute nature of acceleration&quot; with respect to an aether, see: {{citation |author=Langevin, P.|title=[[:s:fr:L’Évolution de l’espace et du temps|L’Évolution de l’espace et du temps]]|journal=Scientia |volume=X |pages=31–54 |date=July 1911|orig-date=Lecture 10 April 1911}}; English translation [[:s:en:Translation:The Evolution of Space and Time|The Evolution of Space and Time]] on Wikisource&lt;/ref&gt;

&lt;ref name=langevin2&gt;See p. 329 in: {{citation |author=Langevin, P. |title=Le temps, l'espace et la causalité dans la physique moderne |journal=Bulletin de la Société française de philosophie |volume=12 |orig-date=Lecture October 1911|date=1912|pages=1-28|url=http://ahp.li/1f7fc22d283fdf0deeca.pdf}}&lt;/ref&gt;

&lt;ref name=langevin3&gt;See p. 622f in: {{citation |author=Langevin, P. |title=Le Principe de relativité |journal=Bulletin de la société française des électriciens |volume=9 |date=1919 |pages=601-639|url=https://archive.org/details/bulletin-de-la-societe-francaise-des-electriciens-ser.-3-vol-9/page/600}}; Republished in 1922 as separate booklet: [[:s:fr:Le Principe de relativité|Le Principe de relativité]], Éditions Étienne Chiron&lt;/ref&gt;

&lt;ref name=wiechert11&gt;See p. 745f. general description and proper time; 757f. space travel; in: {{Citation |author=Wiechert, E. |date=September 1911|orig-date=Lectures March-May 1911, submitted 26 July|title=[[:s:de:Relativitätsprinzip und Äther|Relativitätsprinzip und Äther]]|journal=Physikalische Zeitschrift |volume=12 |issue=17-18 |pages=[https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0012/page/741 689-707] published September 1; [https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0012/page/789 737–758] published September 15}}&lt;/ref&gt;

&lt;ref name=wiechert15&gt;See p. 46 (Einstein, Langevin, Wiechert) and pp. 51f (Laue versus Wiechert) in: {{citation |author=Wiechert, E.|contribution=Die Mechanik im Rahmen der allgemeinen Physik| title=Die Kultur der Gegenwart: Physik|volume=3.3.1|date=1915 |orig-date=Submitted July 1914|pages=1–78|contribution-url=https://www.archive.org/details/physikunterredak00warbuoft}}&lt;/ref&gt;

&lt;ref name=wiechert20&gt;See p. 46f in: {{citation |author=Wiechert, E.|title=Der Äther im Weltbild der Physik|orig-date=Presented December 1920|date=1921|journal=Nachrichten von der Gesellschaft der Wissenschaften zu Göttingen, Mathematisch-Physikalische Klasse|pages=29-70|url=http://gdz.sub.uni-goettingen.de/dms/resolveppn/?PPN=GDZPPN00250586X}}&lt;/ref&gt;

&lt;ref name=wiechert21&gt;See p. 25ff in: {{citation |author=Wiechert, E.|title=[[:s:de:Prinzipielles über Äther und Relativität|Prinzipielles über Äther und Relativität]]|date=1922|orig-date=Lecture September 1921|journal=Physikalische Zeitschrift|volume=23|pages=25-28}}&lt;/ref&gt;

&lt;ref name=muller&gt;See p. 9 in: {{Citation|author=Müller, F.|date=October 1911|journal=Berliner Tageblatt|title=[[:s:de:Das Zeitproblem (1911)|Das Zeitproblem]]|pages=[https://www.deutsche-digitale-bibliothek.de/newspaper/item/2QKOIOLGNVQILTCEZQOGQPLTRVLPM5PZ?query=zeit&amp;issuepage=9 Part 1 published 16 October 1911] and [https://www.deutsche-digitale-bibliothek.de/newspaper/item/IO44I6QBC4SVV5YUKUDSGXYIPQUXXBN5?query=zeit&amp;issuepage=11 Part 2 published 23 October 1911]}}&lt;/ref&gt;

&lt;ref name=gruner10&gt;See p. 89 in: {{Citation |author=Gruner, P. |title=Elementare Darlegung der Relativitätstheorie |journal=Mitteilungen der Naturforschenden Gesellschaft Bern |issue=1751 |pages=82-103 |date=May 1912|doi=10.5169/seals-319208}}&lt;/ref&gt;

&lt;ref name=gruner&gt;See p. 253f in: {{Citation |author=Gruner, P. |title=[[:s:fr:Rapport sur la dernière discussion concernant le principe de la relativité et l’éther|Rapport sur la dernière discussion concernant le principe de la relativité et l’éther]] |journal=Archives des sciences physiques et naturelles |volume=33|issue=4 |pages=252-254 |date=March 1912}}&lt;/ref&gt;

&lt;ref name=weyl&gt;See p. 147f. in: {{Citation |author=Weyl, H. |date=March 1918|title=Raum-Zeit-Materie (first edition)|publisher=Berlin: Springer|url=https://archive.org/details/RaumZeitMaterieVolIMeinerFrauGewidmet}}; English translation of the 4th edition by H. Brose (1921): [https://www.gutenberg.org/ebooks/43006 Space—Time—Matter], pp. 278f.&lt;/ref&gt;

&lt;ref name=gbaum&gt;See footnote on p. 507 in: {{Citation|author=Grünbaum, F. |title=Über einige ideelle Versuche zum Relativitätsprinzip|journal=Physikalische Zeitschrift|volume=12|pages=500–509|date=1911|url=https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0012/page/540}}&lt;/ref&gt;

&lt;ref name=laue1&gt;Laue introduces the word &quot;paradox&quot;, alludes to Berg and discusses Wiechert, in: {{citation |author=Laue, M. v. |title=Zwei Einwände gegen die Relativitätstheorie und ihre Widerlegung |journal=Physikalische Zeitschrift |volume=13 |issue=3|date=February 1912|orig-date=Submitted December 1911|pages=118–120|url=https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0013/page/148}}; {{icon|wikisource}} See also English translation [[:s:Translation:Two Objections Against the Theory of Relativity and their Refutation|Two Objections Against the Theory of Relativity and their Refutation]] on Wikisource&lt;/ref&gt;

&lt;ref name=laue2&gt;See p. 42f. for general description; p. 58f. in terms of proper time; in: {{Citation |author=Laue, M. v. |orig-date=Preface December 1912|date=1913 |title=Das Relativitätsprinzip (Second Edition) |publisher=Vieweg |place=Braunschweig|url=https://preserver.beic.it/delivery/DeliveryManagerServlet?dps_pid=IE4597082}}; See also English translation [[:s:Translation:The Principle of Relativity (Laue 1913)|The Principle of Relativity, Second edition, Part III]] on Wikisource&lt;/ref&gt;

&lt;ref name=laue3&gt;See p. 113f in: {{citation |author=Laue, M. v. |title=Das Relativitätsprinzip |journal=Jahrbücher der Philosophie |volume=1 |date=1913 |pages=99–128}}; {{icon|wikisource}} See also English translation of [[:s:Translation:The Principle of Relativity (Laue, Philosophy)|The Principle of Relativity]] on Wikisource&lt;/ref&gt;

&lt;ref name=laue0&gt;See preface in: {{Citation |author=Laue, M. v. |date=May 1911|title=Das Relativitätsprinzip (First Edition) |publisher=Vieweg |place=Braunschweig|url=https://archive.org/details/dasrelativittsp00lauegoog}}&lt;/ref&gt;

&lt;ref name=berg&gt;See p. 369f in: {{Citation |author=Berg, O. |date=1910 |title=Das Relativitätsprinzip der Elektrodynamik |journal=Abhandlungen der Fries'schen Schule |volume=3 |issue=2|pages=333-382 |url=http://hdl.handle.net/2027/hvd.hnuynk?urlappend=%3Bseq=351}}&lt;/ref&gt;

&lt;ref name=camp&gt;See p. 123f in: {{Citation |author=Campbell, N. |title=Relativitätsprinzip und Äther: Eine Entgegnung an Herrn Wiechert |journal=Physikalische Zeitschrift |volume=13 |pages=120-128 |issue=3|orig-date=Submitted December 1911|date=February 1912|url=https://resolver.sub.uni-hamburg.de/kitodo/PPN891110208_0013/page/150}}. The is based on an English manuscript translated by Max Iklé, and Campbell's first name was Germanised as &quot;Normann&quot;.&lt;/ref&gt;

&lt;ref name=seel&gt;{{Citation|author=Seeliger, R.|title=Review of &quot;P. Gruner – Rapport sur la dernière discussion concernant le principe de la relativité et l'éther&quot;|journal=Die Fortschritte der Physik|volume=68|issue=2|pages=336|date=1913|url=https://books.google.com/books?id=fSJGAQAAMAAJ&amp;pg=PA336}}&lt;/ref&gt;

&lt;ref name=study&gt;See footnote on p. 111 in: {{citation |author=Study, E. |title=Vorlesungen über ausgewählte Gegenstände der Geometrie |date=June 1911|url=https://archive.org/details/vorlesungenber00studuoft|publisher=B.G. Teubner|place=Leipzig}} &lt;/ref&gt;

&lt;ref name=robb1&gt;See pp. 356ff. in: {{Citation|author=Robb, A.|date=1914|title=A theory of time and space|place=Cambridge|publisher=University Press|url=https://archive.org/details/theoryoftimespac00robbrich}} &lt;/ref&gt;

&lt;ref name=robb2&gt;See §12 in: {{citation |author=Robb, A. A.|title=The Straight Path|date=1920 |journal=Nature|pages=599|volume=104|issue=2623|url=https://archive.org/details/sim_nature-uk_1920-02-05_104_2623/page/598/mode/2up}}&lt;/ref&gt;

&lt;ref name=edding2&gt;See p. 22 in: {{Citation |author=Eddington, A. S. |date=1922 |title=The theory of relativity, and its influence on scientific thought |publisher=Oxford Clarendon Press |url=https://archive.org/details/cu31924005748573}}&lt;/ref&gt;

&lt;ref name=rogers&gt;{{citation |author=Rogers, R. A. P.|title=The Time-Triangle and Time-Triad in Special Relativity|date=November 1922|journal=Nature|volume=110|issue=2769|pages=698–699|url=https://archive.org/details/sim_nature-uk_1922-11-25_110_2769/page/698/mode/2up}}&lt;/ref&gt;

&lt;ref name=lorentz1&gt;See pp. 37f, 55ff in: {{citation |author=Lorentz, H. A.|date=1913|title=Het relativiteitsbeginsel : drie voordrachten gehouden in Teyler's stichting|publisher=De Erven Loosjes |place=Haarlem|url=https://resolver.kb.nl/resolve?urn=MMKB24:063387000:00005}}; German translation on pp. 31f, 47f in: {{citation |author=Lorentz, H. A.|date=1914| title=Das Relativitätsprinzip. Drei Vorlesungen gehalten in Teylers Stiftung zu Haarlem|publisher=B.G. Teubner |place=Leipzig and Berlin|url=https://archive.org/details/bub_gb_89PPAAAAMAAJ}}; See also the transcription [[:s:de:Das Relativitätsprinzip (Lorentz)|Das Relativitätsprinzip]] on German Wikisource and the English translation [[:s:Translation:The Principle of Relativity (Lorentz)|The Principle of Relativity]] on English Wikisource&lt;/ref&gt;

&lt;ref name=lorentz3&gt;See §12 in: {{citation |author=Lorentz, H. A.|title=Considérations élémentaires sur le principe de relativité|date=1914 |journal=Revue générale des sciences pures et appliquées|pages=179-186|url=https://archive.org/details/revuegnraled25pari/page/178/mode/2up}}&lt;/ref&gt;

&lt;ref name=bloch&gt;See pp. 67 ff. in: {{Citation | author=Bloch, W.| date=September 1918|title=Einführung in die Relativitätstheorie| publisher=B. G. Teubner |url=https://hdl.handle.net/2027/njp.32101040276907}}&lt;/ref&gt;

&lt;ref name=bloch2&gt;See pp. 69ff. (special relativity) and 102ff. (general relativity) in: {{Citation | author=Bloch, W.| date=1920 |title=Einführung in die Relativitätstheorie (second edition)| publisher=B. G. Teubner |url=https://www.archive.org/details/einfhrungindier00blocgoog}}&lt;/ref&gt;

&lt;ref name=bollert1&gt;See p. 6 (special relativity), pp. 24-26 (EP) in: {{citation |author=Bollert, K.|title=Einstein’s Relativitätstheorie und ihre Stellung im System der Gesamterfahrung |date=April 1921|publisher=Steinkopff|url=https://archive.org/details/dbc.wroc.pl.001504}}&lt;/ref&gt;

&lt;ref name=born&gt;See pp. 190f. (special relativity), 250f (EP) in: {{Citation | author=Born, M.| date=1921 |title=Die Relativitätstheorie Einsteins und ihre physikalischen Grundlagen (Second edition)| publisher=Springer | place=Berlin|url=https://hdl.handle.net/2027/mdp.39015017387310}}; The [https://preserver.beic.it/delivery/DeliveryManagerServlet?dps_pid=IE5426498 first edition (1920)] of Born's book didn't include the twin paradox. English translation of the third edition by H. Brose (1924): [https://archive.org/details/einsteinstheoryo00born Einstein's theory of relativity]&lt;/ref&gt;

&lt;ref name=pauli&gt;See p. 558f (general description); p. 624f (proper time); p. 713f (accelerated frames); in: {{Citation |author=Pauli, W. |date=1921 |journal=Encyclopädie der Mathematischen Wissenschaften|title=Die Relativitätstheorie|pages=539–776|volume=5|issue=2 |url=http://resolver.sub.uni-goettingen.de/purl?PPN360709672}}; English translation by G. Field (1958): [https://books.google.com/books?id=rc3DAgAAQBAJ Theory of Relativity]&lt;/ref&gt;

&lt;ref name=thirring&gt;See p. 209ff in: {{citation |author=Thirring, H.|title=Über das Uhrenparadoxon in der Relativitätstheorie|date=April 1921|journal=Naturwissenschaften|volume=9|issue=18|pages=209-212|url=https://archive.org/details/sim_naturwissenschaften_1921-04-01_9_13/mode/2up}}&lt;/ref&gt;

&lt;ref name=sommerfeld&gt;See p. 71 in: {{citation |author=Sommerfeld, A. |date=May 1913|chapter=Remarks on Minkowski's &quot;Space and Time&quot;|title=Das Relativitätsprinzip|editor=Otto Blumenthal|pages=69-73|url=https://www.archive.org/details/dasrelativittsp00minkgoog}}&lt;/ref&gt;

&lt;ref name=kopff&gt;See pp. 45ff (special relativity and proper time); pp. 117ff (EP); pp. 189ff (Mach's principle), in: {{citation |author=Kopff, A.|title=Grundzüge der Einsteinschen Relativitätstheorie |date=February 1921|publisher=S. Hirzel|place=Leipzig|url=https://www.archive.org/details/grundzgedereins00kopfgoog}}; English translation by H. Levy (1923): [https://hdl.handle.net/2027/mdp.39015017188817 The mathematical theory of relativity].&lt;/ref&gt;

&lt;ref name=becqu1&gt;See p. 48ff (proper time), p. 240f (general relativity) in: {{citation |author=Becquerel, J.|title=[[:s:fr:Le Principe de relativité et la théorie de la gravitation|Le Principe de relativité et la théorie de la gravitation]] |date=1922 |publisher=Gauthier-Villars|place=Paris}}; See also p. 57ff (proper time), p. 177f (general relativity) in: {{citation |author=Becquerel, J.|title=[[:s:fr:Exposé élémentaire de la théorie d’Einstein et de sa généralisation|Exposé élémentaire de la théorie d’Einstein et de sa généralisation]]|date=1922 |publisher=Payot|place=Paris}}&lt;/ref&gt;

&lt;ref name=nord&gt;Discussion between Painlevé, Einstein, and Langevin on pp. 146ff in: {{citation |author=Nordmann, C.|title=[[s:fr:Einstein expose et discute sa théorie|Einstein expose et discute sa théorie]]|date=May 1922|journal=Revue des deux mondes|volume=IX|pages=129-166}}&lt;/ref&gt;

&lt;ref name=lehm&gt;{{Citation |author=Lehmann, Otto |orig-date=September 1910 |date=1911|title=Das Relativitätsprinzip der neue Fundamentalsatz der Physik |title-link=s:de:Das Relativitätsprinzip der neue Fundamentalsatz der Physik|journal=Verhandlungen des naturwissenschaften Vereins in Karlsruhe |volume=23 |pages=49-74}}&lt;/ref&gt;

&lt;ref name=lech&gt;See p. 19ff in: {{citation |author=Lechalas, G. |orig-date=Submitted December 1912|date=1913 |title=Le nouveau temps |journal=L’Année philosophique|volume=XXIII|pages=19-44|url=https://gallica.bnf.fr/ark:/12148/bpt6k255882z/f22.item}}&lt;/ref&gt; 

&lt;ref name=hunt&gt;See pp. 494ff in: {{Citation|author=Huntington, E. V. |year=1912 |title=A new approach to the theory of relativity|journal=Philosophical Magazine |volume=23|pages=494-512|url=https://archive.org/details/londonedinburg6231912lond/page/494/mode/2up}}&lt;/ref&gt; 

&lt;/references&gt;

==Secondary sources==

&lt;references group=S&gt;

&lt;ref name=miller&gt;{{Citation |author=Miller, A. I. |date=1981 |title=Albert Einstein's special theory of relativity. Emergence (1905) and early interpretation (1905–1911) |place=Reading |publisher=Addison–Wesley |isbn=978-0-201-04679-3}}; See section 7.4.13 (Langevin, Wiechert, Laue, Einstein), footnotes 29-34 of chapter 7 (Petzoldt, Sommerfeld, Bergson, Einstein)&lt;/ref&gt;

&lt;ref name=lange&gt;{{Citation|author=Lange, L.|date=1927|title=The clock paradox of the theory of relativity|journal=The American Mathematical Monthly|volume=34|issue=1|pages=22-30|jstor=2299914}}&lt;/ref&gt;

&lt;ref name=pes&gt;{{Citation |author=Pesic, P. |date=2003 |title=Einstein and the twin paradox |journal=European Journal of Physics |volume=24 |issue=6 |pages=585–590 |doi=10.1088/0143-0807/24/6/004}}&lt;/ref&gt;

&lt;ref name=during&gt;{{Citation |author=During, É. |date=2014 |title=Langevin ou le paradoxe introuvable |journal=Revue de métaphysique et de morale |volume=84 |pages=513-527 |doi=10.3917/rmm.144.0513|doi-access=free}}; See pp. 515f (Langevin), 520f. (Einstein, Laue, Weyl, Painlevé).&lt;/ref&gt;

&lt;ref name=debs&gt;{{Citation |author=Debs, T. A., &amp; Redhead, M. L. |title=The twin paradox and the conventionality of simultaneity |date=1996 |journal=American Journal of Physics |volume=64|issue=1| pages=384-392 |doi=10.1119/1.18252}}&lt;/ref&gt;

&lt;ref name=alizzi&gt;{{Citation |author=Alizzi, A., Sen, A., &amp; Silagadze, Z. K.|title=Do moving clocks slow down? |year=2022 |journal=European Journal of Physics |volume=43|issue=6|pages=065601 |doi=10.1088/1361-6404/ac93ca|arxiv=2209.12654}}; Appendix B with reference to Lange and Halsbury&lt;/ref&gt;

&lt;ref name=beng&gt;{{Citation |author=Benguigui, L. G. |date=2020 |title=A Tale Of Two Twins: The Langevin Experiment Of A Traveler To A Star |publisher=World Scientific|isbn=9789811219115}}; See early solutions (Einstein, Langevin, Lorentz, Born/Kopff) and the Bergson controversy. A shorter version appeared in {{arxiv|1212.4414}}.&lt;/ref&gt;

&lt;ref name=rowe&gt;{{Citation|author=Rowe, D. E.|date=2006|title=Einstein's allies and enemies: Debating relativity in Germany 1916–1920|journal=Interactions: Mathematics, Physics and Philosophy|pages=231-280|publisher=Springer|doi=10.1007/978-1-4020-5195-1_8}}; Covering the criticism of Gehrcke starting with 1912; discussion between Einstein and Gehrcke in 1914; Einstein's dialogue (1918) as response to antirelativists; the Weyland event in 1920 and Einstein's response.&lt;/ref&gt;

&lt;ref name=weiss&gt;Weiss, W. (Physics FAQ): [https://math.ucr.edu/home/baez/physics/Relativity/SR/TwinParadox/twin_gr.html The Twin Paradox: The Equivalence Principle Analysis]&lt;/ref&gt;

&lt;ref name=cuvaj&gt;{{Citation |author=Cuvaj, C. |date=1971 |title=Paul Langevin and the theory of relativity|journal=Japanese studies in the history of science|volume=10| pages=113-142|url=http://www.isc.meiji.ac.jp/~sano/hssj/pdf/Cuvaj_C-1972-Langevin_Relativity-JSHS-No_10-pp113-142.pdf}}&lt;/ref&gt;

&lt;ref name=koks&gt;Koks, D. (2018): [https://math.ucr.edu/home/baez/physics/Relativity/SR/sr-gr.html Physics FAQ: Where is the Boundary between Special and General Relativity?]&lt;/ref&gt;

&lt;/references&gt;

[[Category:History of special relativity]]

[[Category:Paradoxes]]</text>
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    <title>Motivation and emotion/Book/2026/Youth environmental activism motivation</title>
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      <text bytes="16587" sha1="jf9zygkz8zpq4xowf499j5wzw02kbc1" xml:space="preserve">{{title|Youth environmental activism motivation:&lt;br&gt;What motivates young people to engage in environmental activism?}}
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==Overview==
{{RoundBoxTop|theme=3}}
'''Case Study 1: 2010 Study on Chile Environmental Activism'''

Recently there have been growing concerns about mining and its risks for individuals as well as the environment. The mining of gold, has a high environmental impact. This impact has increased over time as new and riskier technologies have been developed (Mudd, 2007). One of the biggest environmental impacts of open pit mining is high water consumption and acid mine drainage (Urkidi, 2010) . Socially studies have shown that mining areas tend to have comparatively higher levels of economic inequity, AIDS, alcoholism, prostitution and child labour, accentuating poverty and social conflict (Pegg, 2006). 

In Chile from 2009 to 2019, Scherman and colleagues (2022) wrote about a fluctuation of environmental activism in Chili due to the above conditions. During this period they saw a drastic rise in a specific kind of people. Younger generations predominated among environmental activists, who were particularly active (Scherman et al., 2022). This correlated with social media and different ways to protest through instant messaging and sharing ideas. Scherman and colleagues (2022) found social media use was positively associated with participation in environmental issues. Because of the large scale of protesters, they were able to block mining and energy work from being continued. What other motivators do youth have for environmental activism? {{grammar}}{{RoundBoxBottom}}

Key points
* The use of social media as a motivation in environmental issues.
* Rise of youth in protesting.
*Reasons people protest; Social unrest, environmental risks and individual risks. 
*Key definitions

{{RoundBoxTop|theme=3}} '''Focus questions'''

*Why are more youth participating in activism?
*What is motivating youth to engage in activism?
*What role does nature, nurture and culture play on youth activism?
*What is the relationship between education and environmental activism?
*How can we motivate young people to engage in environmental activism?
{{RoundBoxBottom}}

What is [https://www.liberties.eu/en/stories/activism/44871 activism]?

What is [https://www.liberties.eu/en/stories/activism/44871 environmental activism]?

What is [[motivation]]?

== History of motivation and activism ==
Activism can be traced back to the Enlightenment era during the 17th and 18th centuries (Global Society World News., 2024) . From there the first form of environmental activism can be traced back to ancient civilizations, where practices like soil conservation were established as early as 2,000 years ago in China, India, and Peru. However, the modern environmental movement began to take shape in the late 19th century, primarily in response to pollution and industrialization, leading to significant legislative changes and public awareness. Notable figures like John Muir and Aldo Leopold played crucial roles in advocating for the preservation of natural landscapes and the conservation of resources, influencing the development of the contemporary environmental movement. (Elliot, Britannica., 2026)

Activist movements have played a significant role in shaping history and pushing for social and political change (Luttrell., 2023)

Motivation can be influenced by others and the environment. Individuals are motivated to participate in activism due to poor conditions, for social justice work, but also for sanctuary and peer/adult relationships. (Akiva et al., 2017)

The prevalence of environmental activism has increased in the past century due to more in depth knowledge about our environment and climate change. 

;Key points
* Activism and environmental activism has been happening for centuries 
* Young people have not always been interested in activism 
* There have always been causes to act for or against 
* Motivations are often for a better world

== The landscape ==
What are the contributing factors for younger generations to be so active on environmental activism? There is a rising trend of youth groups being formed with the explicit intent of educating other peers and elders on the social and political implications of climate change (Goldman et al., 2014; Feldmann, 2020). 

What motivates this generation to actively protest? 

Today's landscape that encourages youth environmental action is one of publicized climate action, social change and.....  

=== 2010s ===
Climate activism has been around for much longer than 2010-2019. However, there was a clear shift in the amount of people listening these years, and the way it was portrayed in the media. Throughout these years it was clear that it climate change was happening. It wasn't a concern, it wasn't something oncoming, it was here. There was an emergence of not only regular climate protests {{clarify}} (See Figure 1), but they began to emerge on a global scale (Scherman et al., 2022). Rather than them staying entirely within individual groups, social media forced it to be within the public conscious.... More examples of how media and public awareness shifted during the 2010s.

[[File:3rd Global Climate Strike Berlin FridaysForFuture demonstration view from stage 50.jpg|thumb|(Figure 1.) Climate strike ]]

=== Social media ===
* Clear rise in global awareness due to the broad scope of [[wikipedia:Social_media|social media]]. (Scherman et al., 2022).
* Information is quickly passed around in comparison to previous generations.
* Able to see the effects at a rapid pace, rather than articles and TV programs.
* They are constantly aware of how it will effect their future.
* Expand on how social media plays a crucial role in youth activism (Platforms and campaigns)

=== Politics ===
* A more politically active generation (Scherman et al., 2022).
* Awareness of how these policies effect the environment. (Sloam et al., 2022).
What exactly makes the youth care so much about politics? Well, there has been a clear shift in the way they view politics, it is no longer something to worry about during elections, it is expected to have some form of political awareness (Sloam et al.,  2022).

* Role of politics needs more exploration....
* How are young activists influence policy and what political movements they are engaging with?

;Key Points

* Youth groups formed to encourage activism
* Landscape that encourages environmental action
* Shift in activism due to social media 
* A more political active generation 

== Motivation ==
So what are the things that actually motivate youths into such activism? 

Well throughout the literature there are clear indicators of:

* Passion
* Awareness
* Goals
* [[Motivation and emotion/Book/2011/Self-efficacy|Self efficacy]]
The current youth have a clear understanding of environmental issues, and have a clear level of self efficacy towards them (Goldman, D. et al). They believe that the engaging with social media, having the conversations and living sustainable lives will make a difference....

There is a current trend of the younger generation being politically inexperienced, when they protest against specific decisions and have strikes which brings an emotional aspect into the fold (Fedmanm. H. 2020). They are angry....{{expand}} (Add more context about the emotional aspect of youth activism.)

Gousse-Lessard (2013) proposed that passion is a strong motivator behind radical environmental activism.

Being told they don't know what they're talking about makes personal stakes, mixed with a genuine care for the future. {{rewrite}} (Clarify the role of criticism and how it motivates further activism.)

Need more of a detailed analysis (Expanding on each motivator)

Emotional aspect of youth activism. 

This template provides tips for the [[Motivation and emotion/Assessment/Topic|topic development]] exercise. Gradually remove these suggestions as the chapter develops. It is OK to retain some of this template content for the topic development exercise. Also consult the [[Motivation and emotion/Assessment/Chapter|book chapter guidelines]].

The Overview is typically consists of one to four paragraphs inbetween the scenario and focus questions. Suggested word count aim for the Overview: 180 to 330 words.

;Key points ==

* Motivators of passion, awareness, goals, and self efficacy
* Passion and its role in radical environmental activism
* Youth trying to prove themselves 

==Role of future security as a motivator==
* [[File:Future_sustainabilty.png|thumb|Figure 2. Future of environmental sustainability]]Aim for three to six main headings inbetween the [[#Overview|Overview]] and [[#Conclusion|Conclusion]]
* Sub-headings can also be used, but
** avoid having sections with only one sub-heading
** provide an introductory paragraph before breaking into sub-sections
*Activism is motivated by a desire to make contributions to a just world (Wetering &amp; Lee., 2025) 
*Climate change is no longer something that can be ignored (Romano et al., 2024) 

*Young people will experience stronger consequences of climate change in their future adult lives than older people are facing today (Wallis and Loy., 2021). 
*Do it ourselves politics (Pickard., 2022) 

;Key points
* Youth fighting for their future 
*More obvious climate and environmental changes
*Knowledge of the impacts of climate change for the youth 

==Does culture motivate youth activism? ==
* Aim for three to six main headings inbetween the [[#Overview|Overview]] and [[#Conclusion|Conclusion]]
* Sub-headings can also be used, but
** avoid having sections with only one sub-heading
** provide an introductory paragraph before breaking into sub-sections

;Key points
* Culture impacting young peoples beliefs 
* How people were raised impacting their activism 
*Different cultures valuing volunteering and activism more

==How does education impact activism? ==
* Aim for three to six main headings inbetween the [[#Overview|Overview]] and [[#Conclusion|Conclusion]]
* Sub-headings can also be used, but
** avoid having sections with only one sub-heading
** provide an introductory paragraph before breaking into sub-sections

;Key points
* Higher educated more compelled to act 
* Knowledge of successful activism 
* Knowledge of future impacts if activism is not successful 

==Figures==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]]

* Use figures to illustrate concepts, add interest, and to serve as examples
* Figures can show photos, diagrams, graphs, video, audio, etcetera
* Embed figures throughout the chapter, including the Overview section
* Figures should be captioned (using '''Figure #.''' and a caption). Use captions to explain the relevance of the image to the text/
* [[commons:|Wikimedia Commons]] provides a library of embeddable images
* Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed
* Refer to each figure at least once in the main text (e.g., see Figure 2)

==Learning feature==
;Quiz
&lt;quiz display=&quot;simple&quot;&gt;
{Why were there protests in Chili:
|type=&quot;()&quot;}
+ Risks associated with mining 
- Climate change 
-Bushfires 
-Political corruption

{The protests in Chili got young people involved due to social media:
|type=&quot;()&quot;}
+True
- False

{What motivates young people to participate in environmental activism:
|type=&quot;()&quot;}
- Social media 
- Climate change 
- Passion 
+ All of the above 

&lt;/quiz&gt;

==Conclusion==
* The Conclusion is arguably the most important section
* Suggested word count: 150 to 330 words
* It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science
{{tip|Suggestions for this section:
* What is the answer to the sub-title question based on psychological theory and research?
* What are the answers to the focus questions?
* What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message)
}}

==See also==
* [[wikipedia:Climate_movement|Climate Movement]]
* [[Climate change|Climate Change]]
{{tip|Suggestions for this section:
* Present in alphabetical order
* Use [[w:Letter case#Sentence casing|sentence casing]]
* Include the source in parentheses
}}

==References==
{{Hanging indent|1=

Akiva, T., Carey, R. L., Cross, A. B., Delale-O'Connor, L., &amp; Brown, M. R. (2017). Reasons youth engage in activism programs: Social justice or sanctuary? Journal of Applied Developmental Psychology, 53, 20-30. https://doi.org/https://doi.org/10.1016/j.appdev.2017.08.005 

Elliott, L. (2026, May 11). environmentalism. Encyclopedia Britannica. https://www.britannica.com/topic/environmentalism

Feldman, H. R.. (2020). A rhetorical perspective on youth environmental activism. ''Journal of Science Communication'', ''19''(06), C07. https://doi.org/10.22323/2.19060307

Goldman, D., Pe’er, S., &amp; Yavetz, B. (2015). Environmental literacy of youth movement members – is environmentalism a component of their social activism? ''Environmental Education Research'', ''23''(4), 486–514. https://doi.org/10.1080/13504622.2015.1108390

Gousse-Lessard, A.-S., Vallerand, R. J., Carbonneau, N., &amp; Lafrenière, M.-A. K. (2013). The role of passion in mainstream and radical behaviors: A look at environmental activism. ''Journal of Environmental Psychology'', ''35'', 18–29. https://doi.org/10.1016/j.jenvp.2013.03.003

Luttrell, R. (2023). Historical Roots and Modern Movements: A Framework for Activism. In Strategic Social Media as Activism (pp. 5-39). Routledge.

Pickard, S. (2022). Young environmental activists and Do-It-Ourselves (DIO) politics: Collective engagement, generational agency, efficacy, belonging and hope. Journal of Youth Studies, 25(6), 730-750.

Romano, L., Russo, C., Gladwin, T. E., &amp; Panno, A. (2024). Adolescents and young adults’ participation in pro-environmental movements: A systematic review. The Journal of Genetic Psychology, 185(5), 373-398. 

Scherman, A., Valenzuela, S., &amp; Rivera, S.. (2022). Youth environmental activism in the age of social media: the case of Chile (2009-2019). ''Journal of Youth Studies'', ''25''(6), 751–770. https://doi.org/10.1080/13676261.2021.2010691

Sloam, J., Pickard, S., &amp; Henn, M.. (2022). ‘Young People and Environmental Activism: The Transformation of Democratic Politics’. ''Journal of Youth Studies'', ''25''(6), 683–691. https://doi.org/10.1080/13676261.2022.2056678

Tagkaloglou, S., &amp; Kasser, T. (2018). Increasing collaborative, pro-environmental activism: The roles of Motivational Interviewing, self-determined motivation, and self-efficacy. ''Journal of Environmental Psychology'', ''58'', 86–92. https://doi.org/10.1016/j.jenvp.2018.06.004

Urkidi, L. (2010). A glocal environmental movement against gold mining: Pascua–Lama in Chile. Ecological Economics, 70(2), 219-227. https://doi.org/https://doi.org/10.1016/j.ecolecon.2010.05.004

Wallis, H., &amp; Loy, L. S. (2021). What drives pro-environmental activism of young people? A survey study on the Fridays For Future movement. Journal of Environmental Psychology, 74, 101581. https://doi.org/https://doi.org/10.1016/j.jenvp.2021.101581 

Wetering, J. V. D., &amp; Lee, K. (2026). What's in It for Them? A Developmental Science Perspective on Adolescent Climate Activism. Journal of Adolescence.

https://www.globalsociety.earth/post/the-origins-of-the-activism-movement-a-historical-and-global-perspective

}}

List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].APA style example

==External links==
Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example:
* [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne)
* [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com)
{{tip|Suggestions for this section:
* Only select links to major external resources about the topic
* Present in alphabetical order
* Include the source in parentheses after the link
}}

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Activism]]
[[Category:Motivation and emotion/Book/Environment]]
[[Category:Motivation and emotion/Book/Youth]]</text>
      <sha1>jf9zygkz8zpq4xowf499j5wzw02kbc1</sha1>
    </revision>
  </page>
  <page>
    <title>Decimetric Projection</title>
    <ns>0</ns>
    <id>321828</id>
    <revision>
      <id>2834551</id>
      <parentid>2834550</parentid>
      <timestamp>2026-09-26T11:59:58Z</timestamp>
      <contributor>
        <username>~2026-51688-08</username>
        <id>3111642</id>
      </contributor>
      <comment>corrected date of naming</comment>
      <origin>2834551</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3300" sha1="ifzaq2oez8pnv95ybdanokx9eqbvflm" xml:space="preserve">{{short description|Form of axonometric projection used in technical and product design}}

[[File:Decimetric Sketch.png|thumb|Decimetric Sketch]]

'''Decimetric projection''' is a method of visually representing three-dimensional objects in two dimensions in technical and product design. It is a form of [[axonometric projection]], where the object is rotated along its axes to reveal multiple sides. Decimetric projection is similar to [[isometric projection]], but differs in the angle at which the axes are oriented relative to the horizontal. In decimetric projection, the axes are drawn at 10° from the horizontal, instead of the 30° used in isometric projection.

== Overview ==
In decimetric projection, the three coordinate axes appear equally foreshortened and the angle between any two axes is 120°, as in isometric projection. Nevertheless, the visual difference lies in orientation: whereas isometric projections use a 30° angle from the horizontal for receding axes, decimetric projection uses a shallower 10° angle. This offers a perspective where the depth axis is less steep, creating a more natural-appearing view in some objects, particularly product design uses.

[[File:Cube, Triangular Prism, and Cylinder in Decimetric Orientation.png|thumb|Cube, Triangular Prism, and Cylinder in Decimetric Orientation]]

Since all three axes are scaled equally, measurements can be made directly and uniformly, making the projection useful for technical purposes. The name &quot;decimetric&quot; comes from the Latin prefix ''deci-'' (meaning &quot;ten&quot;), referencing the 10° angle used in the projection.

== Uses ==
Decimetric projection is primarily used in:
* [[Product design]], especially for wide or large objects, where traditional isometric views appear too steep
* [[Industrial design]], for components such as furniture, vehicles, or appliances
* Instructional diagrams, where clarity and uniformity are prioritized over realism

Designers may choose decimetric projection when isometric views distort the perception of proportions or hinder the understanding of depth in complex objects.

== Comparison with other projections ==
Decimetric projection maintains the advantages of isometric projection, such as equal scaling along all axes and the absence of perspective distortion. However, the shallower angle allows for an easier viewing angle in some circumstances. Note that decimetric drawing is rarely used as opposed to other [[paraline drawing|paraline drawing techniques]].

{| class=&quot;wikitable&quot;
! Projection type !! Angle from horizontal !! Visual depth effect
|-
| [[Isometric projection|Isometric]] || 30° || Steeper
|-
| '''Decimetric''' || 10° || Shallower
|}
==History==
The term Decimetric projection was coined by Luke Sheppard, seeking a consistent and intuitive naming convention aligned with metric principles
== See also ==
* [[Isometric projection]]
* [[Axonometric projection]]
* [[Technical drawing]]
* [[Engineering drawing]]
* [[Oblique projection]]
* [[Orthographic projection]]

== References ==
{{Reflist}}

* Doe, J. (2012). ''Principles of Technical Drawing''. TechPress.
* Smith, A. (2017). ''Visual Communication for Designers''. DesignWorks Publishing.

[[Category:Graphical projections]]
[[Category:Technical drawing]]
[[Category:Descriptive geometry]]</text>
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  </page>
  <page>
    <title>Module:Sandbox/22</title>
    <ns>828</ns>
    <id>331015</id>
    <revision>
      <id>2834581</id>
      <parentid>2834537</parentid>
      <timestamp>2026-09-27T00:58:16Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834581</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="23175" sha1="e49kc656phccoz947hby04jxthkpcoo" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or mw.title.getCurrentTitle()
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0)
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot;)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	local has_s_features = false;
	local has_s_starts = false;
	local has_s_scalings = false;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features)
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((isSuper) and &quot;Base Career&quot; or &quot;Career&quot;)
				:node((isSuper) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Debuted
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Debut&quot;])
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Debut&quot;])
			))
		)
		-- Games played
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				)
			))
		)
		-- Winrate
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			))
		)
	return tostring(table)
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>e49kc656phccoz947hby04jxthkpcoo</sha1>
    </revision>
    <revision>
      <id>2834582</id>
      <parentid>2834581</parentid>
      <timestamp>2026-09-27T01:01:31Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834582</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="23185" sha1="8k5ftppbyz6y2drfnpsdr60yinlcsl7" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0)
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot;)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	local has_s_features = false;
	local has_s_starts = false;
	local has_s_scalings = false;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features)
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((isSuper) and &quot;Base Career&quot; or &quot;Career&quot;)
				:node((isSuper) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Debuted
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Debut&quot;])
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Debut&quot;])
			))
		)
		-- Games played
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				)
			))
		)
		-- Winrate
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			))
		)
	return tostring(table)
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>8k5ftppbyz6y2drfnpsdr60yinlcsl7</sha1>
    </revision>
    <revision>
      <id>2834583</id>
      <parentid>2834582</parentid>
      <timestamp>2026-09-27T01:03:16Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834583</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="23192" sha1="j0fpzfu97llu1t4cnm29e36t8044oaq" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0)
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	local has_s_features = false;
	local has_s_starts = false;
	local has_s_scalings = false;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features)
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((isSuper) and &quot;Base Career&quot; or &quot;Career&quot;)
				:node((isSuper) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Debuted
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Debut&quot;])
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Debut&quot;])
			))
		)
		-- Games played
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				)
			))
		)
		-- Winrate
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			))
		)
	return tostring(table)
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>j0fpzfu97llu1t4cnm29e36t8044oaq</sha1>
    </revision>
    <revision>
      <id>2834584</id>
      <parentid>2834583</parentid>
      <timestamp>2026-09-27T01:06:20Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834584</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="23178" sha1="a89hrtv0kdhu264euf1udjyaqfzxmax" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features)
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((isSuper) and &quot;Base Career&quot; or &quot;Career&quot;)
				:node((isSuper) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Debuted
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Debut&quot;])
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Debut&quot;])
			))
		)
		-- Games played
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				)
			))
		)
		-- Winrate
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			))
		)
	return tostring(table)
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>a89hrtv0kdhu264euf1udjyaqfzxmax</sha1>
    </revision>
    <revision>
      <id>2834585</id>
      <parentid>2834584</parentid>
      <timestamp>2026-09-27T01:07:53Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834585</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="23203" sha1="e67p3k0umogu3nuobfyuv468ztzm411" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = -- do blank args count the same as nonexistent ones? check
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil
	
	-- TITLE
	local table = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Type&quot;]) and &quot;Base Identification&quot; or &quot;Basic Info&quot;)
				:node((frame.args[&quot;SUPER Type&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Type
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Type&quot;]) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Type&quot;])
			)
		)
		:node( (frame.args[&quot;SUPER Type&quot;]) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Type&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Type&quot;])
			))
		)
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	if (color ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(frame:expandTemplate{ title = &quot;Color&quot;, args = {color} })
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Color&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;)
				)
			)
	end
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	if (emoji ~= &quot;&quot;) then
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(emoji .. &quot; &quot; .. p.emojiCodepoint(emoji))
				)
			)
	else
		table:node( mw.html.create( 'tr' )
				:node( mw.html.create( 'td' )
					:css({
						[&quot;font-weight&quot;] = &quot;bold&quot;
					})
					:node(&quot;Emoji&quot;)
				)
				:node( mw.html.create( 'td' )
					:node(&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;)
				)
			)
	end
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((frame.args[&quot;SUPER Feature count&quot;]) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((frame.args[&quot;SUPER Feature count&quot;]) and &quot;Base Scaling Characteristics&quot; or &quot;Scaling Characteristics&quot;)
				:node((frame.args[&quot;SUPER Feature count&quot;]) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Features
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_features) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; )
				)
			)
			:node( mw.html.create( 'td' )
				:node(features)
			)
		)
		:node( (has_s_features) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Features&quot; or 
					( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) )
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_features)
			))
		)
		-- Starting values
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_starts) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(starts)
			)
		)
		:node( (has_s_starts) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(
					(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
					( 
						(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
						&quot;Starting value&quot;
					)
				)
			)
			:node( mw.html.create( 'td' )
				:node(s_starts)
			))
		)
		-- Scaling
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((has_s_scalings) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(scalings)
			)
		)
		:node( (has_s_scalings) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Scaling&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(s_scalings)
			))
		)
	
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;)
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;,  })
				:node((isSuper) and &quot;Base Career&quot; or &quot;Career&quot;)
				:node((isSuper) and mw.html.create( 'span' )
					:css({
						float = &quot;right&quot;,
						[&quot;margin-right&quot;] = &quot;0&quot;,
						[&quot;font-weight&quot;] = &quot;normal&quot;
					})
					:addClass(&quot;mw-customtoggle-Infobox&quot;)
					:node(&quot;[Click to toggle]&quot;)
				)
			)
		)
		-- Debuted
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;Debut&quot;])
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Debut&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(frame.args[&quot;SUPER Debut&quot;])
			))
		)
		-- Games played
		:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Games played&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				)
			))
		)
		-- Winrate
	table:node( mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass((isSuper) and &quot;mw-collapsible&quot;) -- not declared in this scope; fix that
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			)
		)
		:node( (isSuper) and (mw.html.create( 'tr' )
			:attr({
				id = &quot;mw-customcollapsible-Infobox&quot; })
			:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
			:node( mw.html.create( 'td' )
				:css({
					[&quot;font-weight&quot;] = &quot;bold&quot;
				})
				:node(&quot;Winrate&quot;)
			)
			:node( mw.html.create( 'td' )
				:node(
					(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
					&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
				) 
			))
		)
	return tostring(table)
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>e67p3k0umogu3nuobfyuv468ztzm411</sha1>
    </revision>
    <revision>
      <id>2834604</id>
      <parentid>2834585</parentid>
      <timestamp>2026-09-27T02:38:14Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834604</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="19987" sha1="h0yk3sbcbbis3fa876o4d20tyt6w03b" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local table = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &quot; .. p.emojiCodepoint(emoji) ) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>h0yk3sbcbbis3fa876o4d20tyt6w03b</sha1>
    </revision>
    <revision>
      <id>2834607</id>
      <parentid>2834604</parentid>
      <timestamp>2026-09-27T02:41:23Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834607</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20279" sha1="3yxsg03ebyfrv9ec9s7wyj3vfsms6yg" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local table = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &quot; .. p.emojiCodepointInternal(emoji) ) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>3yxsg03ebyfrv9ec9s7wyj3vfsms6yg</sha1>
    </revision>
    <revision>
      <id>2834609</id>
      <parentid>2834607</parentid>
      <timestamp>2026-09-27T02:43:51Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834609</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20381" sha1="44ygxoky8mf5otdnhthxsomn45wm5de" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local table = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super&quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &quot; .. p.emojiCodepointInternal(emoji) ) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>44ygxoky8mf5otdnhthxsomn45wm5de</sha1>
    </revision>
    <revision>
      <id>2834616</id>
      <parentid>2834609</parentid>
      <timestamp>2026-09-27T02:47:59Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834616</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20408" sha1="ajsddms0zmlvczrv4035962say3631u" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local table = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	table:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else 
		features[1] = frame.args[&quot;Feature&quot;]
		starts[1] = frame.args[&quot;Starting value&quot;]
		scalings[1] = frame.args[&quot;Scaling&quot;]
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1]
		starts = starts[1]
		scalings = scalings[1]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	table:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>ajsddms0zmlvczrv4035962say3631u</sha1>
    </revision>
    <revision>
      <id>2834618</id>
      <parentid>2834616</parentid>
      <timestamp>2026-09-27T02:58:30Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834618</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20646" sha1="nkcca618m7nkglepht0kgcv9xf64g69" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts.concat)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>nkcca618m7nkglepht0kgcv9xf64g69</sha1>
    </revision>
    <revision>
      <id>2834619</id>
      <parentid>2834618</parentid>
      <timestamp>2026-09-27T02:59:10Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834619</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20639" sha1="r7hvzh5bfv5qj2ev2mpe4amoq30o2j3" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(table)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>r7hvzh5bfv5qj2ev2mpe4amoq30o2j3</sha1>
    </revision>
    <revision>
      <id>2834620</id>
      <parentid>2834619</parentid>
      <timestamp>2026-09-27T02:59:33Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834620</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20641" sha1="356y53qd0qhui4fsok0tqv21gow4qit" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {0,0} )
					table.insert( s_starts, {0,0} )
					table.insert( s_scalings, {0,0} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features)
			s_starts = table.concat(s_starts)
			s_scalings = table.concat(s_scalings)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling,&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(infobox)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>356y53qd0qhui4fsok0tqv21gow4qit</sha1>
    </revision>
    <revision>
      <id>2834623</id>
      <parentid>2834620</parentid>
      <timestamp>2026-09-27T03:10:13Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834623</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20669" sha1="2alk8140xp6tn0yvdg6pwzn2kfvfwlk" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_starts, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_scalings, {&quot;&quot;,&quot;&quot;} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( &quot;Δ&quot;..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features,&quot;&lt;br&gt;&quot;)
			s_starts = table.concat(s_starts,&quot;&lt;br&gt;&quot;)
			s_scalings = table.concat(s_scalings,&quot;&lt;br&gt;&quot;)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;]) or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;]) or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(infobox)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>2alk8140xp6tn0yvdg6pwzn2kfvfwlk</sha1>
    </revision>
    <revision>
      <id>2834624</id>
      <parentid>2834623</parentid>
      <timestamp>2026-09-27T03:18:53Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834624</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20710" sha1="hzsbhafdx1356gvo325e994qf3oxqtt" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_starts, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_scalings, {&quot;&quot;,&quot;&quot;} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( '&lt;span style=&quot;font-style:normal&quot;&gt;Δ&lt;/span&gt;'..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features,&quot;&lt;br&gt;&quot;)
			s_starts = table.concat(s_starts,&quot;&lt;br&gt;&quot;)
			s_scalings = table.concat(s_scalings,&quot;&lt;br&gt;&quot;)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_features = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_features = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;] or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;] or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(infobox)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
		if group.inessive[PAGENAME] then 
			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
	end
	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
		return &quot;&quot;
	end
end

--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
    for whichTable,subtable in ipairs(balls) do 
		ballCounts[whichTable] = #subtable
		ballTotalCount = ballTotalCount + ballCounts[whichTable]
	end
	local cycleDayIndex,  cycleStartingBall = unixDay % ballTotalCount,  math.floor(unixDay/ballTotalCount) % ballTotalCount
	local cycleTodaysBall
	if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount
	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
	end 
	--]]
end

return p;</text>
      <sha1>hzsbhafdx1356gvo325e994qf3oxqtt</sha1>
    </revision>
    <revision>
      <id>2834625</id>
      <parentid>2834624</parentid>
      <timestamp>2026-09-27T03:25:44Z</timestamp>
      <contributor>
        <username>Helpme2222</username>
        <id>3106525</id>
      </contributor>
      <origin>2834625</origin>
      <model>Scribunto</model>
      <format>text/plain</format>
      <text bytes="20771" sha1="9nigmp4rjb9gpv9etq2f1qp0rf46tks" xml:space="preserve">-- My function for teaching grammar

local p = {};
local frame = mw.getCurrentFrame()
local grammatical_moods = {
	&quot;Jelen ido&quot;,
	&quot;Mult ido&quot;,
	&quot;Felszolito mod&quot;,
	&quot;Felteteles mod&quot;
}
local balls = {
	grammatical_moods
}

local toggleButton = mw.html.create( 'span' )
	:css({
		float = &quot;right&quot;,
		[&quot;margin-right&quot;] = &quot;0&quot;,
		[&quot;font-weight&quot;] = &quot;normal&quot;
	})
	:addClass(&quot;mw-customtoggle-Infobox&quot;)
	:node(&quot;[Click to toggle]&quot;)

function p.subheading( discrim, b_content, content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node((discrim) and b_content or content)
			:node((discrim) and toggleButton)
		)
end
	
function p.s_subheading( s_content )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible mw-collapsed&quot; )
		:node( mw.html.create( 'th' )
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:css( &quot;text-align&quot;,&quot;left&quot; )
			:node(s_content)
			:node(toggleButton)
		)
end

function p.row( discrim, name, data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( (discrim) and &quot;mw-collapsible&quot; ) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(name)
		)
		:node( mw.html.create( 'td' )
			:node(data)
		)
end
	
function p.s_row( s_name, s_data )
	return mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass(&quot;mw-collapsible mw-collapsed&quot;) 
		:node( mw.html.create( 'td' )
			:css( &quot;font-weight&quot;,&quot;bold&quot; )
			:node(s_name)
		)
		:node( mw.html.create( 'td' )
			:node(s_data)
		)
end

function p.var(symbol)
	return frame:expandTemplate{ title = &quot;Template:Var&quot;, args = {symbol} }
end
	

function p.infoboxWBB()
	-- Passing expressions of conditional value: https://www.lua.org/pil/3.3.html
	--[[ https://www.mediawiki.org/wiki/LUAREF#mw.html:node 
			Thankfully, these operations interpret passed nils as no-ops 
			(I'm technically using false though. Somehow that works anyways?)]]
	
	local frame = mw.getCurrentFrame()
	local ballname = frame.args[&quot;Title&quot;] or tostring(mw.title.getCurrentTitle())
	local Entities = p -- require(&quot;Module:Entities&quot;)
	
	local featureCount = tonumber(frame.args[&quot;Feature count&quot;]) or 1
	local s_featureCount = tonumber(frame.args[&quot;SUPER Feature count&quot;]) or featureCount
	local matchCount = {
		total = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local matchWinCount = {
		standard = mw.site.stats.pagesInCategory( ballname..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local s_matchCount = {
		total = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History&quot;, &quot;pages&quot; ),
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard&quot;, &quot;pages&quot; ),
	}
	local s_matchWinCount = {
		standard = mw.site.stats.pagesInCategory( &quot;Super &quot; .. ballname ..&quot;'s Match History/Weapon Ball Battles/Standard/Won&quot;, &quot;pages&quot; ),
	}
	local isSuper = 
		frame.args[&quot;SUPER Feature count&quot;] or
		frame.args[&quot;SUPER Type&quot;] or 
		frame.args[&quot;SUPER Debuted&quot;] or
		(s_matchCount.total &gt; 0) or 
		nil -- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. The extra &quot;or nil&quot; had to be added since this is used in :addClass calls.
	-- TITLE
	local infobox = mw.html.create( 'table' )
		:addClass(&quot;wikitable&quot;)
		:css({
			float = &quot;right&quot;; 
			[&quot;margin-left&quot;] = &quot;10px&quot;
		})
		:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass((isSuper) and &quot;mw-collapsible&quot; or nil)
				:node(&quot;&lt;big&gt;&quot; .. ballname .. &quot;&lt;/big&gt;&quot;)
			)
		)
		:node((isSuper) and mw.html.create( 'tr' )
			:node( mw.html.create( 'th' )
				:attr({
					colspan = &quot;2&quot;, 
					id = &quot;mw-customcollapsible-Infobox&quot; })
				:addClass(&quot;mw-collapsible mw-collapsed&quot;)
				:node(&quot;&lt;big&gt;&quot; .. (frame.args[&quot;SUPER Title&quot;] or (&quot;Super &quot; .. ballname)) .. &quot;&lt;/big&gt;&quot;)
			)
		)
	-- SECTION: Identification
		-- Section Heading
		:node( p.subheading( (frame.args[&quot;SUPER Type&quot;]), &quot;Base Identification&quot;, &quot;Basic Info&quot; ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_subheading( &quot;Super Identification&quot; ) )
		-- Type
		:node( p.row( (frame.args[&quot;SUPER Type&quot;]), &quot;Type&quot;, frame.args[&quot;Type&quot;] ) )
		:node( (frame.args[&quot;SUPER Type&quot;]) and p.s_row( &quot;Type&quot;, frame.args[&quot;SUPER Type&quot;] ) )
		-- Color
	local color = frame.args[&quot;Color&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;color&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Color&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(color ~= &quot;&quot;) and frame:expandTemplate{ title = &quot;Color&quot;, args = {color} } or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add color...&lt;/i&gt;]]&quot;
				)
			)
		)
		-- Emoji
	local emoji = frame.args[&quot;Emoji&quot;] or 
		Entities.getBallAttribute(
			&quot;Entities/Weapon Ball Battles/Balls/Data&quot;,
			ballname, 
			&quot;emoji&quot;
		)
	infobox:node( mw.html.create( 'tr' )
			:node( mw.html.create( 'td' )
				:css(&quot;font-weight&quot;, &quot;bold&quot;)
				:node(&quot;Emoji&quot;)
			)
			:node( mw.html.create( 'td' )
				:node( 
					(emoji ~= &quot;&quot;) and ( emoji .. &quot; &lt;code&gt;&quot; .. p.emojiCodepointInternal(emoji) .. &quot;&lt;/code&gt;&quot;) or
					&quot;[[Module:Entities/Weapon Ball Battles/Balls/Data|&lt;i&gt;Add emoji...&lt;/i&gt;]]&quot;
				)
			)
		)
	-- SECTION: Scaling Characteristics
	--[[ Some data will be collected first. ]]
		-- (Base) Behavior
	local features = {}
	local starts = {}
	local scalings = {}
	if (featureCount &gt; 1) then
		for i = 1, featureCount do
			table.insert(features, 
				{
					frame.args[&quot;Feature &quot;..i], 
					&quot; (&quot; .. p.var(frame.args[&quot;Var &quot;..i]) .. &quot;)&quot;
				})
			table.insert(starts, 
				{
					p.var( frame.args[&quot;Var0 &quot;..i] or (frame.args[&quot;Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;, 
					frame.args[&quot;Starting value &quot;..i]
				})
			table.insert(scalings,
				{
					p.var( &quot;Δ&quot;..(frame.args[&quot;Var &quot;..i]) ) .. &quot;: &quot;,
					frame.args[&quot;Scaling &quot;..i]
				})
		end
	else -- These weird ass tables are meant to be compatible with the clone-and-overwrite operation the supers may undergo if the SUPER feature count, unlike the hypothetical base feature count, is greater than 1
		features[1] = {frame.args[&quot;Feature&quot;],&quot;&quot;}
		starts[1] = {&quot;&quot;,frame.args[&quot;Starting value&quot;]}
		scalings[1] = {&quot;&quot;,frame.args[&quot;Scaling&quot;]}
	end
		-- Super Behavior
	local s_features
	local s_starts
	local s_scalings
	-- for some reason, html:node interprets false-valued parameters as no-op signals, while html:addClass does not. These booleans below are therefore left undefined (nil) as default.
	local has_s_features;
	local has_s_starts;
	local has_s_scalings;
	if (frame.args[&quot;SUPER Feature count&quot;]) then
		if s_featureCount &gt; 1 then 
			-- Deep copy base characteristics, i.e. use them as default, overwrite what is explicitly specified as new super data
			s_features = mw.clone(features)
			s_starts = mw.clone(starts)
			s_scalings = mw.clone(scalings)
			-- If # of super features != # of base features, trim or expand the deep-copied tables accordingly. Avoid index errors.
			if s_featureCount &gt; featureCount then for i = featureCount + 1, s_featureCount do 
					table.insert( s_features, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_starts, {&quot;&quot;,&quot;&quot;} )
					table.insert( s_scalings, {&quot;&quot;,&quot;&quot;} )
				end
			elseif s_featureCount &lt; featureCount then for i = s_featureCount + 1, featureCount do 
					s_features[i] = nil
					s_starts[i] = nil
					s_scalings[i] = nil
				end
			end
			-- Parse super data, set the has_s_... flags if triggered
			for i = 1,s_featureCount do
				if frame.args[&quot;SUPER Feature &quot;..i] then 
					s_features[i][1] = frame.args[&quot;SUPER Feature &quot;..i] 
					if (not has_s_features) then has_s_features = true end
				end
				if frame.args[&quot;SUPER Starting value &quot;..i] then 
					s_starts[i][2] = frame.args[&quot;SUPER Starting value &quot;..i] 
					if (not has_s_starts) then has_s_starts = true end
				end
				if frame.args[&quot;SUPER Scaling &quot;..i] then 
					s_scalings[i][2] = frame.args[&quot;SUPER Scaling &quot;..i] 
					if (not has_s_scalings) then has_s_scalings = true end
				end
				if frame.args[&quot;SUPER Var &quot;..i] then
					s_features[i][2] = &quot; (&quot; .. p.var(frame.args[&quot;SUPER Var &quot;..i]) .. &quot;)&quot;
					s_starts[i][1] = p.var( frame.args[&quot;SUPER Var0 &quot;..i] or (frame.args[&quot;SUPER Var &quot;..i]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) .. &quot;: &quot;
					s_scalings[i][1] = p.var( '&lt;span style=&quot;font-style:normal&quot;&gt;Δ&lt;/span&gt;'..(frame.args[&quot;SUPER Var &quot;..i]) ) .. &quot;: &quot;
					if (not has_s_features) then has_s_features = true end
					if (not has_s_starts) then has_s_starts = true end
					if (not has_s_scalings) then has_s_scalings = true end
				end 
				s_features[i] = table.concat(s_features[i])
				s_starts[i] = table.concat(s_starts[i])
				s_scalings[i] = table.concat(s_scalings[i])
			end
			s_features = table.concat(s_features,&quot;&lt;br&gt;&quot;)
			s_starts = table.concat(s_starts,&quot;&lt;br&gt;&quot;)
			s_scalings = table.concat(s_scalings,&quot;&lt;br&gt;&quot;)
		else -- # of super features = 1? just write directly to the variable
			if frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Feature&quot;] then 
				has_s_features = true
				s_features = frame.args[&quot;SUPER Feature&quot;]
			end
			if frame.args[&quot;SUPER Var0&quot;] or frame.args[&quot;SUPER Var&quot;] or frame.args[&quot;SUPER Starting value&quot;] then 
				has_s_starts = true
				s_starts = frame.args[&quot;SUPER Starting value&quot;]
			end
			if frame.args[&quot;SUPER Scaling&quot;] then 
				has_s_scalings = true
				s_scalings = frame.args[&quot;SUPER Scaling&quot;]
			end
		end
	end
		-- finalize base data as strings now that work is otherwise complete
	if (featureCount &gt; 1) then 
		for i = 1, featureCount do
			features[i] = table.concat(features[i])
			starts[i] = table.concat(starts[i])
			scalings[i] = table.concat(scalings[i])
		end 
		features = table.concat(features,&quot;&lt;br&gt;&quot;)
		starts = table.concat(starts,&quot;&lt;br&gt;&quot;)
		scalings = table.concat(scalings,&quot;&lt;br&gt;&quot;)
	else
		features = features[1][1]
		starts = starts[1][2]
		scalings = scalings[1][2]
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (frame.args[&quot;SUPER Feature count&quot;]), &quot;Base Scaling Characteristics&quot;, &quot;Scaling Characteristics&quot; ) )
		:node( (frame.args[&quot;SUPER Feature count&quot;]) and p.s_subheading( &quot;Super Scaling Characteristics&quot; ) )
		-- Features
		:node( p.row( (has_s_features), 
				(featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			features
		) )
		:node( (has_s_features) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Features&quot; or 
				( (frame.args[&quot;SUPER Var&quot;]) and (&quot;Feature (&quot; .. p.var(frame.args[&quot;SUPER Var&quot;]) .. &quot;)&quot;) or &quot;Feature&quot; ),
			s_features
		) )
		-- Starting values
		:node( p.row( (has_s_starts), 
				(featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;Var0&quot;] or (frame.args[&quot;Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			starts
		) )
		:node( (has_s_starts) and p.s_row( 
				(s_featureCount &gt; 1) and &quot;Starting values&quot; or 
				( 
					(frame.args[&quot;SUPER Var&quot;]) and (&quot;Starting value (&quot; .. ( p.var(frame.args[&quot;SUPER Var0&quot;] or (frame.args[&quot;SUPER Var&quot;]..&quot;&lt;sub&gt;0&lt;/sub&gt;&quot;) ) ) .. &quot;)&quot;) or
					&quot;Starting value&quot;
				),
			s_starts
		) )
		-- Scaling
		:node( p.row( (has_s_scalings), &quot;Scaling&quot;, scalings) )
		:node( (has_s_scalings) and p.s_row(&quot;Scaling&quot;, s_scalings) )
	-- SECTION: Career 
	--[[ Some data will be collected first. ]]
		-- (Base) Games played
	local gamesPlayedText = {}
	if matchCount.total &gt; 0 then
		table.insert(gamesPlayedText, matchCount.total .. &quot; (total)&quot;)
		if matchCount.standard &gt; 0 then table.insert(gamesPlayedText, matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- (Base) Winrate
	local winrateText = {}
	if matchCount.total &gt; 0 then
		if matchCount.standard &gt; 0 then table.insert(winrateText, p.roundedPct(matchWinCount.standard,matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
		-- Super Games played
	local s_gamesPlayedText = {}
	if s_matchCount.total &gt; 0 then
		table.insert(s_gamesPlayedText, s_matchCount.total .. &quot; (total)&quot;)
		if s_matchCount.standard &gt; 0 then table.insert(s_gamesPlayedText, s_matchCount.standard .. &quot; (standard)&quot;) end
	end
		-- Super Winrate
	local s_winrateText = {}
	if s_matchCount.total &gt; 0 then
		if s_matchCount.standard &gt; 0 then table.insert(s_winrateText, p.roundedPct(s_matchWinCount.standard,s_matchCount.standard) .. &quot;% (standard)&quot; ) end
	end
	--[[ Begin rendering ]]
		-- Section Heading
	infobox:node( p.subheading( (isSuper), &quot;Base Career&quot;, &quot;Career &quot;) )
		:node( (isSuper) and p.s_subheading( &quot;Super Career&quot;) )
		-- Debuted
		:node( p.row( (isSuper), &quot;Debut&quot;, frame.args[&quot;Debut&quot;] ) )
		:node( (isSuper) and p.s_row(&quot;Debut&quot;, frame.args[&quot;SUPER Debut&quot;]) )
		-- Games played
		:node( p.row( 
			(isSuper), 
			&quot;Games played&quot;, 
				(#gamesPlayedText &gt; 0) and table.concat(gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot; 
		) )
		:node( (isSuper) and p.s_row(
			&quot;Games played&quot;, 
				(#s_gamesPlayedText &gt; 0) and table.concat(s_gamesPlayedText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		-- Winrate
		:node( p.row( 
			(isSuper), 
			&quot;Winrate&quot;, 
				(#winrateText &gt; 0) and table.concat(winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
		:node( (isSuper) and p.s_row(
			&quot;Winrate&quot;, 
				(#s_winrateText &gt; 0) and table.concat(s_winrateText, &quot;&lt;br&gt;&quot;) or
				&quot;&lt;i&gt;Not enough data...&lt;/i&gt;&quot;
		) )
	return tostring(infobox)
end

function p.referenceTest()
	local element = mw.html.create( 'tr' )
		:attr( &quot;id&quot;,&quot;mw-customcollapsible-Infobox&quot; )
		:addClass( &quot;mw-collapsible&quot; )
		:css( &quot;text-align&quot;,&quot;left&quot; )

	local bigElement = mw.html.create( &quot;div&quot; )
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface&quot;)
		)
		:node( mw.clone(element)
			:attr( &quot;colspan&quot;, &quot;2&quot; )
			:node( &quot;shitface2&quot;)
		)

	return tostring(element) .. &quot;\n&quot; .. tostring(bigElement) .. &quot;\n&quot;
	
end

function p.roundedPct(num, den)
	return (num/den % 0.01 &lt; 0.005) and math.floor(num/den * 100) or math.ceil(num/den * 100)
end

function p.title()
	--[[local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;
		}
	}
	local cases2 = &quot;ba&quot;
	local cases3 = &quot;ba&quot;
	-- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = &quot;true&quot; else cases2 = &quot;false&quot; end
	-- if &quot;ANCOVA&quot; == frame:getParent():getTitle() then cases3 = &quot;true&quot; else cases3 = &quot;false&quot; end
	local detected = false
	detected = detected or true]]
	return mw.title.getCurrentTitle() 
end

function p.ifexist()
	return tonumber(frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot;, args = {frame.args[1]} })
end

function p.performance()
	for i = 1,5000000 do p.tableMake() end
	return
end

function p.performance1()
	local var = &quot;&quot;
	for i = 1,100000000 do if var[1] then end end
	return
end

function p.performance2()
	local var = &quot;&quot;
	for i = 1,100000000 do if type(var) == &quot;table&quot; then end end
	return
end

p.counter = 0
function p.tableBake()
	p.counter = p.counter + 1
	return p.counter
end


function p.tableMake()
	p.counter = 0
	local var = {
		keyword = {p.tableBake()},
		kljuczslovo = {p.tableBake()},
		yaoshiwenzi = {p.tableBake()},
		llavepalabra = {p.tableBake()},
	}
	return var
end

function p.expand()
	return frame:expandTemplate{ title = &quot;User:Helpme2222/Sandbox&quot; }
end

function p.title3()
	return mw.title.getCurrentTitle().fullText
end

function p.getBallAttribute()
	local _, ballData = pcall( p.getBallAttributeInternal )
	if _ then return ballData
	else return &quot;&quot; end
end

function p.getBallAttributeInternal()
	local ballData = mw.loadData(frame.args[1])[frame.args[2]][frame.args[3]]
	if ballData[1] then
		return ballData[tonumber(frame.args[4]) or p.listCountInternal(ballData)]
	end
	return ballData
end

function p.emojiCodepointInternal( emoji )
	emoji = mw.text.trim( emoji )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.emojiCodepoint()
	local emoji = mw.text.trim( mw.getCurrentFrame().args[1] )
	local i,v = mw.ustring.codepoint( emoji, 1, mw.ustring.len(emoji)  )
	if v then return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) .. &quot; U+&quot; .. string.format(&quot;%X&quot;, v )
	else return &quot;U+&quot; .. string.format(&quot;%X&quot;, i ) end
end

function p.title2()
	local grammatical_cases = {
		ablative = 1,
		inessive = {
			ANCOVA = &quot;ANCOVA&quot;,
			[&quot;Module:Sandbox/22&quot;] = &quot;Module:Sandbox/22&quot;
		}
	}
	
	local concepts = {
		grammatical_cases,
	}
	local PAGENAME = tostring(mw.title.getCurrentTitle())
	-- local detected = false
	local out = {}
	local debugger = {}
	for i, group in ipairs(concepts) do 
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			table.insert(debugger,&quot;Okay, managed TRUE on &quot;..i..&quot;:&quot;..group.ablative)
			-- detected = detected or true
			local formattedGroup = {}
			for memberKey, memberRendervalue in pairs(group.inessive) do
				table.insert(formattedGroup, &quot;&lt;li&gt;&quot; .. memberRendervalue .. &quot;&lt;/li&gt;&quot;)
			end 
			table.insert(out, &quot;&lt;h3&gt;&quot; .. group.ablative .. &quot;&lt;/h3&gt;&lt;ul&gt;&quot; .. table.concat( formattedGroup ) .. &quot;&lt;/ul&gt;&quot; )
			table.insert(out, &quot;this sucks ass&quot;)
			return &quot;this sucks ass&quot;
		else
			table.insert(debugger,&quot;Managed FALSE on &quot;..i..&quot;:&quot;..group.ablative..&quot;. Comparator: &quot;..PAGENAME..&quot;, &quot;)
		end
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	return debugger
	--[[
	if detected then return tostring(detected) .. table.concat(out) end
	return
	--]]
end

function p.sanitizeChar(capture)
	-- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited
	if capture == &quot;?&quot; then
		return &quot;&quot;
	elseif capture == &quot;#&quot; then
		return &quot;No. &quot;
	end
end

function p.sanitizeTitle()
	local title = frame.args[1]
	return mw.ustring.gsub( title, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar) 
end

function p.sanitizeTitletest2()
	return mw.ustring.gsub( &quot;Ki vagy?  (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)&quot;, &quot;(?:\\?|\\#)&quot;, p.sanitizeChar()) 
end

function p.safetyTest()
	if string.len(frame.args[1]) &lt; 500 then 
		return frame.args[1] 
	else 
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--[[ 
function array_iter(t)
 	local i = 0
	return function ()
		i = i + 1
		return t[i] 
	end 
end
--]]

function p.listInline()
	--[[ This function is a godsend! 
	https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]]
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
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    end
	return mw.text.listToText( spritedTable , &quot;, &quot;, &quot;, and &quot; )
end

function p.listNavbox()
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat
	local spritedTable = {}
    for i,entry in ipairs(balls[tonumber(frame.args[1])]) do
	    spritedTable[i] = &quot;{{Sprite|named=1|linked=1|&quot;..entry..&quot;}}&quot;
    end
	return table.concat( spritedTable , &quot; • &quot;)
end

function p.listCountInternal(table) 
	local count = 0
	for index,value in ipairs( table ) do count = count + 1 end
	return count
end

function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end
	-- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn

function p.tableTest()
	return balls[1][1]
end

function p.todaysBall()
	--[[ https://www.lua.org/pil/3.6.html
		 The use of explicit indexing here is not strictly semantic;
		 it's just to emphasize the rotation order.
	 ]]
	local unixDay = math.floor(os.time()/86400)
	local ballTotalCount = 0
	local ballCounts = {}
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		ballTotalCount = ballTotalCount + ballCounts[whichTable]
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	elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount
	elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount
	else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end
	--[[ debug
	return cycleTodaysBall .. &quot; &quot; .. ballTotalCount .. &quot; &quot; .. os.time() .. &quot; &quot; .. math.floor(os.time()/86400) .. &quot; &quot; .. cycleDayIndex .. &quot; &quot; .. cycleStartingBall
	]]
	for whichTable = 1, #balls do 
		if ballCounts[whichTable] &gt; cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] 
		else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end
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  <page>
    <title>Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment</title>
    <ns>0</ns>
    <id>331021</id>
    <revision>
      <id>2834660</id>
      <parentid>2834467</parentid>
      <timestamp>2026-09-27T10:28:41Z</timestamp>
      <contributor>
        <username>U3253363</username>
        <id>3106362</id>
      </contributor>
      <comment>/* How can immersive therapies influence emotional processes? */ Added some wikilinks, enlarged a figure and minor copy edits</comment>
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      <text bytes="34946" sha1="kgiv4jeiop2syg505notg7gmps6vhuk" xml:space="preserve">{{title|Immersive therapy for PTSD treatment:&lt;br&gt;How does it work and what are the effects?}}
__TOC__
== Overview ==
{{RoundBoxTop|theme=2}}
'''Scenario: Immersive PTSD therapies'''

Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his clinical therapist  beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies for post-traumatic stress disorder. 
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 1.''' Andriy moves through his 3MDR treatment.

Learn about immersive therapy and Andriy’s* experience below (*Andriy: a fictional name). {{RoundBoxBottom}}
[[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The World Health Organisation (2024) estimated that 3.9% of the world's population had PTSD at some stage.&lt;ref&gt;{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}&lt;/ref&gt;]]
[[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). 

PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017). This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping individuals in cycles of avoidance and chronic hyperarousal (de Haart et al., 2026; van Gelderen et al., 2018).

Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR, aim to break this avoidance cycle by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold &amp; Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations.

{{RoundBoxTop|theme=2}}
'''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]]

* Why is emotional processing important in PTSD?
* How can immersive therapies influence the emotional processes underlying PTSD? 
* What does the research evidence show?
* What are the costs and limitations of immersive therapies? 
{{RoundBoxBottom}}

== Why is emotional processing important in PTSD? ==
[[File:PTSD.png|thumb|'''Figure 3.''' PTSD can deeply affect our emotions.]]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hypervigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda &amp; Hurley, 2022; Osman et al., 2016). Emotional processing theory provides the primary framework for understanding this disruption, supported by emotion regulation theory and inhibitory learning models introduced later in the chapter.

{{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]]
;Predict the outcome

A soldier with PTSD encounters a trauma-related image expecting:

'''TRAUMA CUE → DANGER → DISTRESS → AVOID'''

However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?&lt;quiz display=simple&gt;
{
|type=&quot;()&quot;}
- Fear increases permanently.

- Memory cannot change.

+ Prediction error creates opportunities for new learning.

- Emotional processing stops. 

}

&lt;/quiz&gt;
&lt;div style=&quot;text-align:right; color:red; font-weight:bold;&quot;&gt;
Click &quot;show&quot; below  to understand more⤵ &lt;/div&gt;
{{Hidden begin|title=Please consider the answer before opening this section}}The answer is '''C'''.
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
Mismatches between expected and actual danger create a
'''prediction error'''. This may contribute to fear extinction,
emotion regulation, and memory reconsolidation. '''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play?
&lt;/div&gt;

 
{{Hidden end}}
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
&lt;/div&gt;{{RoundBoxBottom}}

=== Understanding PTSD and emotions ===
Emotional processing theory suggests recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD, this process is blocked and to manage distress, many individuals adopt cognitive and behavioural avoidance mechanisms (López-Ojeda &amp; Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue to trigger extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4)  (Vermetten, Burback, et al., 2025b). 

At a neural level, Westphal et al. (2017) linked this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]]  and central executive networks. Effective treatment requires reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). This is empirically supported: A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' &lt;0.001) (Elklit &amp; Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses associated with immersive therapies. Based on: Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]]

=== Why treatment can be difficult ===
Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist (de Haart et al., 2026; López-Ojeda &amp; Hurley, 2022).

This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans, younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023).

[[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, although emotional regulation contributes to PTSD symptoms, it is also being increasingly viewed as a modifiable process with dynamic capacity, one able to improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by Selvakumaran (University of Canberra) examining cultural adaptation using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''&lt;ref&gt;{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}&lt;/ref&gt; need cultural adaptation for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5)  (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.   

== How can immersive therapies influence emotional processes? ==
Immersive PTSD treatments mark a shift from passive, sedentary therapy towards active, embodied, interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda &amp; Hurley, 2022; van Gelderen et al., 2018).

Embodied cognition is how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). 

=== What is immersive therapy? ===
Immersive therapies&lt;ref&gt;{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&amp;oldid=1357152847|journal=Wikipedia|language=en}}&lt;/ref&gt; use [[w:Extended_reality|extended reality]] (XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda &amp; Hurley, 2022; Wiederhold &amp; Wiederhold, 2025). This ecosystem is depicted in Figure 6.
This chapter focuses on two applications: VRET where therapists reconstruct traumatic scenarios in safe, graded environments, and 3MDR, which extends this by having the patient move on a treadmill beside their therapist, rather than in a stationary, face-to-face session (de Haart et al., 2026; Felemban et al., 2026).[[File:XR and Human Senses.png|thumb|'''Figure 6.''' The Extended Reality environment. |center|750x750px]]
=== Presence and embodied cognition ===
Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion is amplified by integrating synchronised audio, visual, [[w:Olfactory|olfactory]], [[wikipedia:Haptic_perception|haptic]], and movement stimuli (Lopes et al., 2025; López-Ojeda &amp; Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018).

In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma reminder functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives  common in PTSD (de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). 

Notably, extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF), but 3MDR's walking pace (&lt; 4 km/h) is too slow to generate meaningful BDNF secretion, making a major exercise induced BDNF mechanism unlikely, although physiological factors cannot be ruled out. The approach action and the cognitive restructuring it enables may be more important psychological drivers (de Haart et al., 2026).

=== Prediction error and inhibitory learning ===
Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a prediction error between the anticipated, life-threatening event and actual reality. This may destabilise the traumatic memory, potentially creating conditions for memory reconsolidation to occur (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

=== Memory reconsolidation ===
According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe immersive context can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which tax working memory resources and reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b).

Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guilt shifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a).

== What does the research evidence show? ==
Addressing these barriers is important for any PTSD population, but especially critical for military populations with high treatment failure and dropout rates (van Gelderen et al., 2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). 

=== Virtual reality exposure therapy ===
[[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda &amp; Hurley, 2022). This may help bypass imagination challenges such as emotional numbing or amnesia that can prevent patients from engaging with traditional therapy (Macey et al., 2026). A meta-analysis of VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale]  (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026). Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026).

=== 3MDR ===
3MDR takes the same multisensory effect in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Substantially lower than the 16-48% typical trauma-focused therapy in military populations (Lewis et al., 2020).

Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found intensive trauma-focused treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this improvement to positive psychology [[w:Broaden-and-build|broaden-and-build theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces recovery (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017).  

Critically, the exact causation remains unknown. Given the recent innovations in immersive therapies and small study samples, it remains unclear whether they work through exposure-based extinction, enhanced emotional engagement, physiological factors, embodiment or positive cognitive restructuring. These questions are relevant to both basic and applied research and have not yet been adequately addressed by current trial designs.  

'''Table 1'''

''Treatment Effects and Psychological Mechanisms''
{| class=&quot;wikitable mw-collapsible&quot;
| valign=&quot;top&quot; |'''Clinical Dimension'''
| valign=&quot;top&quot; |'''Traditional'''
| valign=&quot;top&quot; |'''Immersive'''
| valign=&quot;top&quot; |'''Psychological Mechanisms'''
|-
| valign=&quot;top&quot; |'''Context'''
| valign=&quot;top&quot; |'''''Sedentary'''''. Face-to-face, verbally describes trauma.
| valign=&quot;top&quot; |'''''Activating.''''' Dynamic, multi-sensory environment.
| valign=&quot;top&quot; |'''''Fear Antagonistic Action.'''''
'''''Approach behaviours.'''''

'''''Prediction Errors.'''''
|-
| valign=&quot;top&quot; |'''Trauma cue delivery'''
| valign=&quot;top&quot; |'''''Imaginary Retrieval'''''
Patient capacity
| valign=&quot;top&quot; |'''''Multisensory Immersion'''''
Highly tailored
| valign=&quot;top&quot; |'''''External Scaffolding.'''''
Bypasses internal barriers to activate memory networks.
|-
| valign=&quot;top&quot; |'''Processing'''
| valign=&quot;top&quot; |'''''Convergent processing.'''''
Repeated narration and fear habituation.
| valign=&quot;top&quot; |'''''Active Narrative Processing.'''''
Interactive, real-time affective labelling and dual attention tasks.
| valign=&quot;top&quot; |'''''Working Memory.'''''
Memory taxation reduces vividness and emotional intensity.
|-
| valign=&quot;top&quot; |'''Engagement''' 
| valign=&quot;top&quot; |'''''Attrition.'''''
Dropout rates 16-48%.
| valign=&quot;top&quot; |'''''Acceptability.'''''
Attractive. Dropout rates 7-20%.
| valign=&quot;top&quot; |'''''Sustained Motivation.'''''
Presence and safety in immersive environment.
|}
=== Applied example: 3MDR treatment in Ukraine ===
{{RoundBoxTop|theme=2}}
'''Scenario: Ukraine War: an applied 3MDR example'''

Andriy*, a Ukrainian Armed Forces volunteer, is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind remains in a constant state of combat readiness, even in quiet rooms.

In the pre-platform phase, Andriy identifies ‘hotspot’ memories in photographs. On the treadmill, harnessed and walking, he faces a panoramic screen as personalised warm-up music plays, selected to keep him connected to his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b):

1. What do you '''SEE''' ?
2. What does it '''TELL''' you?
3. What do you '''FEEL''' in your body NOW?

When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma.
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 7.''' Andriy's 3MDR treatment.

By the end of the session, Andriy had walked toward what he used to avoid, creating a mismatch between his expectation of threat and his safety and turning a rigid, stuck memory into a manageable narrative.

*''Andriy, a fictional name given to one of 69 Ukrainian veterans, participating in a 2023 randomised controlled trial. Many demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). 

{{RoundBoxBottom}}

== What are the costs and limitations of immersive therapies? ==
PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which were indirect rather than direct clinical costs (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson &amp; Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be read as an indication of scale rather than as directly comparable totals.

Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Many trials rely on military-heavy, treatment-resistant samples with few active comparison conditions, which limits the generalisation of findings to civilian or initial treatment populations. Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can disrupt participation (Kukharuk et al., 2025).

Structural barriers include workforce training and equipment costs. Basic VR systems cost around US$3,500 per provider headset annually, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Reflecting this potential growth trend, some market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecasted to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025, an industry market report).

These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and may support an emerging shift towards greater emphasis on post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

{{Robelbox|theme=2|title=Quiz}}
&lt;quiz display=simple&gt;
{Which of the following is an expected outcome of immersive therapy ?
|type=&quot;()&quot;}


- Patients are at risk because of an uncontrolled environment.
- The environments represent traditional face-to-face treatments.
- Failure and dropout rates are higher than traditional PTSD treatment.
+ Patients often broaden and build an upward spiral of emotion and optimism.
&lt;/quiz&gt;
{{Robelbox/close}}
== Conclusion ==
PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing necessary for traumatic memories to be resolved (see: ''Understanding PTSD and emotions''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high non-response and dropout rates (see ''Why treatment can be difficult'').

Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''What does the research evidence show''). The technology itself is only a delivery mechanism that enables the processes, the positive benefits appear to arise from the psychological mechanisms that immersive therapies facilitate, rather than the novelty of technology alone.

The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see ''costs and limitations'').{{RoundBoxTop|theme=11}}
[[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' 
Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}}

== See also ==
'''Wikiversity'''
* [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety]] (Book chapter, 2010)
* [[/Non-invasive brain stimulation techniques/]] (Sub-page)
* [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]]
* [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking]] (Book chapter, 2024)

'''Wikipedia'''
* [[w:Affect_labeling|Affective labelling]] 
* [[Augmented Reality|Augmented reality]] 
* [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] 
* [[w:Broaden-and-build|Broaden-and-build theory]]
* [[w:Cognitive_processing_therapy|Cognitive processing therapy]] 
* [[w:Virtual_reality_sickness|Cyber sickness]]
* [[w:DSM-5|DSM-5]]
* [[w:Emotional_dysregulation|Emotional dysregulation]] 
* [[w:Extended_reality|Extended reality]]
* [[w:Malleability_of_intelligence|Malleability of intelligence]] 
* [[w:Memory_consolidation|Memory reconsolidation]]
* [[w:Mixed_reality_game|Mixed reality]] 
* [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]]
* [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] 
* [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]]

== References ==
{{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., &amp; Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. ''NEJM Catalyst Innovations in Care Delivery'', 5(4). https://doi.org/10.1056/cat.23.0356

Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., &amp; Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. ''Military Psychology'', 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904

de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., &amp; Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. ''European'' ''Journal of Psychotraumatology'', 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803

Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. ''Journal of Rational-Emotive &amp; Cognitive-Behavior Therapy'', 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7

Elklit, A., &amp; Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. ''Scandinavian Journal of Military Studies'', 8(1), 308-326. https://doi.org/10.31374/sjms.264

Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., &amp; Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. ''Frontiers in Psychiatry'', 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. ''American Psychologist'', 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218

Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., &amp; Sun, C. (2018). Virtual reality clinical research: Promises and challenges. ''JMIR Serious Games'', 6(4), e10839. https://doi.org/10.2196/10839

Kukharuk, O., Tkalich, K., Kamash, N., &amp; Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. ''European Journal of Psychotraumatology'', 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097

Lewis, C., Roberts, N. P., Andrew, M., Starling, E., &amp; Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. ''European Journal of Psychotraumatology'', 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633

Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., &amp; Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In ''Proceedings of the 17th International Conference on Quality of Multimedia Experience'' (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945

López-Ojeda, W., &amp; Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. ''The Journal of Neuropsychiatry and Clinical Neurosciences'', 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244

Macey, A.-L., Macey, J., &amp; Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. ''Interacting with Computers'', 29, 1-20. https://doi.org/10.1093/iwc/iwag029

Niles, B., Lang, A., &amp; Olff, M. (2023). Complementary and integrative interventions for PTSD. ''European Journal of Psychotraumatology'', 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888

Osman, A., Paczynski, M., &amp; Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. ''Military Psychology'', 29(1), 41-57. https://doi.org/10.1037/mil0000128

Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In ''Proceedings of the 27th International Conference on Multimodal Interaction'' (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826

Trejo, B. C., Richard, E. M., van Driel, M., &amp; McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. ''Military Psychology'', 27(5), 276-286. https://doi.org/10.1037/mil0000081

van Gelderen, M. J., Nijdam, M. J., &amp; Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176

van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., &amp; De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417

Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., &amp; Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024

Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., &amp; Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028

Westphal, M., Aldao, A., &amp; Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157

Wiederhold, B. K., &amp; Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930
}}


== External links ==
* '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government)
* '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page]  (US Government)
* '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]&lt;nowiki/&gt;[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government)
* '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]&lt;nowiki/&gt;[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government)
* '''Web:''' [https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Virtual reality therapy for PTSD market forecasts to 2032:] (Stratistics MR&lt;nowiki/&gt;C, a 2025 industry market report). 
* '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min)
* '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min)
* '''Video:'''  [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min)  
* '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University)

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Psychotherapy]]
[[Category:Motivation and emotion/Book/Trauma]]
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      <text bytes="35401" sha1="4bxun26ukce37lw1h7y49dphnlhnilz" xml:space="preserve">{{title|Immersive therapy for PTSD treatment:&lt;br&gt;How does it work and what are the effects?}}
__TOC__
== Overview ==
{{RoundBoxTop|theme=2}}
'''Scenario: Immersive PTSD therapies'''

Andriy, a soldier, harnessed to a treadmill, walks towards an image he spent months avoiding, his clinical therapist  beside him. This is multi-modular motion assisted memory desensitisation and reconsolidation (3MDR), one of a new generation of immersive therapies for post-traumatic stress disorder. 
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 1.''' Andriy moves through his 3MDR treatment.

Learn about immersive therapy and Andriy’s* experience below (*Andriy: a fictional name). {{RoundBoxBottom}}
[[File:Post-traumatic_stress_disorder_world_map_-_DALY_-_WHO2004.svg|alt=|thumb|271x271px|'''Figure 2:''' The World Health Organisation (2024) estimated that 3.9% of the world's population had PTSD at some stage.&lt;ref&gt;{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}&lt;/ref&gt;]]
[[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]] (PTSD) develops after severe or life-threatening trauma and carries a substantial personal and societal cost (Figure 2), with military personnel disproportionately represented (Boska et al., 2025). See costs and limitations below (Davis et al., 2022; Montgomery-Marks et al., 2025). 

PTSD's emotional impact is shaped by [[w:Emotional_dysregulation|emotional dysregulation]] - difficulty managing intense feelings such as guilt, fear or shame (Westphal et al., 2017). This commonly triggers [[Cognitive psychology|cognitive]] and behavioural avoidance that offers short-term relief but prevents traumatic memory from being adaptively processed, trapping individuals in cycles of avoidance and chronic hyperarousal (de Haart et al., 2026; van Gelderen et al., 2018).

Immersive interventions, including [[w:Virtual_reality_therapy|virtual reality exposure therapy]] (VRET) and 3MDR, aim to break this avoidance cycle by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold &amp; Wiederhold, 2025). This chapter explains the psychological theory behind these approaches, reviews the research evidence for their effects and considers their limitations.

{{RoundBoxTop|theme=2}}
'''Focus questions'''[[File:Crystal Clear app ktip.svg|left|20px|]]

* Why is emotional processing important in PTSD?
* How can immersive therapies influence the emotional processes underlying PTSD? 
* What does the research evidence show?
* What are the costs and limitations of immersive therapies? 
{{RoundBoxBottom}}

== Why is emotional processing important in PTSD? ==
[[File:PTSD.png|thumb|'''Figure 3.''' PTSD can deeply affect our emotions.]]PTSD is formally diagnosed according to [[w:DSM-5|DSM-5]] criteria and is characterised by disrupted executive and emotional processing systems, heightened threat perception, hypervigilance and persistent negative emotional states as depicted in Figure 3 (Kukharuk et al., 2025; López-Ojeda &amp; Hurley, 2022; Osman et al., 2016). Emotional processing theory provides the primary framework for understanding this disruption, supported by emotion regulation theory and inhibitory learning models introduced later in the chapter.

{{RoundBoxTop|theme=3}}[[Image:Crystal Clear app help index.svg|left|50px]]
;Predict the outcome

A soldier with PTSD encounters a trauma-related image expecting:

'''TRAUMA CUE → DANGER → DISTRESS → AVOID'''

However, during immersive treatment, the expected danger does not occur. What is the most likely consequence?&lt;quiz display=simple&gt;
{
|type=&quot;()&quot;}
- Fear increases permanently.

- Memory cannot change.

+ Prediction error creates opportunities for new learning.

- Emotional processing stops. 

}

&lt;/quiz&gt;
&lt;div style=&quot;text-align:right; color:red; font-weight:bold;&quot;&gt;
Click &quot;show&quot; below  to understand more⤵ &lt;/div&gt;
{{Hidden begin|title=Please consider the answer before opening this section}}The answer is '''C'''.
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
Mismatches between expected and actual danger create a
'''prediction error'''. This may contribute to fear extinction,
emotion regulation, and memory reconsolidation. '''Think about it:''' If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play?
&lt;/div&gt;

 
{{Hidden end}}
&lt;div style=&quot;text-align:left; color:black; font-weight:regular;&quot;&gt;
&lt;/div&gt;{{RoundBoxBottom}}

=== Understanding PTSD and emotions ===
Emotional processing theory suggests recovery requires the trauma memory to be reactivated and updated with corrective information. In PTSD, this process is blocked and to manage distress, many individuals adopt cognitive and behavioural avoidance mechanisms (López-Ojeda &amp; Hurley, 2022). Avoidance offers short-term relief, but prevents the traumatic memory from being reactivated, so it cannot be updated. Trauma reminders such as flashbacks continue to trigger extreme distress, trapping the individual in a maladaptive, self-reinforcing avoidance cycle (Figure 4)  (Vermetten, Burback, et al., 2025b). 

At a neural level, Westphal et al. (2017) linked this to [[wikipedia:Transdiagnostic_process|transdiagnostic]] [[w:Emotional_dysregulation|emotion dysregulation]], in which the traumatic memory network remains isolated from the brain's [[w:Salience_network|salience]]  and central executive networks. Effective treatment requires reactivating this network so the memory can be integrated (Vermetten, Burback, et al., 2025b; Westphal et al., 2017). This is empirically supported: A 2025 study of Danish military veterans (''n''=142) found emotional regulation difficulties explained an additional 28% of the variance in PTSD symptoms; combined with [[w:Comorbidity|comorbid]] symptoms, these factors accounted for 52% of the variance in severity (''F''(13, 92) = 9.58, ''p'' &lt;0.001) (Elklit &amp; Dahl, 2025).[[File:Avoidance and Processing Cycles.png|500x500px|thumb|'''Figure 4'''. Avoidance cycles and the anticipated positive responses associated with immersive therapies. Based on: Lopez-Ojeda et al. (2022), Felemban et al. (2026), and Vermetten et. al. (2025b).|center]]

=== Why treatment can be difficult ===
Trauma-focused psychotherapies such as [[w:Prolonged_exposure_therapy|prolonged exposure]] (PE) and [[w:Cognitive_processing_therapy|cognitive processing therapy]] (CPT) ask patients to actively engage with distressing memories to generate fear extinction, precisely what avoidance prevents (van Toorenburg et al., 2020). Many patients cannot tolerate the emotional exposure these therapies require (Lopes et al., 2025; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Because the trigger is never confronted, the brain cannot experience a prediction error needed to learn the threat has passed, so symptoms persist (de Haart et al., 2026; López-Ojeda &amp; Hurley, 2022).

This is reflected in outcomes where an estimated 39.2% of patients fail to respond to standard trauma-focused therapy, and dropout rates range from 16-48% (de Haart et al., 2026; Vermetten, Burback, et al., 2025b). Among military veterans, younger patients show heightened severity when trauma is central to their identity, while others turn to poor diet or substance abuse, further eroding emotional regulation (Efremov, 2025; Niles et al., 2023).

[[w:Emotional_dysregulation|Emotional dysregulation]] was historically viewed as a fixed barrier requiring lengthy stabilisation before treatment could begin (van Toorenburg et al., 2020). More recent evidence suggests otherwise, although emotional regulation contributes to PTSD symptoms, it is also being increasingly viewed as a modifiable process with dynamic capacity, one able to improve as a natural consequence of successful memory processing (van Toorenburg et al., 2020). This reframes the clinical challenge as helping an individual safely approach and process the traumatic memory, not correcting a fixed deficit. [[File:UC PhD VR study.png|right|thumb|'''Figure 5.''' PhD work by Selvakumaran (University of Canberra) examining cultural adaptation using the US-''Bravemind'' system.]]Cultural context adds another layer of difficulty. Doctoral research at the [[University of Canberra]] is examining how protocols such as the US-centric ''Bravemind''&lt;ref&gt;{{Cite web|url=https://medvr.ict.usc.edu/projects/bravemind.html|title=Bravemind {{!}} MedVR|website=medvr.ict.usc.edu|access-date=2026-08-25}}&lt;/ref&gt; need cultural adaptation for Australian veterans and first responders, whose operational backgrounds differ from their US counterparts (Selvakumaran, 2025). Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5)  (Selvakumaran, 2025). These treatment gaps carry a substantial economic and personal cost, part of the motivation for developing alternatives such as immersive therapies.   

== How can immersive therapies influence emotional processes? ==
Immersive PTSD treatments mark a shift from passive, sedentary therapy towards active, embodied, interactive approaches (van Gelderen et al., 2018). Immersive therapy uses three psychological mechanisms and their interaction: multisensory presence, embodied cognition, and divergent thinking (López-Ojeda &amp; Hurley, 2022; van Gelderen et al., 2018).

Embodied cognition is how physical states of the body can directly modify states of the mind (van Gelderen et al., 2018). Immersion therapy goes beyond simple visual replication of a trauma memory; instead, capturing the participant’s visceral and cognitive focus by limiting distractions (Macey et al., 2026). 

=== What is immersive therapy? ===
Immersive therapies&lt;ref&gt;{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&amp;oldid=1357152847|journal=Wikipedia|language=en}}&lt;/ref&gt; use [[w:Extended_reality|extended reality]] (XR) platforms, encompassing [[virtual reality]] (VR), [[Augmented Reality|augmented reality]] (AR), and [[w:Mixed_reality_game|mixed reality]] (MR), to create customisable, controlled, and standardised therapeutic environments (López-Ojeda &amp; Hurley, 2022; Wiederhold &amp; Wiederhold, 2025). This ecosystem is depicted in Figure 6.
This chapter focuses on two applications: VRET where therapists reconstruct traumatic scenarios in safe, graded environments, and 3MDR, which extends this by having the patient move on a treadmill beside their therapist, rather than in a stationary, face-to-face session (de Haart et al., 2026; Felemban et al., 2026).[[File:XR and Human Senses.png|thumb|'''Figure 6.''' The Extended Reality environment. |center|750x750px]]
=== Presence and embodied cognition ===
Immersive therapy’s distinguishing feature is its ability to generate presence, or the psychological illusion of being ‘''there’''. The illusion is amplified by integrating synchronised audio, visual, [[w:Olfactory|olfactory]], [[wikipedia:Haptic_perception|haptic]], and movement stimuli (Lopes et al., 2025; López-Ojeda &amp; Hurley, 2022). This increases engagement with the trauma memory and supports emotional processing (van Gelderen et al., 2018).

In 3MDR, presence combines with cognition. The working principle is that physical states of the body can directly shape states of the mind (van Gelderen et al., 2018). Walking towards a virtual trauma reminder functions as a fear antagonistic action and rather than retreating in avoidance, the patient approaches, converting passive helplessness into active, empowered participation and disrupting the rigid and repetitive trauma narratives  common in PTSD (de Haart et al., 2026; Osman et al., 2016; van Gelderen et al., 2018). 

Notably, extinction learning normally requires moderate-to-high-intensity activity to stimulate [[w:Brain-derived_neurotrophic_factor|brain-derived neurotrophic factor]] (BDNF), but 3MDR's walking pace (&lt; 4 km/h) is too slow to generate meaningful BDNF secretion, making a major exercise induced BDNF mechanism unlikely, although physiological factors cannot be ruled out. The approach action and the cognitive restructuring it enables may be more important psychological drivers (de Haart et al., 2026).

=== Prediction error and inhibitory learning ===
Immersive therapy builds on the inhibitory learning model of exposure therapy, in which a new, safe association competes with and suppresses the original fear response. Walking towards a trauma cue and encountering safety instead of the expected catastrophe creates a prediction error between the anticipated, life-threatening event and actual reality. This may destabilise the traumatic memory, potentially creating conditions for memory reconsolidation to occur (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

=== Memory reconsolidation ===
According to [[w:Memory_consolidation|memory reconsolidation]] theory, traumatic memories retrieved in a safe immersive context can become [[w:Malleability_of_intelligence|malleable]], allowing new, safe information to reconsolidate the memory in a non-threatening form (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). To prevent the patient from becoming overwhelmed, 3MDR uses dual-attention tasks such as tracking an oscillating ball (Figure 1), which tax working memory resources and reduce the vividness and emotional intensity of the memory (Vermetten, Burback, et al., 2025b).

Emerging linguistic research suggests this processing is reflected in patients' language. Across successive 3MDR sessions, [[w:Affect_labeling|affective labelling]] of feelings such as guilt shifted from past-tense to present-tense narration, consistent with a renewed ability to integrate traumatic memories into present-moment awareness (Vermetten, Barcaro, et al., 2025a).

== What does the research evidence show? ==
Addressing these barriers is important for any PTSD population, but especially critical for military populations with high treatment failure and dropout rates (van Gelderen et al., 2018). Immersive therapies can tailor patient-selected trauma cues to improve access to traumatic memory networks (Vermetten, Burback, et al., 2025b). 

=== Virtual reality exposure therapy ===
[[w:Virtual_reality_therapy|VRET]] reconstructs traumatic events in a structured context (Felemban et al., 2026; López-Ojeda &amp; Hurley, 2022). This may help bypass imagination challenges such as emotional numbing or amnesia that can prevent patients from engaging with traditional therapy (Macey et al., 2026). A meta-analysis of VRET for PTSD found substantial symptom reductions, averaging a 33.73-point decrease in the 0-80 point [[w:Clinician_Administered_PTSD_Scale|Clinician-Administered PTSD Scale]] and a 20.96-point decrease in the 0-80 point [https://www.ptsd.va.gov/professional/assessment/adult-sr/ptsd-checklist.asp PTSD Checklist PCL-5) scale]  (Felemban et al., 2026). Because changes of 10-20 points on these scales are considered clinically significant, this could mean the difference between severe functional impairment and mild or subclinical symptoms (Boska et al., 2025; de Haart et al., 2026; Felemban et al., 2026). Comparative effects against other active PTSD treatments remain modest, but VRET appears to be a more engaging alternative to conventional treatment (Felemban et al., 2026).

=== 3MDR ===
3MDR takes the same multisensory effect in VRET and adds an activating context. Rather than a sedentary, face-to-face session, the patient and the therapist face the virtual display together (van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). It follows a three-phase protocol: pre-platform preparation, platform treadmill exposure, and post-platform re-consolidation (Vermetten, Burback, et al., 2025b). In a trial involving treatment-resistant PTSD; 3MDR showed large effect sizes from pre-treatment to six-months (''n'' = 134, ''d'' = 1.0) and high-acceptability, with 7-20% dropout rates (de Haart et al., 2026; van Gelderen et al., 2018; Vermetten, Burback, et al., 2025b). Substantially lower than the 16-48% typical trauma-focused therapy in military populations (Lewis et al., 2020).

Improvements are not limited to PTSD symptoms. A trial of 62 adults with severe PTSD, including childhood sexual trauma, found intensive trauma-focused treatment improved emotion-regulation abilities regardless of PTSD outcome (van Toorenburg et al., 2020). Some researchers link this improvement to positive psychology [[w:Broaden-and-build|broaden-and-build theory]]. Theorising that as patients regain a sense of safety and control, this may support a positive spiral of emotional flexibility that reinforces recovery (Fredrickson, 2001; Niles et al., 2023; Westphal et al., 2017).  

Critically, the exact causation remains unknown. Given the recent innovations in immersive therapies and small study samples, it remains unclear whether they work through exposure-based extinction, enhanced emotional engagement, physiological factors, embodiment or positive cognitive restructuring. These questions are relevant to both basic and applied research and have not yet been adequately addressed by current trial designs.  

'''Table 1'''

''Treatment Effects and Psychological Mechanisms''
{| class=&quot;wikitable mw-collapsible&quot;
| valign=&quot;top&quot; |'''Clinical Dimension'''
| valign=&quot;top&quot; |'''Traditional'''
| valign=&quot;top&quot; |'''Immersive'''
| valign=&quot;top&quot; |'''Psychological Mechanisms'''
|-
| valign=&quot;top&quot; |'''Context'''
| valign=&quot;top&quot; |'''''Sedentary'''''. Face-to-face, verbally describes trauma.
| valign=&quot;top&quot; |'''''Activating.''''' Dynamic, multi-sensory environment.
| valign=&quot;top&quot; |'''''Fear Antagonistic Action.'''''
'''''Approach behaviours.'''''

'''''Prediction Errors.'''''
|-
| valign=&quot;top&quot; |'''Trauma cue delivery'''
| valign=&quot;top&quot; |'''''Imaginary Retrieval'''''
Patient capacity
| valign=&quot;top&quot; |'''''Multisensory Immersion'''''
Highly tailored
| valign=&quot;top&quot; |'''''External Scaffolding.'''''
Bypasses internal barriers to activate memory networks.
|-
| valign=&quot;top&quot; |'''Processing'''
| valign=&quot;top&quot; |'''''Convergent processing.'''''
Repeated narration and fear habituation.
| valign=&quot;top&quot; |'''''Active Narrative Processing.'''''
Interactive, real-time affective labelling and dual attention tasks.
| valign=&quot;top&quot; |'''''Working Memory.'''''
Memory taxation reduces vividness and emotional intensity.
|-
| valign=&quot;top&quot; |'''Engagement''' 
| valign=&quot;top&quot; |'''''Attrition.'''''
Dropout rates 16-48%.
| valign=&quot;top&quot; |'''''Acceptability.'''''
Attractive. Dropout rates 7-20%.
| valign=&quot;top&quot; |'''''Sustained Motivation.'''''
Presence and safety in immersive environment.
|}
=== Applied example: 3MDR treatment in Ukraine ===
{{RoundBoxTop|theme=2}}
'''Scenario: Ukraine War: an applied 3MDR example'''

Andriy*, a Ukrainian Armed Forces volunteer, is struggling with hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible; his mind remains in a constant state of combat readiness, even in quiet rooms.

In the pre-platform phase, Andriy identifies ‘hotspot’ memories in photographs. On the treadmill, harnessed and walking, he faces a panoramic screen as personalised warm-up music plays, selected to keep him connected to his traumatic memory network (Vermetten et al., 2025b). As his hotspot image fills the screen, his therapist asks three questions (Vermetten et al., 2025b):

1. What do you '''SEE''' ?
2. What does it '''TELL''' you?
3. What do you '''FEEL''' in your body NOW?

When Andriy identifies a surge of shame, the word '''GUILT''' is displayed as an affective label, and a dual-attention task begins. He tracks an oscillating, numbered ball while he stays with the emotion, taxing his working memory and reducing the intensity of the recalled trauma.
[[File:Andriy 3MDR enhanced.gif|center|600x600px]]

'''Figure 7.''' Andriy's 3MDR treatment.

By the end of the session, Andriy had walked toward what he used to avoid, creating a mismatch between his expectation of threat and his safety and turning a rigid, stuck memory into a manageable narrative.

*''Andriy, a fictional name given to one of 69 Ukrainian veterans, participating in a 2023 randomised controlled trial. Many demobilised after one year because of mental or neurological injuries'' (Kukharuk et al., 2025). 

{{RoundBoxBottom}}

== What are the costs and limitations of immersive therapies? ==
PTSD carries a substantial economic burden. An estimated US$232 billion in excess costs in the United States in 2018 and over £40 billion, in the United Kingdom in 2020-21, 92.4% of which were indirect rather than direct clinical costs (Davis et al., 2022; Montgomery-Marks et al., 2025). In Australia, the annual cost of PTSD per military veteran was estimated at $112,172 in 2025 (Magnusson &amp; Dey, 2025). In addition, individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidities tripling this effect (Bothe et al., 2020). These figures span several countries and years and should be read as an indication of scale rather than as directly comparable totals.

Immersive therapy’s ability to move from small trials into mainstream PTSD treatment remains limited by methodological [[w:Homogeneity_and_heterogeneity|heterogeneity]], small sample sizes, and a lack of long-term data (Felemban et al., 2026). Many trials rely on military-heavy, treatment-resistant samples with few active comparison conditions, which limits the generalisation of findings to civilian or initial treatment populations. Practical issues such as [[w:Virtual_reality_sickness|cyber sickness]] or motion sickness can disrupt participation (Kukharuk et al., 2025).

Structural barriers include workforce training and equipment costs. Basic VR systems cost around US$3,500 per provider headset annually, with advanced simulation environments costing up to US$200,000 (Garrett et al., 2018). Despite this, adoption of immersive therapy is scaling. The [[w:United_States_Department_of_Veterans_Affairs|United States Veterans Affairs]] have expanded VR use from five medical centres in 2017 to over 154 centres and 2,300 staff, with applications now including over 40 documented clinical interventions such as chronic pain and suicide intervention (Bailey et al., 2024). Reflecting this potential growth trend, some market analysts estimate the global PTSD-focused VR therapy market was worth US$1.59 billion in 2025, forecasted to reach US$5.94 billion by 2032, driven largely by growing mental health awareness and the absence of standard clinical protocols (Stratistics MRC, 2025, an industry market report).

These limitations do not undermine the case for immersive therapy, but they show its evidence base and infrastructure are still maturing. Demonstrating rigorously why these therapies work, rather than assuming their novelty accounts for their effects is essential to avoid misallocating resources to unproven interventions and may support an emerging shift towards greater emphasis on post-traumatic growth and renewed optimism (Trejo et al., 2015; Vermetten, Burback, et al., 2025b; Wiederhold &amp; Wiederhold, 2025).

{{Robelbox|theme=2|title=Quiz}}
&lt;quiz display=simple&gt;
{Which of the following is an expected outcome of immersive therapy ?
|type=&quot;()&quot;}


- Patients are at risk because of an uncontrolled environment.
- The environments represent traditional face-to-face treatments.
- Failure and dropout rates are higher than traditional PTSD treatment.
+ Patients often broaden and build an upward spiral of emotion and optimism.
&lt;/quiz&gt;
{{Robelbox/close}}
== Conclusion ==
PTSD traps people in a self-reinforcing cycle of avoidance that blocks the adaptive processing necessary for traumatic memories to be resolved (see: ''[[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#Understanding PTSD and emotions|Understanding PTSD and emotions]]''). Standard trauma-focused therapies require patients to confront exactly what this cycle causes them to avoid, which contributes to high non-response and dropout rates (see ''[[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#Why treatment can be difficult|Why treatment can be difficult]]'').

Immersive therapies such as VRET and 3MDR address this by using presence, embodied cognition, prediction error and memory reconsolidation to help patients safely approach trauma cues rather than avoid them (see: ''[[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#What does the research evidence show?|What does the research evidence show]]''). The technology itself is only a delivery mechanism that enables the processes, the positive benefits appear to arise from the psychological mechanisms that immersive therapies facilitate, rather than the novelty of technology alone.

The evidence to date shows meaningful reductions in PTSD symptoms and comparatively low drop-out rates, alongside broader gains in emotional regulation. However, small samples, methodological variation, and a lack of long-term data mean the evidence base is still developing, and cost and infrastructure barriers remain significant (see: [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#What are the costs and limitations of immersive therapies?|costs and limitations]]'').{{RoundBoxTop|theme=11}}
[[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] ''' Take-home message:''' 
Immersive therapies do not heal PTSD trauma through technological novelty or digital feedback. Instead, they create a safe, dynamic space that lets individuals confront trauma and reprocess memories into something they can live with. In doing so, people’s lives may once again shift toward value, optimism, and wellness.{{RoundBoxBottom}}

== See also ==
'''Wikiversity'''
* [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety]] (Book chapter, 2010)
* [[/Non-invasive brain stimulation techniques/]] (Sub-page)
* [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)|Evidence-based PTSD assessment]]
* [[Motivation and emotion/Book/2024/Sense hacking|Sense hacking]] (Book chapter, 2024)

'''Wikipedia'''
* [[w:Affect_labeling|Affective labelling]] 
* [[Augmented Reality|Augmented reality]] 
* [[w:Brain-derived_neurotrophic_factor|Brain-derived neurotrophic factor]] 
* [[w:Broaden-and-build|Broaden-and-build theory]]
* [[w:Cognitive_processing_therapy|Cognitive processing therapy]] 
* [[w:Virtual_reality_sickness|Cyber sickness]]
* [[w:DSM-5|DSM-5]]
* [[w:Emotional_dysregulation|Emotional dysregulation]] 
* [[w:Extended_reality|Extended reality]]
* [[w:Malleability_of_intelligence|Malleability of intelligence]] 
* [[w:Memory_consolidation|Memory reconsolidation]]
* [[w:Mixed_reality_game|Mixed reality]] 
* [[w:Post-traumatic_stress_disorder|Post-traumatic stress disorder]]
* [[w:Prolonged_exposure_therapy|Prolonged exposure therapy]] 
* [[wikipedia:Virtual_reality_therapy|Virtual reality exposure therapy]]

== References ==
{{Hanging indent|Bailey, A. L., Kirsh, S., Rawlins, C., Persky, S., &amp; Clancy, C. (2024). Early scaling of immersive technology within the Veterans Health Administration. ''NEJM Catalyst Innovations in Care Delivery'', 5(4). https://doi.org/10.1056/cat.23.0356

Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., &amp; Ashrafioun, L. (2025). Difficulties with emotion regulation within PTSD clusters and moral injury subtypes. ''Military Psychology'', 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904

de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., &amp; Lommen, M. J. J. (2026). Augmenting virtual reality exposure for PTSD with physical activity: Study protocol of a randomised controlled trial. ''European'' ''Journal of Psychotraumatology'', 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803

Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. ''Journal of Rational-Emotive &amp; Cognitive-Behavior Therapy'', 44(4), 1-15. https://doi.org/10.1007/s10942-025-00637-7

Elklit, A., &amp; Dahl, N. H. (2025). Emotion regulation difficulties, aggression, and PTSD symptoms in Danish treatment-seeking veterans. ''Scandinavian Journal of Military Studies'', 8(1), 308-326. https://doi.org/10.31374/sjms.264

Felemban, R. G., Alzahrani, R. R., Alrefaei, N. F., Alharbi, N. M., Alghamdi, A. S., &amp; Alqadi, S. (2026). Efficacy of virtual reality-based exposure therapy for post-traumatic stress disorder in military veterans: A systematic review and meta-analysis. ''Frontiers in Psychiatry'', 17, 1857109. https://doi.org/10.3389/fpsyt.2026.1857109

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. ''American Psychologist'', 56(3), 218-226. https://doi.org/10.1037/0003-066X.56.3.218

Garrett, B., Taverner, T., Gromala, D., Tao, G., Cordingley, E., &amp; Sun, C. (2018). Virtual reality clinical research: Promises and challenges. ''JMIR Serious Games'', 6(4), e10839. https://doi.org/10.2196/10839

Kukharuk, O., Tkalich, K., Kamash, N., &amp; Georgiou, O. (2025). Effectiveness of immersive VR therapy in reducing stress-associated symptoms in Ukraine. ''European Journal of Psychotraumatology'', 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097

Lewis, C., Roberts, N. P., Andrew, M., Starling, E., &amp; Bisson, J. I. (2020). Psychological therapies for post-traumatic stress disorder in adults: Systematic review and meta-analysis. ''European Journal of Psychotraumatology'', 11(1), 1729633. https://doi.org/10.1080/20008198.2020.1729633

Lopes, M. K. S., Perreault, L., de Jesus, B. Jr., Roberge, M. C., &amp; Falk, T. H. (2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. In ''Proceedings of the 17th International Conference on Quality of Multimedia Experience'' (QoMEX) (pp.1-5). IEEE. https://doi.org/10.1109/QoMEX65720.2025.11219945

López-Ojeda, W., &amp; Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for PTSD. ''The Journal of Neuropsychiatry and Clinical Neurosciences'', 34(1), 1-5. https://doi.org/10.1176/appi.neuropsych.21100244

Macey, A.-L., Macey, J., &amp; Hamari, J. (2026). Emotion regulation in immersive virtual reality environments: A scoping review. ''Interacting with Computers'', 29, 1-20. https://doi.org/10.1093/iwc/iwag029

Niles, B., Lang, A., &amp; Olff, M. (2023). Complementary and integrative interventions for PTSD. ''European Journal of Psychotraumatology'', 14(2), 2247888. https://doi.org/10.1080/20008066.2023.2247888

Osman, A., Paczynski, M., &amp; Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. ''Military Psychology'', 29(1), 41-57. https://doi.org/10.1037/mil0000128

Selvakumaran, R. V. (2025). Developing virtual reality (VR) simulations with embedded user analytics for cognitive rehabilitation in PTSD veterans. In ''Proceedings of the 27th International Conference on Multimodal Interaction'' (pp. 740-744). ACM. https://doi.org/10.1145/3716553.3750826

Trejo, B. C., Richard, E. M., van Driel, M., &amp; McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. ''Military Psychology'', 27(5), 276-286. https://doi.org/10.1037/mil0000081

van Gelderen, M. J., Nijdam, M. J., &amp; Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. ''Frontiers in Psychiatry'', 9, 176. https://doi.org/10.3389/fpsyt.2018.00176

van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., &amp; De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe PTSD? ''European Journal of Psychotraumatology'', 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417

Vermetten, E., Barcaro, S., Espejo, E., Bellini, P., Roy, M. J., &amp; Bremault-Phillips, S. (2025a). Linguistic analysis of patients’ labels during 3MDR psychotherapy. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S29. https://doi.org/10.5152/pcp.2025.241024

Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., &amp; Brémault-Phillips, S. (2025b). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. ''Psychiatry and Clinical Psychopharmacology'', 35(Suppl. 1), S122. https://doi.org/10.5152/pcp.2025.241028

Westphal, M., Aldao, A., &amp; Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. ''Military Psychology'', 29(3), 216-233. https://doi.org/10.1037/mil0000157

Wiederhold, B. K., &amp; Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. ''Expert Review of Medical Devices'', 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930
}}


== External links ==
* '''Web:''' [https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd Post traumatic stress disorder] (Australian Government)
* '''Web:''' [https://www.ptsd.va.gov/index.asp National Center for PTSD information home page]  (US Government)
* '''Web:''' [https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html US Veterans Affairs Immersive Programs Innov]&lt;nowiki/&gt;[https://www.innovation.va.gov/hil/views/immersive/immersive-programs.html ation] (US Government)
* '''Web:''' [https://defenceveteransuicide.royalcommission.gov.au/publications/final-report Australian Royal Commission into Defence and Veteran Suicide - Final Repor]&lt;nowiki/&gt;[https://defenceveteransuicide.royalcommission.gov.au/publications/final-report t] (Australian Government)
* '''Web:''' [https://www.strategymrc.com/report/virtual-reality-therapy-for-ptsd-market Virtual reality therapy for PTSD market forecasts to 2032:] (Stratistics MR&lt;nowiki/&gt;C, a 2025 industry market report). 
* '''Podcast:''' [https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c PTSD Podcast] (Peace of Mind: Mental Health and Psychiatry, ACAST, 43 min)
* '''Video:''' [https://www.youtube.com/watch?v=bD43R_oa6qo 3MDR: Virtual reality treatment for veterans] (National Centre for Mental Health,Youtube, 2:46 min)
* '''Video:'''  [https://www.youtube.com/watch?v=jL2bKmniMTc VR exposure for combat PTSD] (PsyTech VR, Youtube, 2:20 min)  
* '''Final Report:''' [https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf 3MDR randomised control trial - Final-Report] (Cardiff University)

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Psychotherapy]]
[[Category:Motivation and emotion/Book/Trauma]]
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    <title>Motivation and emotion/Book/2026/Self-concept and motivation</title>
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

James' (1892) model of self-concept proposed the self has two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley (1902) later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. Self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

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Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

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Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

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Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

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Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

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Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

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Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

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Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. In this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

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Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. This highlights self-concept as an antecedent to self-handicapping and related motivations. however, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concept branches are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|'''self-discrepancy theory''']] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|'''Regulatory focus theory''']] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) '''[[wikipedia:Identity_based_motivation|identity-based motivation theory]]''' explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. '''[[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]]''' refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with '''[[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]]''' (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. '''[[w:Self-handicapping|Self-handicapping]]''' involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories so far discussed have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

'''[[Self-determination theory]]''' (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the temporal progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports the developmental pathway of self-determination theory proposed whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The '''reciprocal effects model''' proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vandewalle, D., Nerstad, C. G., &amp; Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. ''Annual Review of Organizational Psychology and Organizational Behavior, 6''(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences. There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. The effect of achievement on self-concept was moderated by motivational constructs of goal approach theory (Vandewalle et al., 2019). Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. 

However, Garn and Shen's (2015) longitudinal study of 329 participants found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and may be explained by the timeframe of the study. An explanation for why no reciprocal effect was identified here when they were in Sewasew et al.'s (2018) study of mathematical self-concept is that reciprocal effects may be domain specific. The multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). 

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126-28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

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Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

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Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation reciprocally in different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

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Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

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Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

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Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85-115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36-62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

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Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1-11. https://doi.org/10.1002/9781118900772.etrds0171  

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Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

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Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

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Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

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== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation reciprocally in different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1-5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750-765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation reciprocally in different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results (Wu et al., 2021) which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Wu H., Guo Y., Yang Y., Zhao L., &amp; Guo C. (2021). A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. ''Educational Psychology Review, 33''(4), 1749–1778. https://doi.org/10.1007/s10648-021-09600-1  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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      <text bytes="36889" sha1="5ne2shwfzdm7mfhv1dpn1w2ynhkk2c9" xml:space="preserve">{{title|Self-concept and motivation:&lt;br&gt;How does self-concept relate to motivation?}}

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation reciprocally in different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

{{RoundBoxTop|theme=9}}'''Intervention application: Foster domain-specific self-concept'''
The multidimensional model (see Figure 3, Marsh et al., 2019) suggests behaviour and outcomes are more closely linked to specific domains of self-concept than general self-concepts (Seaton et al., 2014). Therefore, motivational self-concept interventions should target specific behaviours and identities, not global self-concept. 

However, it is important for interventions to foster accurate, positive self-concepts for specific behaviours. As Vu et al. (2024) note, only enhancing self-concept may reduce learning effort and thus negatively impact achievement, consequently impacting self-concept. Similarly, findings challenging the reciprocal effects model indicate that self-concept interventions should be combined with genuine opportunities for achievement (Sewasew et al., 2018; Sorjonen et al., 2024). 

This means interventions should focus on developing accurate positive beliefs about subject-specific capabilities, through achievement opportunities, rather than broadly encouraging feeling good about oneself.{{RoundBoxBottom}}

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., &amp; Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement: Asystematic review and multilevel meta-analysis of longitudinal studies. ''Educational Psychology, 44''(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). But it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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      <text bytes="35419" sha1="ptccigb9ko0kwea5wbu3m4rl5fqmt7w" xml:space="preserve">{{title|Self-concept and motivation:&lt;br&gt;How does self-concept relate to motivation?}}

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides individuals in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings and behaviour. Consider self-concept an internal compass which motivates and guides how an individual navigates the world.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help educators, coaches and individuals develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised the individual as a social being, theorising that self-concept is a reflection of the responses and evaluations of individuals within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals individuals pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate individuals to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that an individual's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on individuals' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, individuals are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). However, it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). Individuals with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how individuals behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how individuals understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

Self-concept is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides people in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings, and behaviour. Consider self-concept an internal compass which motivates and guides how people navigate the worlfd.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help people develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised people as social beings, theorising that self-concept is a reflection of the responses and evaluations of others within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals people pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate people to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that a person's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on peoples' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, people are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). However, it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). People  with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how people behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how people understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

[[Motivation and emotion/Book/2010/Self-concept|Self-concept]] is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides people in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings, and behaviour. Consider self-concept an internal compass which motivates and guides how people navigate the worlfd.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help people develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised people as social beings, theorising that self-concept is a reflection of the responses and evaluations of others within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).  

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals people pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate people to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that a person's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on peoples' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, people are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 3; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 3.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 4; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 4.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). However, it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). People  with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how people behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how people understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. {{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
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Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

Higgins, E. T., Shah, J., &amp; Friedman, R. (1997). Emotional responses to goal attainment: Strength of regulatory focus as moderator. ''Journal of Personality and Social Psychology, 72''(3), 515–525. https://doi.org/10.1037/0022-3514.72.3.515

Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

James, W. (1892). The self. In W. James (Ed.), ''Psychology: Briefer course'' (pp. 176–216). Macmillan and Co. https://doi.org/10.1037/11630-012

Lietz, R., Whittaker, S., &amp; Su, N. M. (2026). ‘It meant something about who I am’: What the lived experience of failure teaches us about designing for goal setting. ''Behaviour &amp; Information Technology,'' 1–27. https://doi.org/10.1080/0144929X.2026.2711023  

MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

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Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

[[Motivation and emotion/Book/2010/Self-concept|Self-concept]] is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides people in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings, and behaviour. Consider self-concept an internal compass which motivates and guides how people navigate the worlfd.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help people develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised people as social beings, theorising that self-concept is a reflection of the responses and evaluations of others within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Because people are motivated to maintain a socially valued identity, they often pursue behaviours that reinforce how they see themselves and how they wish others to see them. For example, a student who sees themselves as intelligent may study harder to maintain that identity.  

Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals people pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate people to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that a person's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on peoples' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, people are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 3; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 3.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). However, it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 4). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). People  with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how people behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how people understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. Ash, in our scenario, trains because not training would be inconsistent with her identity as a swimmer. Her desire to maintain congruence between behaviour and self-concept motivates her persistence even when the activity and demands are hard.{{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
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Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sinclair Swimming.JPG|right|thumb|180px|'''Figure 1'''. Ash is a competitive swimmer and swims daily.]]

;Scenario

Ash is a swimmer training for a national competition. Being &quot;a swimmer&quot; is the first thing Ash thinks of when she’s asked to describe herself and she’s eager to succeed in the upcoming competition. Ash wakes up at 4:00 a.m. every morning to swim four kilometres (see Figure 1). Her friend Riley is always surprised by how Ash wakes up so early and swims so much. Why is Ash able to do this when many would find this a struggle?
{{RoundBoxBottom}}

[[Motivation and emotion/Book/2010/Self-concept|Self-concept]] is an individual's understanding of who they are and how they feel about themselves. This includes a complex system of attitudes, beliefs and judgements about oneself. Self-concept guides people in answering the question “who am I?” (Wehrle &amp; Fasbender, 2018). But its importance extends beyond that. Self-concept influences thinking, feelings, and behaviour. Consider self-concept an internal compass which motivates and guides how people navigate the worlfd.  

For Ash in the case study, being a swimmer is core to her self-concept, and succeeding in the upcoming swimming competition is an important self-concept-driven goal. This guides and motivates her behaviour of swimming early every morning.  

This chapter explores how the understanding of oneself influences what one is motivated to do and examines how what one repeatedly does subsequently shapes self-concept. Understanding this reciprocal relationship can help people develop motivation around meaningful identities while reducing the risk that failure becomes a threat to personal worth.{{RoundBoxTop|theme=3}}
'''Focus questions'''

*What is self-concept? 
*How does self-concept influence motivation? 
*How does motivation shape self-concept?{{RoundBoxBottom}}

== Understanding self-concept ==
Self-concept is a cognitive framework containing a system of self-knowledge. It is related to but unique from many of the popular “self-” constructs such as [[self-esteem]], [[w:Self-efficacy|self-efficacy]], and [[w:Self-image|self-image]]. Although each self-concept-relevant theory approaches the construct differently, several common properties emerge and provide the foundation for understanding its motivational effects (see Table 1; Marsh et al., 2019).  

[[wikipedia:William_James|James]] (1892) conceptualised the self as having two separate parts: “I”, the subjective thinker and “knower”, and “me” the material, social and “known” self. Cooley's (1902) [[wikipedia:Looking-glass_self|looking-glass self theory]] later emphasised people as social beings, theorising that self-concept is a reflection of the responses and evaluations of others within one’s environment. [[w:Self-discrepancy_theory|Self-discrepancy theory]] (Higgins, 1987) and [[w:Regulatory_focus_theory|regulatory focus theory]] (Higgins, 1997) adopt these conceptualisations of the self as socially influenced and multi-faceted. Identity-based motivation theory and the multidimensional model (Marsh et al., 1992) further develop that self-concept is multifaceted and dynamic, with different parts of the self influencing different behaviours. Because people are motivated to maintain a socially valued identity, they often pursue behaviours that reinforce how they see themselves and how they wish others to see them. For example, a student who sees themselves as intelligent may study harder to maintain that identity.  

Together, these theories explain several mechanisms linking self-concept and motivation (see Table 1).

'''Table 1'''

''Self-Concept Properties, Theories of Origin and Their Significance for Motivation''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Property
!Theory
!Significance for motivation
|-
|'''Descriptive  '''
|Self-discrepancy theory, regulatory focus theory
|Identity beliefs influence goals and expectations
|-
|'''Socially developed'''
|The looking glass self, self-discrepancy theory
|Social feedback influences which behaviours are pursued  
|-
|'''Dynamic'''
|Multidimensional model, identity-based motivation theory
|Self-concept changes situationally and with experience
|-
|'''Multidimensional'''
|Multidimensional model
|Different aspects of the self motivate different behaviours
|-
|'''Hierarchical  '''
|Multidimensional model
|General and specific domains of the self influence each other and different behaviours
|}

== How does self-concept influence motivation? ==
Like self-concept, motivation is multidimensional, ubiquitous and central to human behaviour (Bandhu et al., 2024). This creates an interesting intersection of properties; self-concept and motivation both influence which goals people pursue and responses to difficulty. This section explores how self-concept influences motivation.  

=== Self-discrepancy and regulatory focus theory: How the self directs and energises behaviour ===

Higgins' (1987) [[w:Self-discrepancy_theory|self-discrepancy theory]] proposes that people have three representations of the self: the actual (who one is), ideal (who one wants to become) and ought self (who one believes others want them to be; see Table 2). Ideal and ought representations of the self set standards for one to strive toward, thus laying a framework for goal-direction. 

Discrepancies between parts of the self cause emotional vulnerabilities which also generate motivation (see Table 2). Actual/ideal self-discrepancies result in dejection-related emotions (e.g. frustration, dissatisfaction; Higgins, 1987). Actual/ought self-discrepancies result in agitation-related emotions (e.g. anxiety, guilt). The greater the discrepancy, the greater the emotional discomfort and thus motivation to reduce the discrepancy (Higgins, 1989). Meta-analytic findings support that greater discrepancies result in more negative emotions (Mason et al., 2019). However, Mason et al. (2019) found that actual/ideal and actual/ought self-discrepancies both correlated with dejection- and agitation-related emotions, contrary to self-discrepancy theory's proposition. Further, while the negative emotions resulting from discrepancies are proposed to motivate people to change behaviour and reduce discrepancies, MacIntyre and Vincze (2017) suggest positive emotions have greater motivating strength than negative emotions. This suggests that while self-concepts provide frameworks for goal selection and energise behaviour, self-discrepancies may not be the most significant emotional sources of motivation.   

'''Table 2'''   

''Dimensions of the Self and Emotional Effects of Discrepancies''   
{| class=&quot;wikitable&quot;
!Self dimension
!Examples
!Emotional effect of discrepancy with actual self
|-
|Actual
|Daily behaviours, beliefs
| -
|-
|Ideal
|Dreams, aspirations
|Dejection-related emotions
|-
|Ought
|Duties, obligations
|Agitation-related emotions
|}[[w:Regulatory_focus_theory|Regulatory focus theory]] (Higgins, 1997) expands self-discrepancy theory to suggest different self-representations produce different motivational orientations. Ideal-self goals create a promotion focus, whereby one is motivated to seek positive outcomes (see Table 3). Ought-self goals create a prevention focus, whereby one is motivated to avoid negative outcomes. These regulatory focuses both positively correlated with intrinsic motivation in Wang et al.'s (2021) study of adolescent task engagement. However, promotion focus positively correlated with creativity and an innovative cognitive style, whereas a prevention focus negatively correlated with an innovative cognitive style and was characterised by error avoidance. This shows that while both promotion and prevention orientations generate self-sustained motivation, they result in different approaches to tasks.                   

'''Table 3''' 

''Self-concept's Motivational Mechanisms''
{| class=&quot;wikitable&quot;
|+
!Self-discrepancy
!Motivational focus
!Motivational mechanism
!Task approach
|-
|Actual-ideal
|Promotion
|Seek positive outcomes
|Creativity, innovation
|-
|Actual-ought
|Prevention
|Avoid negative outcomes
|Reduced innovation, error avoidance
|}
Together, self-discrepancy and regulatory focus theories suggest that a person's perceived distance from a valued self can create motivational pressure to change. Different discrepancies generate different emotions, which energise behaviour, and different thinking styles, which impact goal engagement. Thus, what motivates each person and how they subsequently behave depends on peoples' self-concepts.

=== Identity-based motivation theory: How identities shape goal engagement ===
Oyserman’s (2024) [[wikipedia:Identity_based_motivation|identity-based motivation theory]] explains that active identities change interpretations of difficulty and thus influence motivation. The theory proposes that situations influence which aspects of self-concept are active and thus influence behaviour. When behaviour is congruent with one’s active identity, challenges in completing that behaviour are interpreted as evidence the behaviour is important (Oyserman, 2015). This is because identity-congruent behaviours provide information about who one is and who one wants to become, making difficulty meaningful rather than discouraging (Oyserman, 2024). Incongruent actions that have the same challenges are interpreted as pointless. Together, this means that identities mediate motivation and help goal selection through the process of difficulty interpretation (Oyserman, 2024).   

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash is finding her long training sessions for the upcoming swimming competition difficult. However, when she's training, her future-self identity as an Olympic swimmer is active and helps her interpret this as a meaningful challenge. For her non-swimmer friend, Riley, these difficulties may be interpreted as evidence swimming is not for them.{{RoundBoxBottom}}

Illustrating the motivating role of the self-concept within this framework, Nurra and Oyserman (2018) found that motivation to pursue future identity-relevant goals in school children, and subsequent achievement, was influenced by how children thought about their future selves. Students were primed to think of their adult-self as near or far. Students in the adult-self-is-near group achieved significantly higher final grades than the adult-self-is-far group. These findings indicate that closely identifying with one’s future self and seeing that future self as attainable can motivate goal attainment. Together, these results support identity-based motivation theory and detail that self-concept drives behaviour by defining desirable outcomes and shaping how challenges and opportunities are interpreted. 

=== Self-worth contingencies: How self-concept can undermine motivation ===

The theories and research discussed so far optimistically show how self-concept facilitates motivation. However, self-concept can also undermine motivation, through self-worth contingencies. [[wikipedia:Contingent_self-esteem#Self-esteem_and_contingent_self-worth|Self-worth contingencies]] refer to the standards one feels they must meet to have value as a person (Showers et al., 2015). For individuals who have highly contingent self-worth, goal attainment is closely tied to their self-concept, meaning failure threatens their self-concept. Contingent self-worth motivates pursuit of success for domains that are important for one's self-worth, but can result in avoidant behaviour and strong responses to failure. {{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''What are self-worth contingencies?'''
|type=&quot;()&quot;} 

- How you feel about yourself
+ Standards people feel they must meet to have value as a person
- Skills needed to be successful
- The ways people compare themselves to others
&lt;/quiz&gt;{{RoundBoxBottom}}

Lietz et al. (2026) qualitatively studied 17 participants' identity-shaped goals and found that failing to achieve these goals resulted in negative and severe emotional responses. Further, participants tended to attribute failure to personal shortcomings, due to how closely held the goal was to their self-concept. This resulted in reduced motivation to reattempt, or blind pursuit of the same goal without re-examining the approach (Lietz et al., 2026). This is consistent with [[Motivation and emotion/Book/2024/Attribution theory and emotion|attribution theory]] (Weiner, 1985), which suggests that causal thinking processes, whereby one attributes outcomes to stable, uncontrollable factors, results in low motivation. Attributional styles affect self-evaluations and thus can undermine motivation when failure is attributed to stable aspects of the self (Bandhu et al., 2024). This can cause maladaptive behaviours to emerge.  

One such response to the threat of failure is self-handicapping. [[w:Self-handicapping|Self-handicapping]] involves creating obstacles to one's own goal so that failure may not be self-attributed (Török &amp; Szabó, 2018). A handicap generates a plausible external explanation for an outcome other than the self. This indicates that a handicapper is willing to increase the probability of failure to protect their self-concept, demonstrating that self-concept can impact motivation by hindering goal pursuit (Coudevylle et al., 2020).

{{RoundBoxTop|theme=3}}'''Case study comprehension check:'''
Ash cares a lot about succeeding in her swimming competition. To protect her self-concept as a successful swimmer, Ash may feign a mild illness at the competition so that any failure is attributed to her illness, rather than her competence.  {{RoundBoxBottom}}

Illustrating the causes of self-handicapping, Schwinger et al. (2022) found a medium negative correlation between general self-evaluations and self-handicapping and a medium positive correlation between fear of failure and self-handicapping. With more negative general self-evaluations and greater fear of failure, people are more likely to self-handicap, highlighting self-concept as an antecedent to self-handicapping. However, in this study, general, rather than domain-specific measures were used. According to the multidimensional model, self-concept is a hierarchical multi-faceted construct and more specific self-concepts are more closely related to actual behaviour (see Figure 2; Marsh et al., 2019). Accordingly, future research should investigate domain-specific measures of self-concept and fear of failure to illustrate their direct influence on self-handicapping and task motivation.[[File:Multidimensional model of self-concept diagram.png|thumb|600x600px|'''Figure 2.''' The hierarchical multidimensional model of self-concept (Marsh et al., 2019).|center]]Repeatedly self-handicapping as motivated by threats to the self-concept may further threaten self-concept (Schwinger et al., 2022). Recurrent self-handicapping may result in patterns of underperformance which may become incorporated into one's self-concept. This is consistent with reciprocal models of self-concept development, wherein self-concept-motivated behaviours can form patterns which reciprocally shape self-concept; these will be explored later in this chapter. 

Self-handicapping demonstrates that self-concept-driven motivation is not always directed towards achieving valued outcomes. Protecting self-worth can become more important than goal engagement. Together, this research suggests self-concept can act both as a motivational resource, and a motivational vulnerability.  

{{RoundBoxTop|theme=9}}'''Intervention application: Reduce self-threat'''
As illustrated by self-handicapping, holding success as a contingency for self-worth can be damaging (Showers et al., 2015). Thus, interventions can improve wellbeing by deemphasising the extent self-worth depends on outcomes. Promoting self-compassion, diverse positive self-concept domains, self-concept flexibility, and growth-oriented interpretations of failure may therefore improve both wellbeing and motivation.{{RoundBoxBottom}}

== How does motivation shape self-concept? ==
The research and theories discussed so far have detailed how self-concept directs and motivates behaviour. The following section explores how, and whether, this relationship works in reverse.  

=== Self-determination theory: How internalising motivation shapes self-concept ===

[[Self-determination theory]] (Ryan &amp; Deci, 2020) proposes motivation exists on a continuum of self-determination, ranging from externally to increasingly internally regulated behaviour. The continuum consists of external, introjected, identified, integrated, and intrinsic regulation. These motivation types are influenced by three innate needs: competence, autonomy, and relatedness (see Figure 3; Ryan &amp; Deci, 2020). Understanding the progression of these needs and motivation types can provide insight into how motivational processes influence self-concept.
[[File:Self-determination theory psychological needs.jpg|center|thumb|450x450px|'''Figure 3.''' Self-determination theory proposes that autonomy, competence and relatedness support autonomous motivation.]]
Intrinsic motivation refers to autonomous behaviours completed for enjoyment (see Table 4; Morris et al., 2022). Extrinsic motivation involves engaging in behaviour for an outcome separable from the activity itself (Morris et al., 2022). Its regulation ranges from externally controlled to personally valued and fully integrated. How self-determined one's motivations are depends on the extent to which one has internalised the values, beliefs and perceptions of the behaviour into their self-concept. Meeting the needs of competence, autonomy and relatedness supports motivations to become progressively internalised, and behaviour increasingly self-endorsed (Chiu, 2023). However, it should be noted that this process does not necessarily occur in a fixed sequence. 

This illustrates how self-concept and motivation reciprocally form one another. The degree to which one identifies with a behaviour shapes their motivation to engage with the behaviour; when needs are met, motivated behaviours and psychological processes shape the self-concept (Van den Broeck et al., 2021). This internalisation process helps explain how Ash came to identify as a swimmer (see Table 4).  

'''Table 4'''

''Applying Self-Determination Theory to Ash's Motivation and Self-Concept Development''
{| class=&quot;wikitable&quot; style=&quot;margin: auto;&quot;
!Type of motivation 
!Ash's circumstances  
!Mechanism 
|-
|External regulation 
|Ash received a lollipop after swimming lessons.  
|Non-self-determined drive.  
|-
|Introjected regulation 
|Ash wants her parents to think she is dedicated to swimming. 
|Partially internalised extrinsic motivation, low self-determination.  
|-
|Identified regulation 
|Swimming becomes important to Ash as she starts feeling like a good swimmer (competence) and drives herself to training (autonomy).  
|More internalised and self-determined. 
|-
|Integrated regulation 
|Ash starts to identify as a swimmer and with her swim team (relatedness).  
|Fully integrated into self-concept. Highly self-determined but performed for valued outcome not enjoyment. 
|-
|Intrinsic motivation 
|After the swimming competition, Ash continues swimming for the joy of it.  
|Fully autonomous motivation for enjoyment. 
|}
Chiu (2023) provided compelling evidence for how motivation shapes self-concept within the context of self-determination theory. In their study, 342 Hong Kong high school students completed STEM activities taught using a standard teaching approach or a self-determination theory teaching method, focusing on supporting needs of autonomy, competence and relatedness (see Figure 3). Self-report measures reflected that the needs-supporting teaching approach increased students' feelings of autonomy, competence and relatedness; and, consequently, increased STEM identity and interest. This supports a developmental pathway of self-determination theory whereby fulfilling core psychological needs promotes more autonomous motivation and thus develops one's identity.  

Further supporting this relationship, Yip et al.'s (2024) longitudinal study of 236 anti-poverty activists who completed self-reported social attitudes and personality measures at two timepoints found that increases in self-determined motivations positively correlated with group identification. However, non-self-determined motivations, such as external regulation, did not correlate with group identification. This suggests that self-determined motivation facilitates the incorporation of behaviour and group membership into one's self-concept.  

Together, self-determination theory suggests self-concepts develop as values and behaviours are progressively internalised. Ash was not initially motivated because she identified as a swimmer. Her repeated engagement in swimming and fulfilment of psychological needs gradually transformed swimming into part of her identity. This demonstrates that motivation can be a mechanism through which self-concept develops and is not simply a motivating force.
{{RoundBoxTop|theme=11|title=Quiz}} &lt;quiz display=simple&gt; 
'''Which statement best reflects how motivation shapes self-concept?'''
|type=&quot;()&quot;} 

- People are only motivated to engage in behaviours that are part of their self-concept.
- Self-concept does not change through motivational processes.
+ Repeated engagement with a behaviour and satisfaction of psychological needs gradually makes a behaviour part of one's self-concept.
&lt;/quiz&gt;{{RoundBoxBottom}}

=== The reciprocal effects model: The cyclical process of motivation and self-concept development ===

The reciprocal effects model proposes that self-concept and achievement reinforce one another over time (Marsh et al., 2018). People  with stronger self-concepts tend to achieve more highly, while achievement experiences subsequently shape self-concept. Motivation plays an important role in this process, by influencing how people behave toward achievement experiences.  

There is a growing body of research investigating this model. For example, Sewasew et al.'s (2018) longitudinal study with 2,342 German high schoolers demonstrated mathematics self-concept was positively correlated with mathematics achievement. Their study highlighted a mutually dependent relationship between academic self-concept and achievement, each mediated by motivation. However, Garn and Shen's (2015) longitudinal study of 329 participants' self-concept and motivation for exercise found motivational needs (autonomy, competence, and relatedness) posited by self-determination theory (Ryan &amp; Deci, 2022) did not predict physical self-concept at follow-ups. Physical self-concept was only supported as an antecedent to exercise motivation. This result conflicts the reciprocal effects model and Sewasew et al.'s (2018) results, which may be a reflection of the different self-concept domains examined, mathematics versus physical self-concept. This may indicate that reciprocal effects are domain specific; the multidimensional model suggests academic and physical self-concepts function independently, meaning findings from one domain may not generalise to another (Marsh et al., 2019). Thus, future research should directly compare the reciprocal relationship between self-concept and motivation within different domains.  

Similarly, Sorjonen et al. (2024) reanalysed meta-analytic results which had provided evidence for the reciprocal effects model. Sorjonen et al. (2024) found that conclusions about the longitudinal relationship between achievement and academic self-concept changed depending on the statistical model used. Hübner et al.'s (2023) support for the reciprocal effects model was also inconsistent between statistical models. This may indicate a spurious correlation that undermines the credibility of the reciprocal effects model. 

Taken together, these findings suggest that achievement can shape self-concept, but the strength and direction of this relationship may depend on the domain being examined and the methodological approach used. Although the reciprocal effects model remains influential, current evidence indicates that the relationship between motivation, achievement, and self-concept is more complex than originally proposed. 

== Conclusion ==
Self-concept is a multidimensional and socially developed framework of beliefs about oneself which acts as a guiding compass. Self-concept shapes motivation by determining which goals feel meaningful, attainable and identity-consistent through processes of self-discrepancy, difficulty interpretation and self-worth contingencies. Self-discrepancy theory explains how distance from valued selves can create motivational pressure for change and identity-based motivation theory explains how active identities change the meaning of difficulty, whereas self-worth contingencies can undermine motivation. Together, these theories detail how self-concept influences goal direction and engagement and provide insight that motivation-improving interventions should consider targeting how people understand themselves rather than solely targeting behaviours.  

Motivation may also influence self-concept. Self-determination theory details that motivation and subsequent behaviours form self-concept through internalisation processes when psychological needs are met. However, inconsistent support for the reciprocal effects model indicates that the extent to which motivation reshapes self-concept may vary across domains and statistical models.  

{{RoundBoxTop|theme=3}}
'''Take-home message'''

With self-concept and motivation inherently linked, who one believes they are shapes the goals they pursue, while motivations, behaviours, and experiences continually reshape who one becomes. Ash, in our scenario, trains because not training would be inconsistent with her identity as a swimmer. Her desire to maintain congruence between behaviour and self-concept motivates her persistence even when the activity and demands are hard.{{RoundBoxBottom}}
{{RoundBoxTop|theme=11|title=Quiz}}&lt;quiz display=simple&gt;
{'''Chapter comprehension check quiz:'''
Ash wakes up at 4:00 a.m. each day to train because being a swimmer is a central part of her identity. According to the chapter, what best explains Ash's motivation?
|type=&quot;()&quot;}

+Self-concept acts as an internal compass that guides goals and behaviour.
-Motivation is caused only by external rewards and punishment.
-Self-concept remains fixed and has little influence on actions.
&lt;/quiz&gt;
{{RoundBoxBottom}}

== See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
* [[Motivation and emotion/Book/2019/Self-concept clarity|Self-concept clarity]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Book chapter, 2014)
== References ==
{{Hanging indent|Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., &amp; Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. ''Acta Psychologica, 244'', 104177. https://doi.org/10.1016/j.actpsy.2024.104177   

Chiu, T.K. (2023). Using self-determination theory (SDT) to explain student STEM interest and identity development. ''Instructional Science, 52'', 89–107. https://doi.org/10.1007/s11251-023-09642-8  

Cooley, C. H. (1902). The looking-glass self. ''The production of reality: Essays and readings on social interaction, 6''(1902), 126–28.

Coudevylle, G. R., Boulley-Escriva, G., Finez, L., Eugène, K., &amp; Robin, N. (2020). An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories. ''Educational Psychology, 40''(8), 1002–1021. https://doi.org/10.1080/01443410.2020.1746237 

Garn, A., &amp; Shen, B. (2015). Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects? ''International Journal of Sport and Exercise Psychology, 13''(2), 169–181. https://doi.org/10.1080/1612197X.2014.940994  

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. ''Psychological Review, 94''(3), 319.

Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer?. In ''Advances in experimental social psychology'' (Vol. 22, pp. 93–136). Academic Press.

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Hübner, N., Wagner, W., Zitzmann, S., &amp; Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. ''Educational Psychology Review, 35'', 6. https://doi.org/10.1007/s10648-023-09724-6  

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MacIntyre, P. D., &amp; Vincze, L. (2017). Positive and negative emotions in motivation for second language learning. ''Studies in Second Language Learning and Teaching, 7''(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4

Marsh, H. W., Byrne, B. M., &amp; Shavelson, R. J. (1992). A multidimensional, hierarchical self-concept. In T. M. Brinthaupt &amp; R. P. Lipka (Eds.), ''The self: Definitional and methodological issues'' (pp. 44–95). State University of New York Press.

Marsh, H. W., Martin, A. J., Yeung, A. S., &amp; Craven, R. G. (2018). Chapter 6: Competence self-perceptions. In A. J. Elliot, C. S. Dweck, &amp; D. S. Yeager (Eds.), ''Handbook of competence and motivation: Theory and application'' (pp. 85–115). Guilford Publications.  

Marsh, H. W., Seaton, M., Dicke, T., Parker, P. D., &amp; Horwood, M. S. (2019). The centrality of academic self-concept to motivation and learning. In K. A. Renninger, &amp; S. E. Hidi (Eds.), ''The Cambridge handbook of motivation and learning'' (pp. 36–62). Cambridge University Press. https://doi.org/10.1017/9781316823279.004  

Mason, T. B., Smith, K. E., Engwall, A., Lass, A., Mead, M., Sorby, M., Bjorlie, K., Strauman, T. J., &amp; Wonderlich, S. (2019). Self-discrepancy theory as a transdiagnostic framework: A meta-analysis of self-discrepancy and psychopathology. ''Psychological Bulletin, 145''(4), 372–389. https://doi.org/10.1037/bul0000186

Morris, L. S., Grehl, M. M., Rutter, S. B., Mehta, M., &amp; Westwater, M. L. (2022). On what motivates us: A detailed review of intrinsic v. extrinsic motivation. ''Psychological Medicine, 52''(10), 1801–1816. https://doi.org/10.1017/S0033291722001611

Nurra, C., &amp; Oyserman, D. (2018). From future self to current action: An identity-based motivation perspective. ''Self and Identity, 17''(3), 343-364. https://doi.org/10.1080/15298868.2017.1375003  

Oyserman, D. (2015). Identity-based motivation. ''Emerging Trends in the Social and Behavioral Sciences, 38'', 1–11. https://doi.org/10.1002/9781118900772.etrds0171  

Oyserman, D. (2024), Identity-based motivation and the motivational consequences of difficulty. ''Social and Personality Psychology Compass, 18'', e70028. https://doi.org/10.1111/spc3.70028  

Ryan, R. M., &amp; Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860  

Ryan, R. M., &amp; Deci, E. L. (2022). Self-determination theory. In F. Maggino (Ed.), ''Encyclopedia of quality of life and well-being research'' (pp. 1–7). Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_2630-2  

Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., &amp; Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. ''Journal of Educational Psychology, 114''(3), 576–596. https://doi.org/10.1037/edu0000706  

Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., &amp; Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success. ''Educational Psychology, 34''(1), 49–72. https://doi.org/10.1080/01443410.2013.825232  

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., &amp; Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. ''Contemporary Educational Psychology, 54'', 55–65. https://doi.org/10.1016/j.cedpsych.2018.05.003  

Showers, C. J., Ditzfeld, C. P., &amp; Zeigler-Hill, V. (2015). Self-concept structure and the quality of self-knowledge. ''Journal of Personality, 83''(5), 535-551. https://doi.org/10.1111/jopy.12130  

Sorjonen, K., Ingre, M., Melin, B., &amp; Nilsonne, G. (2024). Questioning the reciprocal effects model of academic self-concept and achievement: A reanalysis of a meta-analysis of longitudinal studies and a simulation. ''Sage Open, 14''(4). https://doi.org/10.1177/21582440241292826  

Török, L., &amp; Szabó, Z. P. (2018). The theory of self-handicapping: Forms, influencing factors and measurement. ''Ceskoslovenska Psychologie, 62''(2), 173-188.  

Van Den Broeck, A., Howard, J. L., Van Vaerenbergh, Y., Leroy, H., &amp; Gagné, M. (2021). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. ''Organizational Psychology Review, 11''(3), 240–273. https://doi.org/10.1177/20413866211006173  

Wang, L., Cui, Y., Wang, X., Wang, J., Du, K., &amp; Luo, Z. (2021). Regulatory focus, motivation, and their relationship with creativity among adolescents. ''Frontiers in Psychology, 12'', 666071. https://doi.org/10.3389/fpsyg.2021.666071

Wehrle, K., &amp; Fasbender, U. (2018). Self-concept. In Zeigler-Hill, V., &amp; Shackelford, T. (Eds.), ''Encyclopedia of personality and individual differences'' (pp. 1–5). Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_2001-1  

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548  

Yip, L., Thomas, E. F., Amiot, C., Louis, W. R., &amp; McGarty, C. (2024). Autonomous motives foster sustained commitment to action: Integrating self-determination theory and the social identity approach. ''Personality and Social Psychology Bulletin, 50''(5), 750–765. https://doi.org/10.1177/01461672221148396  }}
== External links ==
* [https://rickhanson.com/being-well-podcast-self-concept-the-secret-to-changing-who-you-are/ Being well podcast: Self-concept: The secret to changing WHO you are] (Being Well Podcast)
* [https://www.youtube.com/watch?v=Nck7lP-6C2g Unlocking success: The power of self-efficacy and self-concept]  (TEDx Talks)
* [https://www.ted.com/talks/anil_ananthaswamy_where_does_your_sense_of_self_come_from_a_scientific_look Where does your sense of self come from? A scientific look] (TEDx Talks)
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      <text bytes="8088" sha1="ghf9r9g1vncix14w9ym3gxtxw4hgp2v" xml:space="preserve">== About me ==
Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work.  

=== Work experience ===
* '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role,  I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&amp;gad_campaignid=21934835275&amp;gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&amp;gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. 

* '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. 

=== Hobbies ===
* [[wikipedia:Oil_painting|Oil painting]]
* Figure drawing
* Running
* Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club]
* Travelling

== Book chapter ==
The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question &quot;How does self-concept relate to motivation?&quot; I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour.

== Social contributions ==
My approach for social contributions has been to edit or comment on a peer's page every time I work on my own book chapter. My hope is that this approach helps me stay engaged with others' ideas and contribute as regularly to others' work as I do my own.   
# I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic.
# In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&amp;diff=2824208&amp;oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading.
# I went through the topics others have chosen and the topic “Empathy and jury decision-making&quot; caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development.
# To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&amp;diff=1265404333&amp;oldid=1265404322 created a diagram and uploaded it to Wikimedia].
# I looked through the book chapter &quot;Empathy and jury decision-making&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&amp;diff=2826959&amp;oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical.
# I read the book chapter &quot;Falling in love&quot; and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic.
# I read the book chapter &quot;Charismatic leadership and follower motivation&quot; and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation.
# To connect with others also writing 'self-' related chapters, I read the book chapter &quot;Possible selves and goal pursuit&quot;. I identified areas which may require more research and [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#c-U3253363-20260909032900-Jshottt-20260827141800|posted on their discussion forum]] some of the research I have been using which could be relevant to their chapter.
# I reviewed the book chapter &quot;Love styles and relationship satisfaction&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FLove_styles_and_relationship_satisfaction&amp;diff=2832497&amp;oldid=2759229 made stylistic and grammatical edits throughout,] in particular I fixed capitalisation to sentence casing in headings and fixed the broken Wiki links.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216?entry_id=816875 suggested an easy and new way to check your chapter's word count] in a Canvas discussion board.
# In reviewing a chapter of interest to me, Volunteer counsellor motivation: Difference between revisions, I noticed the scenario being used did not involve a made up person or factual story, it instead had an introduction to a theory. To help the author catch the reader's attention, I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_counsellor_motivation&amp;diff=2833605&amp;oldid=2832761 added a suggestion for a scenario] which involves a concrete case and a real person to help the reader connect immediately with the chapter.
# I read the drafted book chapter called Body neutrality and emotional wellbeing and noticed headings need to be [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBody_neutrality_and_emotional_well-being&amp;diff=2833988&amp;oldid=2830006 adjusted to sentence case,] so I assisted the author by fixing this up.
# To better illustrate goal orientation theory when I reference it in my book chapter, I tried [[c:File:Mastery_versus_performance_orientation_illustration.jpg|making a diagram using Gemini and uploaded it to WikiMedia]].
# I tried searching for a clipart-style image to support readers' understanding of self-determination theory's psychological needs but could not find one. So, I used [[c:File:Self-determination_theory_psychological_needs.jpg|Gemini to help me create a diagram and uploaded it to WikiMedia]].
# I read the textbook chapter Relatedness motivation in self-determination theory and noticed the scenario warranted a few minor edits for readability, so [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRelatedness_motivation_in_self-determination_theory&amp;diff=2834093&amp;oldid=2833064 I made some wording adjustments and added a more complete caption] to the scenario figure.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 invited feedback on my book chapter via the Canvas discussion] forum and committed to returning feedback to all who provide feedback on my book chapter.
# I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2023%2FGuided_meditation_and_emotion_regulation&amp;diff=2834575&amp;oldid=2757490 fixed in-text citation errors] in the textbook chapter Guided meditation and emotion regulation to ensure they were APA 7 style.</text>
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      <text bytes="8617" sha1="4ezvfwc2o87tbu7n734rvj3f0dzklti" xml:space="preserve">== About me ==
Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work.  

=== Work experience ===
* '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role,  I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&amp;gad_campaignid=21934835275&amp;gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&amp;gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. 

* '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. 

=== Hobbies ===
* [[wikipedia:Oil_painting|Oil painting]]
* Figure drawing
* Running
* Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club]
* Travelling

== Book chapter ==
The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question &quot;How does self-concept relate to motivation?&quot; I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour.

== Social contributions ==
My approach for social contributions has been to edit or comment on a peer's page every time I work on my own book chapter. My hope is that this approach helps me stay engaged with others' ideas and contribute as regularly to others' work as I do my own.   
# I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic.
# In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&amp;diff=2824208&amp;oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading.
# I went through the topics others have chosen and the topic “Empathy and jury decision-making&quot; caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development.
# To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&amp;diff=1265404333&amp;oldid=1265404322 created a diagram and uploaded it to Wikimedia].
# I looked through the book chapter &quot;Empathy and jury decision-making&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&amp;diff=2826959&amp;oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical.
# I read the book chapter &quot;Falling in love&quot; and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic.
# I read the book chapter &quot;Charismatic leadership and follower motivation&quot; and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation.
# To connect with others also writing 'self-' related chapters, I read the book chapter &quot;Possible selves and goal pursuit&quot;. I identified areas which may require more research and [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#c-U3253363-20260909032900-Jshottt-20260827141800|posted on their discussion forum]] some of the research I have been using which could be relevant to their chapter.
# I reviewed the book chapter &quot;Love styles and relationship satisfaction&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FLove_styles_and_relationship_satisfaction&amp;diff=2832497&amp;oldid=2759229 made stylistic and grammatical edits throughout,] in particular I fixed capitalisation to sentence casing in headings and fixed the broken Wiki links.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216?entry_id=816875 suggested an easy and new way to check your chapter's word count] in a Canvas discussion board.
# In reviewing a chapter of interest to me, Volunteer counsellor motivation: Difference between revisions, I noticed the scenario being used did not involve a made up person or factual story, it instead had an introduction to a theory. To help the author catch the reader's attention, I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_counsellor_motivation&amp;diff=2833605&amp;oldid=2832761 added a suggestion for a scenario] which involves a concrete case and a real person to help the reader connect immediately with the chapter.
# I read the drafted book chapter called Body neutrality and emotional wellbeing and noticed headings need to be [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBody_neutrality_and_emotional_well-being&amp;diff=2833988&amp;oldid=2830006 adjusted to sentence case,] so I assisted the author by fixing this up.
# To better illustrate goal orientation theory when I reference it in my book chapter, I tried [[c:File:Mastery_versus_performance_orientation_illustration.jpg|making a diagram using Gemini and uploaded it to WikiMedia]].
# I tried searching for a clipart-style image to support readers' understanding of self-determination theory's psychological needs but could not find one. So, I used [[c:File:Self-determination_theory_psychological_needs.jpg|Gemini to help me create a diagram and uploaded it to WikiMedia]].
# I read the textbook chapter Relatedness motivation in self-determination theory and noticed the scenario warranted a few minor edits for readability, so [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRelatedness_motivation_in_self-determination_theory&amp;diff=2834093&amp;oldid=2833064 I made some wording adjustments and added a more complete caption] to the scenario figure.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 invited feedback on my book chapter via the Canvas discussion] forum and committed to returning feedback to all who provide feedback on my book chapter.
# I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2023%2FGuided_meditation_and_emotion_regulation&amp;diff=2834575&amp;oldid=2757490 fixed in-text citation errors] in the textbook chapter Guided meditation and emotion regulation to ensure they were APA 7 style.
# After inviting feedback on my book chapter, I in turn gave feedback to someone who reviewed my chapter, via their chapter's [[Talk:Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#c-U3253363-20260927103400-Feedback|discussion forum]]. 
# I also [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FImmersive_therapy_for_PTSD_treatment&amp;diff=2834661&amp;oldid=2834467 made direct edits] in Immersive therapy for PTSD treatment to improve readability and I added inter-Wiki links.</text>
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      <text bytes="8855" sha1="cqnv6yqawnvx2z8e3l5pe3d0oyxkdk3" xml:space="preserve">== About me ==
Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work.  

=== Work experience ===
* '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role,  I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&amp;gad_campaignid=21934835275&amp;gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&amp;gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. 

* '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. 

=== Hobbies ===
* [[wikipedia:Oil_painting|Oil painting]]
* Figure drawing
* Running
* Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club]
* Travelling

== Book chapter ==
The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question &quot;How does self-concept relate to motivation?&quot; I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour.

== Social contributions ==
My approach for social contributions has been to edit or comment on a peer's page every time I work on my own book chapter. My hope is that this approach helps me stay engaged with others' ideas and contribute as regularly to others' work as I do my own.   
# I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic.
# In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&amp;diff=2824208&amp;oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading.
# I went through the topics others have chosen and the topic “Empathy and jury decision-making&quot; caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development.
# To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&amp;diff=1265404333&amp;oldid=1265404322 created a diagram and uploaded it to Wikimedia].
# I looked through the book chapter &quot;Empathy and jury decision-making&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&amp;diff=2826959&amp;oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical.
# I read the book chapter &quot;Falling in love&quot; and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic.
# I read the book chapter &quot;Charismatic leadership and follower motivation&quot; and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation.
# To connect with others also writing 'self-' related chapters, I read the book chapter &quot;Possible selves and goal pursuit&quot;. I identified areas which may require more research and [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#c-U3253363-20260909032900-Jshottt-20260827141800|posted on their discussion forum]] some of the research I have been using which could be relevant to their chapter.
# I reviewed the book chapter &quot;Love styles and relationship satisfaction&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FLove_styles_and_relationship_satisfaction&amp;diff=2832497&amp;oldid=2759229 made stylistic and grammatical edits throughout,] in particular I fixed capitalisation to sentence casing in headings and fixed the broken Wiki links.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216?entry_id=816875 suggested an easy and new way to check your chapter's word count] in a Canvas discussion board.
# In reviewing a chapter of interest to me, Volunteer counsellor motivation: Difference between revisions, I noticed the scenario being used did not involve a made up person or factual story, it instead had an introduction to a theory. To help the author catch the reader's attention, I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_counsellor_motivation&amp;diff=2833605&amp;oldid=2832761 added a suggestion for a scenario] which involves a concrete case and a real person to help the reader connect immediately with the chapter.
# I read the drafted book chapter called Body neutrality and emotional wellbeing and noticed headings need to be [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBody_neutrality_and_emotional_well-being&amp;diff=2833988&amp;oldid=2830006 adjusted to sentence case,] so I assisted the author by fixing this up.
# To better illustrate goal orientation theory when I reference it in my book chapter, I tried [[c:File:Mastery_versus_performance_orientation_illustration.jpg|making a diagram using Gemini and uploaded it to WikiMedia]].
# I tried searching for a clipart-style image to support readers' understanding of self-determination theory's psychological needs but could not find one. So, I used [[c:File:Self-determination_theory_psychological_needs.jpg|Gemini to help me create a diagram and uploaded it to WikiMedia]].
# I read the textbook chapter Relatedness motivation in self-determination theory and noticed the scenario warranted a few minor edits for readability, so [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRelatedness_motivation_in_self-determination_theory&amp;diff=2834093&amp;oldid=2833064 I made some wording adjustments and added a more complete caption] to the scenario figure.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 invited feedback on my book chapter via the Canvas discussion] forum and committed to returning feedback to all who provide feedback on my book chapter.
# I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2023%2FGuided_meditation_and_emotion_regulation&amp;diff=2834575&amp;oldid=2757490 fixed in-text citation errors] in the textbook chapter Guided meditation and emotion regulation to ensure they were APA 7 style.
# After inviting feedback on my book chapter, I in turn gave feedback to someone who reviewed my chapter, via their chapter's [[Talk:Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#c-U3253363-20260927103400-Feedback|discussion forum]]. 
# I also [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FImmersive_therapy_for_PTSD_treatment&amp;diff=2834661&amp;oldid=2834467 made direct edits] in Immersive therapy for PTSD treatment to improve readability and I added inter-Wiki links.
# I engaged with someone who provided feedback on my chapter via [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438?entry_id=821481 Canvas discussions] to thank them and notify them I had left some edits in exchange.</text>
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      <text bytes="9109" sha1="02cqy6qzx5a3cu3hxaf44xbi1onzzvx" xml:space="preserve">== About me ==
Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work.  

=== Work experience ===
* '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role,  I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&amp;gad_campaignid=21934835275&amp;gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&amp;gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. 

* '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. 

=== Hobbies ===
* [[wikipedia:Oil_painting|Oil painting]]
* Figure drawing
* Running
* Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club]
* Travelling

== Book chapter ==
The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question &quot;How does self-concept relate to motivation?&quot; I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour.

== Social contributions ==
My approach for social contributions has been to edit or comment on a peer's page every time I work on my own book chapter. My hope is that this approach helps me stay engaged with others' ideas and contribute as regularly to others' work as I do my own.   
# I engaged with conversations in a [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=804001 discussion post] on Canvas about topics of interest within motivation and emotion. My goal with this post was to take inititative by being an early contributor to help build a sense of comfort and normality amongst the group. I also hope by posting some topics of interest, others may feel inspired by these focus areas, thus helping them choose their book chapter topic.
# In familiarising myself with Wikiversity, I read the Spirituality and resilience 2025 book chapter. I noticed the writing required edits for readability, so I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FSpirituality_and_resilience&amp;diff=2824208&amp;oldid=2774009 edited the first two paragraphs] of the overview. I fixed spelling, grammar, and wording issues. This is an important fix to help capture the reader’s attention and demonstrate credibility when the audience begins reading.
# I went through the topics others have chosen and the topic “Empathy and jury decision-making&quot; caught my attention. I [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making#Exploring_empathy_within_similar_contexts commented] on this book chapter with some additional ideas from my own passion about researching empathy to support this students’ topic development.
# To better illustrate the multidimensional model of self-concept Marsh et al. (1992), which I refer to in my book chapter, I [https://commons.wikimedia.org/w/index.php?title=File%3AMultidimensional_model_of_self-concept_diagram.png&amp;diff=1265404333&amp;oldid=1265404322 created a diagram and uploaded it to Wikimedia].
# I looked through the book chapter &quot;Empathy and jury decision-making&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FEmpathy_and_jury_decision-making&amp;diff=2826959&amp;oldid=2824982 made edits] to the ordering of citations within a bracket in the conclusion to ensure they were alphabetical.
# I read the book chapter &quot;Falling in love&quot; and [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FFalling_in_love#Interesting_theories_to_incorporate suggested a few theories and angles to explore] within this fascinating topic.
# I read the book chapter &quot;Charismatic leadership and follower motivation&quot; and [[Talk:Motivation and emotion/Book/2026/Charismatic leadership and follower motivation#Interesting real-life case study to consider incorporating|suggested exploring the Jonestown cult]] as a real life case study to give insight into the extreme side of charismatic leadership and follower motivation.
# To connect with others also writing 'self-' related chapters, I read the book chapter &quot;Possible selves and goal pursuit&quot;. I identified areas which may require more research and [[Talk:Motivation and emotion/Book/2026/Possible selves and goal pursuit#c-U3253363-20260909032900-Jshottt-20260827141800|posted on their discussion forum]] some of the research I have been using which could be relevant to their chapter.
# I reviewed the book chapter &quot;Love styles and relationship satisfaction&quot; and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FLove_styles_and_relationship_satisfaction&amp;diff=2832497&amp;oldid=2759229 made stylistic and grammatical edits throughout,] in particular I fixed capitalisation to sentence casing in headings and fixed the broken Wiki links.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216?entry_id=816875 suggested an easy and new way to check your chapter's word count] in a Canvas discussion board.
# In reviewing a chapter of interest to me, Volunteer counsellor motivation: Difference between revisions, I noticed the scenario being used did not involve a made up person or factual story, it instead had an introduction to a theory. To help the author catch the reader's attention, I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FVolunteer_counsellor_motivation&amp;diff=2833605&amp;oldid=2832761 added a suggestion for a scenario] which involves a concrete case and a real person to help the reader connect immediately with the chapter.
# I read the drafted book chapter called Body neutrality and emotional wellbeing and noticed headings need to be [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBody_neutrality_and_emotional_well-being&amp;diff=2833988&amp;oldid=2830006 adjusted to sentence case,] so I assisted the author by fixing this up.
# To better illustrate goal orientation theory when I reference it in my book chapter, I tried [[c:File:Mastery_versus_performance_orientation_illustration.jpg|making a diagram using Gemini and uploaded it to WikiMedia]].
# I tried searching for a clipart-style image to support readers' understanding of self-determination theory's psychological needs but could not find one. So, I used [[c:File:Self-determination_theory_psychological_needs.jpg|Gemini to help me create a diagram and uploaded it to WikiMedia]].
# I read the textbook chapter Relatedness motivation in self-determination theory and noticed the scenario warranted a few minor edits for readability, so [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FRelatedness_motivation_in_self-determination_theory&amp;diff=2834093&amp;oldid=2833064 I made some wording adjustments and added a more complete caption] to the scenario figure.
# I [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 invited feedback on my book chapter via the Canvas discussion] forum and committed to returning feedback to all who provide feedback on my book chapter.
# I [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2023%2FGuided_meditation_and_emotion_regulation&amp;diff=2834575&amp;oldid=2757490 fixed in-text citation errors] in the textbook chapter Guided meditation and emotion regulation to ensure they were APA 7 style.
# After inviting feedback on my book chapter, I in turn gave feedback to someone who reviewed my chapter, via their chapter's [[Talk:Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment#c-U3253363-20260927103400-Feedback|discussion forum]]. 
# I also [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FImmersive_therapy_for_PTSD_treatment&amp;diff=2834661&amp;oldid=2834467 made direct edits] in Immersive therapy for PTSD treatment to improve readability and I added inter-Wiki links.
# I engaged with someone who provided feedback on my chapter via [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438?entry_id=821481 Canvas discussions] to thank them and notify them I had left some edits in exchange.
# After inviting feedback on my book chapter, I in turn [[Talk:Motivation and emotion/Book/2026/Empathy and jury decision-making#c-U3253363-20260927110400-Feedback|gave feedback]] to someone who reviewed my chapter, via their chapter's discussion forum.</text>
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__TOC__

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

{{RoundBoxBottom}}
 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions (see Figure 1).

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life (see Figure 2).[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.
==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping. ('''research source linking emotion perception/awareness with emotional functioning or wellbeing.)'''
==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do. Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. '''[ research source examining emotional understanding and wellbeing/regulation.]'''

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing. People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. '''[Add  emotion-regulation/EI source here.]'''
* Examine how EI may influence responses to stressful situations.
* Discuss appraisal and coping strategies.
* Consider emotional recovery and resilience.
* Connect effective coping with emotional wellbeing.

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. '''[Add research connecting EI with relationship quality/social support and wellbeing.]'''
* Explain how EI may help people recognise other people's emotions.
* Discuss emotional communication.
* Examine interpersonal conflict and relationship management.
* Consider whether stronger relationships and social support provide another pathway between EI and wellbeing.

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing. '''[ evidence comparing perception with other EI branches.]'''

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed. Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. [ comparative branch-level evidence here.]

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes. [Add branch-level research.
* Discuss understanding the causes and consequences of emotions.
* Consider emotional complexity and changes in emotional states.
* Examine how understanding emotions may support coping and regulation.

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

== Figures ==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 3'''. Example of an image with a descriptive caption.]]
* Use figures to illustrate concepts, add interest, and to serve as examples
* Figures can show photos, diagrams, graphs, video, audio, etc.
* Embed figures throughout the chapter, starting with the scenario in the Overview section
* Caption figures (use '''Figure #'''. and explain the relevance of the image to the text)
* Images must be embedded from [[commons:|Wikimedia Commons]]
* Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed
* Cite each figure at least once in the main text (e.g., see Figure 2)

==Learning features==
;Scenarios
* Scenarios, case studies, or examples describe concepts in action
* Can be real or fictional; if real, provide citations
* Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
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{{anchor|Feature box}}
;Feature boxes
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** [[#Scenarios|Scenarios]], case studies, or examples
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** Tips
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;Embedded links
* When key words are introduced, use [[Help:Links|interwiki links]] to:
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** Related book chapters (e.g., &quot;If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]&quot;)

{{anchor|Tables}}
;Tables
* Use to tables to organise and summarise information
* Cite each table at least once in the main text (e.g., see Table 1)
* Tables should be captioned
* [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted

;
;
'''Quizzes'''
* Using one or two quiz questions for each main section is better than a long quiz at the end
* Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages
* Ask easy rather than hard questions
* Different types of quiz questions are possible; see [[Help:Quiz|Quiz]]

==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
* Recommended length: 150 to 330 words

{{tip|Suggestions for this section:
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}}

==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
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* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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* Only select links to major internal resources about the topic
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}}

==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Barbash, E. H. (2015). Emotional intelligence in professional psychology doctoral students: A cross-sectional study (Publication No. 3724176) [Doctoral dissertation, The Florida State University]. ProQuest Dissertations and Theses Global.https://www.proquest.com/psychology/docview/1725144779/3E4CE21A1D6E4E64PQ/1?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Carfagno, N. (2020). The factor structures of ability and trait emotional intelligences relative to general intelligence and personality. Proquest.Com. https://www.proquest.com/psychology/docview/2466049130/3E4CE21A1D6E4E64PQ/4?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Givon, E., Itzhak-Raz, A., Danieli, G., Karmon-Presser, A., &amp; Meiran, N. (2020, March). How Does the Emotional Experience Evolve? Feeling Generation as Evidence Accumulation. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/3yqigdmzyv?route=details

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Llamas-Díaz, D., Cabello, R., Megías-Robles, A., &amp; Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925–938. PubMed. https://doi.org/10.1002/jad.12075

Luna, L. M. B., Vilar, M. M., Soto, C. M., &amp; Santiago, J. L. C. (2021). Emotional intelligence measures: A systematic review. Healthcare, 9(12). https://doi.org/10.3390/healthcare9121696

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann, C., Double, K. S., &amp; Clarke, I. E. (2022). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Frontiers in Psychology, 13, 835819. https://doi.org/10.3389/fpsyg.2022.835819

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Robinson, T. J., &amp; Zell, E. (2026). Robust associations of emotional intelligence with human flourishing: A second-order meta-analysis. Proceedings of the National Academy of Sciences of the United States of America, 123(19), e2532963123. https://doi.org/10.1073/pnas.2532963123

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Salovey, P., &amp; Grewal, D. (2005). The Science of Emotional Intelligence. Current Directions in Psychological Science : A Journal of the American Psychological Society, 14(6), 281–285. https://doi.org/10.1111/j.0963-7214.2005.00381

Xu, X., Pang, W., &amp; Xia, M. (2021, December). Are emotionally intelligent people happier? A meta‐analysis of the relationship between emotional intelligence and subjective well‐being using Chinese samples. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/cwosfaeugr?route=details
Villanueva, L., Prado-Gascó, V., &amp; Montoya-Castilla, I. (2020). Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. Journal of Health Psychology, 27(2), 135910532095160. https://doi.org/10.1177/1359105320951605

Zomer, L. (2012a). The relationships among emotional intelligence, gender, coping strategies, and well-being in the management of stress in close interpersonal relationships and the workplace [Master's thesis, University of Toronto]. https://www.proquest.com/openview/723018a77700f5c01e4992096ca8f1fa/1?pq-origsite=gscholar&amp;cbl=18750

}}

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* Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]:
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** &lt;nowiki&gt;{{Hanging indent|1= the full list of references}}&lt;/nowiki&gt;
* Important aspects of APA referencing style
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==External links==
Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [https://www.ted.com/talks/maximilian_park_emotional_intelligence_from_a_teenage_perspective Emotional Intelligence From a Teenage Perspective]
* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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__TOC__

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

{{RoundBoxBottom}}
 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions (see Figure 1).

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life (see Figure 2).[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.
==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021)

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do. Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. '''[ research source examining emotional understanding and wellbeing/regulation.]'''

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing. People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. '''[Add  emotion-regulation/EI source here.]'''
* Examine how EI may influence responses to stressful situations.
* Discuss appraisal and coping strategies.
* Consider emotional recovery and resilience.
* Connect effective coping with emotional wellbeing.

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. '''[Add research connecting EI with relationship quality/social support and wellbeing.]'''
* Explain how EI may help people recognise other people's emotions.
* Discuss emotional communication.
* Examine interpersonal conflict and relationship management.
* Consider whether stronger relationships and social support provide another pathway between EI and wellbeing.

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing. '''[ evidence comparing perception with other EI branches.]'''

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed. Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. [ comparative branch-level evidence here.]

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes. [Add branch-level research.
* Discuss understanding the causes and consequences of emotions.
* Consider emotional complexity and changes in emotional states.
* Examine how understanding emotions may support coping and regulation.

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

== Figures ==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 3'''. Example of an image with a descriptive caption.]]
* Use figures to illustrate concepts, add interest, and to serve as examples
* Figures can show photos, diagrams, graphs, video, audio, etc.
* Embed figures throughout the chapter, starting with the scenario in the Overview section
* Caption figures (use '''Figure #'''. and explain the relevance of the image to the text)
* Images must be embedded from [[commons:|Wikimedia Commons]]
* Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed
* Cite each figure at least once in the main text (e.g., see Figure 2)

==Learning features==
;Scenarios
* Scenarios, case studies, or examples describe concepts in action
* Can be real or fictional; if real, provide citations
* Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
* Present using [[#Feature boxes|feature boxes]]

{{anchor|Feature box}}
;Feature boxes
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* Consider using feature boxes for:
** [[#Scenarios|Scenarios]], case studies, or examples
** Focus questions
** Tips
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;Embedded links
* When key words are introduced, use [[Help:Links|interwiki links]] to:
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** Related book chapters (e.g., &quot;If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]&quot;)

{{anchor|Tables}}
;Tables
* Use to tables to organise and summarise information
* Cite each table at least once in the main text (e.g., see Table 1)
* Tables should be captioned
* [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted

;
;
'''Quizzes'''
* Using one or two quiz questions for each main section is better than a long quiz at the end
* Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages
* Ask easy rather than hard questions
* Different types of quiz questions are possible; see [[Help:Quiz|Quiz]]

==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
* Recommended length: 150 to 330 words

{{tip|Suggestions for this section:
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}}

==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
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* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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* Only select links to major internal resources about the topic
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}}

==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Barbash, E. H. (2015). Emotional intelligence in professional psychology doctoral students: A cross-sectional study (Publication No. 3724176) [Doctoral dissertation, The Florida State University]. ProQuest Dissertations and Theses Global.https://www.proquest.com/psychology/docview/1725144779/3E4CE21A1D6E4E64PQ/1?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Carfagno, N. (2020). The factor structures of ability and trait emotional intelligences relative to general intelligence and personality. Proquest.Com. https://www.proquest.com/psychology/docview/2466049130/3E4CE21A1D6E4E64PQ/4?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Givon, E., Itzhak-Raz, A., Danieli, G., Karmon-Presser, A., &amp; Meiran, N. (2020, March). How Does the Emotional Experience Evolve? Feeling Generation as Evidence Accumulation. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/3yqigdmzyv?route=details

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Llamas-Díaz, D., Cabello, R., Megías-Robles, A., &amp; Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925–938. PubMed. https://doi.org/10.1002/jad.12075

Luna, L. M. B., Vilar, M. M., Soto, C. M., &amp; Santiago, J. L. C. (2021). Emotional intelligence measures: A systematic review. Healthcare, 9(12). https://doi.org/10.3390/healthcare9121696

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann, C., Double, K. S., &amp; Clarke, I. E. (2022). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Frontiers in Psychology, 13, 835819. https://doi.org/10.3389/fpsyg.2022.835819

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Robinson, T. J., &amp; Zell, E. (2026). Robust associations of emotional intelligence with human flourishing: A second-order meta-analysis. Proceedings of the National Academy of Sciences of the United States of America, 123(19), e2532963123. https://doi.org/10.1073/pnas.2532963123

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Salovey, P., &amp; Grewal, D. (2005). The Science of Emotional Intelligence. Current Directions in Psychological Science : A Journal of the American Psychological Society, 14(6), 281–285. https://doi.org/10.1111/j.0963-7214.2005.00381

Xu, X., Pang, W., &amp; Xia, M. (2021, December). Are emotionally intelligent people happier? A meta‐analysis of the relationship between emotional intelligence and subjective well‐being using Chinese samples. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/cwosfaeugr?route=details
Villanueva, L., Prado-Gascó, V., &amp; Montoya-Castilla, I. (2020). Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. Journal of Health Psychology, 27(2), 135910532095160. https://doi.org/10.1177/1359105320951605

Zomer, L. (2012a). The relationships among emotional intelligence, gender, coping strategies, and well-being in the management of stress in close interpersonal relationships and the workplace [Master's thesis, University of Toronto]. https://www.proquest.com/openview/723018a77700f5c01e4992096ca8f1fa/1?pq-origsite=gscholar&amp;cbl=18750

}}

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* Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]:
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==External links==
Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [https://www.ted.com/talks/maximilian_park_emotional_intelligence_from_a_teenage_perspective Emotional Intelligence From a Teenage Perspective]
* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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__TOC__

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

{{RoundBoxBottom}}
 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions (see Figure 1).

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life (see Figure 2).[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.
==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021)

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do. Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. '''[ research source examining emotional understanding and wellbeing/regulation.]'''

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing. People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. '''[Add  emotion-regulation/EI source here.]'''
* Examine how EI may influence responses to stressful situations.
* Discuss appraisal and coping strategies.
* Consider emotional recovery and resilience.
* Connect effective coping with emotional wellbeing.

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. '''[Add research connecting EI with relationship quality/social support and wellbeing.]'''
* Explain how EI may help people recognise other people's emotions.
* Discuss emotional communication.
* Examine interpersonal conflict and relationship management.
* Consider whether stronger relationships and social support provide another pathway between EI and wellbeing.

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing. '''[ evidence comparing perception with other EI branches.]'''

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed. Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. [ comparative branch-level evidence here.]

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes. [Add branch-level research.
* Discuss understanding the causes and consequences of emotions.
* Consider emotional complexity and changes in emotional states.
* Examine how understanding emotions may support coping and regulation.

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

== Figures ==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 3'''. Example of an image with a descriptive caption.]]
* Use figures to illustrate concepts, add interest, and to serve as examples
* Figures can show photos, diagrams, graphs, video, audio, etc.
* Embed figures throughout the chapter, starting with the scenario in the Overview section
* Caption figures (use '''Figure #'''. and explain the relevance of the image to the text)
* Images must be embedded from [[commons:|Wikimedia Commons]]
* Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed
* Cite each figure at least once in the main text (e.g., see Figure 2)

==Learning features==
;Scenarios
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{{anchor|Feature box}}
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;Embedded links
* When key words are introduced, use [[Help:Links|interwiki links]] to:
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** Related book chapters (e.g., &quot;If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]&quot;)

{{anchor|Tables}}
;Tables
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* Tables should be captioned
* [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted

;
;
'''Quizzes'''
* Using one or two quiz questions for each main section is better than a long quiz at the end
* Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages
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* Different types of quiz questions are possible; see [[Help:Quiz|Quiz]]

==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
* Recommended length: 150 to 330 words

{{tip|Suggestions for this section:
* What is the answer to the sub-title question based on psychological theory and research?
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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}}

==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Barbash, E. H. (2015). Emotional intelligence in professional psychology doctoral students: A cross-sectional study (Publication No. 3724176) [Doctoral dissertation, The Florida State University]. ProQuest Dissertations and Theses Global.https://www.proquest.com/psychology/docview/1725144779/3E4CE21A1D6E4E64PQ/1?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Carfagno, N. (2020). The factor structures of ability and trait emotional intelligences relative to general intelligence and personality. Proquest.Com. https://www.proquest.com/psychology/docview/2466049130/3E4CE21A1D6E4E64PQ/4?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Givon, E., Itzhak-Raz, A., Danieli, G., Karmon-Presser, A., &amp; Meiran, N. (2020, March). How Does the Emotional Experience Evolve? Feeling Generation as Evidence Accumulation. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/3yqigdmzyv?route=details

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Llamas-Díaz, D., Cabello, R., Megías-Robles, A., &amp; Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925–938. PubMed. https://doi.org/10.1002/jad.12075

Luna, L. M. B., Vilar, M. M., Soto, C. M., &amp; Santiago, J. L. C. (2021). Emotional intelligence measures: A systematic review. Healthcare, 9(12). https://doi.org/10.3390/healthcare9121696

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann, C., Double, K. S., &amp; Clarke, I. E. (2022). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Frontiers in Psychology, 13, 835819. https://doi.org/10.3389/fpsyg.2022.835819

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Robinson, T. J., &amp; Zell, E. (2026). Robust associations of emotional intelligence with human flourishing: A second-order meta-analysis. Proceedings of the National Academy of Sciences of the United States of America, 123(19), e2532963123. https://doi.org/10.1073/pnas.2532963123

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Salovey, P., &amp; Grewal, D. (2005). The Science of Emotional Intelligence. Current Directions in Psychological Science : A Journal of the American Psychological Society, 14(6), 281–285. https://doi.org/10.1111/j.0963-7214.2005.00381

Xu, X., Pang, W., &amp; Xia, M. (2021, December). Are emotionally intelligent people happier? A meta‐analysis of the relationship between emotional intelligence and subjective well‐being using Chinese samples. Canberra.Edu.Au. https://research-ebsco-com.ezproxy.canberra.edu.au/c/aprr63/viewer/pdf/cwosfaeugr?route=details
Villanueva, L., Prado-Gascó, V., &amp; Montoya-Castilla, I. (2020). Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. Journal of Health Psychology, 27(2), 135910532095160. https://doi.org/10.1177/1359105320951605

Zomer, L. (2012a). The relationships among emotional intelligence, gender, coping strategies, and well-being in the management of stress in close interpersonal relationships and the workplace [Master's thesis, University of Toronto]. https://www.proquest.com/openview/723018a77700f5c01e4992096ca8f1fa/1?pq-origsite=gscholar&amp;cbl=18750

}}

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==External links==
Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [https://www.ted.com/talks/maximilian_park_emotional_intelligence_from_a_teenage_perspective Emotional Intelligence From a Teenage Perspective]
* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.
==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021)

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do. Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. '''[ research source examining emotional understanding and wellbeing/regulation.]'''

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing. People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. '''[Add  emotion-regulation/EI source here.]'''
* Examine how EI may influence responses to stressful situations.
* Discuss appraisal and coping strategies.
* Consider emotional recovery and resilience.
* Connect effective coping with emotional wellbeing.

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. '''[Add research connecting EI with relationship quality/social support and wellbeing.]'''
* Explain how EI may help people recognise other people's emotions.
* Discuss emotional communication.
* Examine interpersonal conflict and relationship management.
* Consider whether stronger relationships and social support provide another pathway between EI and wellbeing.

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing. '''[ evidence comparing perception with other EI branches.]'''

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed. Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. [ comparative branch-level evidence here.]

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes. [Add branch-level research.
* Discuss understanding the causes and consequences of emotions.
* Consider emotional complexity and changes in emotional states.
* Examine how understanding emotions may support coping and regulation.

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

== Figures ==
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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

}}

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==External links==
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* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

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== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.
==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021)

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

}}

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* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).
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==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).

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==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

}}

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[[Category:Motivation and emotion/Book/Emotional intelligence]]
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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

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== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).

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==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

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[[Category:Motivation and emotion/Book/Emotional intelligence]]
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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

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== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).
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==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

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Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

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[[Category:Motivation and emotion/Book/Emotional intelligence]]
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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies, rather than how well they perform on an objective test. It is usually measured through self-report questionnaires, similar to those used to assess personality traits. These questionnaires examine how people typically recognise, understand, and manage their emotions in everyday life. In contrast, performance-based tests aim to measure a person's emotional abilities by assessing how they respond to emotion-related tasks. However, the distinction is not always clear, as self-report questionnaires can still reflect genuine emotional skills, while performance-based tests may not always capture a person's full emotional ability.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. This helps explain why they are measured differently. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, assess emotional abilities using responses that can be evaluated against scoring criteria. However, deciding what counts as a correct emotional response can be difficult because emotional situations can be interpreted differently. Expert scoring relies on the judgements of selected experts, while consensus scoring reflects the responses most commonly given by a reference group (Chapman, 2005).

Trait EI avoids this particular scoring issue by focusing on people's perceptions rather than judging their responses as right or wrong. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence, which was developed from Salovey and Mayer's model (Chapman, 2005). However, self-report measures have their own limitations because people's perceptions of their emotional abilities may not always reflect their actual emotional performance.

This distinction is particularly important when examining emotional wellbeing. A person may believe that they manage their emotions effectively even when their behaviour suggests otherwise. For example, someone might believe they handle conflict well while regularly avoiding difficult conversations. Trait EI and emotional wellbeing are also often assessed using self-report questionnaires, meaning the way these constructs are measured may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).
{{RoundBoxTop|theme=3}}💡 Tip

When you experience a strong emotion, try identifying exactly what you are feeling rather than simply describing it as “good” or “bad.” For example, you might recognise that you are disappointed rather than embarrassed, or anxious rather than angry. This ability to identify emotions more precisely, known as emotional granularity, can help build emotional awareness and guide how you respond.{{RoundBoxBottom}}

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
* Recommended length: 150 to 330 words

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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

}}

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* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

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; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies rather than how they perform on an objective test. It is usually measured through self-report questionnaires that assess how people typically recognise, understand, and manage emotions. In contrast, performance-based tests assess emotional abilities through emotion-related tasks.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and Mayer-Salovey-Caruso Emotional Intelligence Test, assess responses using scoring criteria. However, determining a correct emotional response can be difficult because emotional situations may be interpreted differently. Expert scoring relies on selected experts, while consensus scoring reflects the responses of a reference group (Chapman, 2005).

Trait EI avoids this scoring issue by focusing on people's perceptions of their emotional abilities. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence (Chapman, 2005). However, people's perceptions of their emotional abilities may not always reflect their actual performance.

This distinction is important when examining emotional wellbeing. Someone may believe they manage emotions effectively even when their behaviour suggests otherwise. Trait EI and wellbeing are also often measured using self-report questionnaires, which may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).
{{RoundBoxTop|theme=3}}💡 Tip

When you experience a strong emotion, try identifying exactly what you are feeling rather than simply describing it as “good” or “bad.” For example, you might recognise that you are disappointed rather than embarrassed, or anxious rather than angry. This ability to identify emotions more precisely, known as emotional granularity, can help build emotional awareness and guide how you respond.{{RoundBoxBottom}}

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

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==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

}}

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* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

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[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Emotional intelligence]]
[[Category:Motivation and emotion/Book/Well-being]]</text>
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__TOC__

== Overview ==
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[[File:Sophie emotional regulation scenario.png|thumb|'''Figure 1.''' A university student pausing to regulate her emotions after receiving a disappointing grade, generated with ai ]]

'''Scenario'''

Imagine Sophie, a university student who has several assessments due while also dealing with conflict with a close friend. After receiving a disappointing mark, Sophie initially feels frustrated, embarrassed, and overwhelmed. Rather than immediately reacting, she recognises that disappointment and stress are influencing how she is thinking about the situation. She takes some time to regulate her emotions, considers why the result affected her so strongly, and later talks calmly with her friend about the conflict.

Another student experiencing the same circumstances might struggle to identify what they are feeling, become increasingly overwhelmed, or react impulsively.

Why might people respond so differently to similar emotional situations?

One possible explanation involves emotional intelligence the capacity to perceive, understand, use, and regulate emotion. Emotional intelligence may influence how people interpret and respond to emotional experiences and, consequently, their emotional wellbeing.

Emotional wellbeing involves more than simply experiencing positive emotions or avoiding negative ones. It concerns how people experience and manage emotions and their broader capacity to function psychologically.

Understanding the relationship between emotional intelligence and emotional wellbeing is important because difficult emotions are unavoidable. Psychological research can help explain whether emotionally intelligent abilities support wellbeing, which components of emotional intelligence may be particularly important, and the psychological processes that could explain this relationship.

{{RoundBoxBottom}}
 {{RoundBoxTop}}
; Focus questions
# What are emotional intelligence and emotional wellbeing? 
# What is the relationship between emotional intelligence and emotional wellbeing?
#How does emotional intelligence influence emotional wellbeing?
#Which components of emotional intelligence are particularly important for emotional wellbeing?
# How can emotional intelligence be developed to support emotional wellbeing?

{{RoundBoxBottom}}

== What are emotional intelligence and emotional wellbeing? ==
Emotional intelligence can play an important role in how people recognise, understand, and regulate their emotions. These emotional abilities may influence how people cope with difficult experiences and support their overall emotional wellbeing. However, EI is a complex construct, and different emotional abilities may contribute to wellbeing in different ways. Before examining this relationship, it is important to understand what psychologists mean by emotional intelligence and emotional wellbeing. One influential approach to emotional intelligence is Mayer and Salovey's ability model, which describes emotional intelligence through four related abilities: perceiving emotions, using emotions to support thinking, understanding emotions, and managing emotions see Figure 1.

Each branch may contribute to wellbeing in a different way. When people accurately notice emotions, they become more aware of what they and others are feeling. Using emotions to guide thinking can shape attention and judgement. Understanding emotions helps people make sense of why feelings arise and how they may change over time. Managing emotions involves regulating emotional responses, which may be particularly useful during difficult situations, such as when Sophie takes a moment to calm herself before talking to her friend.[[File:Model of emotional intelligence.png|thumb|'''Figure 1.''' ''Mayer and Salovey's Emotional Intelligence model'' |359x359px]]
=== Defining emotional wellbeing ===
Emotional wellbeing refers to people's emotional experiences and how they evaluate their lives. Psychological research often distinguishes between hedonic and eudaimonic approaches to wellbeing. Hedonic wellbeing focuses on experiences such as pleasure, enjoyment, and comfort, whereas eudaimonic wellbeing emphasises personal growth, meaning, and authenticity (Huta &amp; Waterman, 2014). Both approaches are important for understanding wellbeing, although researchers differ in how they define and measure these concepts.

Importantly, emotional wellbeing does not mean feeling happy or positive all the time. Negative emotions such as sadness, anger, anxiety, and disappointment are normal responses to difficult experiences. Chen et al. (2023) explain that adaptive stress responses can help people cope with stressful situations or adjust to challenges that cannot be resolved, whereas maladaptive responses can increase the risk of stress-related difficulties. This highlights why wellbeing involves more than simply experiencing positive emotions; how people respond to difficult experiences is also important.

Another approach to understanding wellbeing is Seligman's PERMA model, which identifies five elements of flourishing: positive emotion, engagement, relationships, meaning, and accomplishment (Al-Hendawi et al., 2024). Unlike approaches that focus mainly on emotional experiences, PERMA considers several aspects of a fulfilling life see Figure 2.[[File:ChatGPT Image Sep 26, 2026, 01 48 17 PM.png|thumb|335x335px|'''Figure 2.''' ''Seligman's PERMA model of wellbeing, consisting of positive emotion, engagement, relationships, meaning, and accomplishment. (AI generated)'' ]]&lt;quiz display=&quot;simple&quot;&gt;
Quiz 1. 
Which statement best describes emotional intelligence?
|type=&quot;()&quot;}
+ The ability to perceive, understand, use, and manage emotions.
- The ability to avoid experiencing negative emotions.
- The ability to remain happy in all situations.
- The ability to control the emotions of other people.
}
&lt;/quiz&gt;

=== Trait emotional intelligence ===
Trait EI focuses on how people perceive their own emotional abilities and tendencies rather than how they perform on an objective test. It is usually measured through self-report questionnaires that assess how people typically recognise, understand, and manage emotions. In contrast, performance-based tests assess emotional abilities through emotion-related tasks.

Chapman (2005) explains that trait EI is more closely related to personality, whereas ability EI is more closely associated with cognitive abilities. Performance-based measures, such as the Multifactor Emotional Intelligence Scale and Mayer-Salovey-Caruso Emotional Intelligence Test, assess responses using scoring criteria. However, determining a correct emotional response can be difficult because emotional situations may be interpreted differently. Expert scoring relies on selected experts, while consensus scoring reflects the responses of a reference group (Chapman, 2005).

Trait EI avoids this scoring issue by focusing on people's perceptions of their emotional abilities. Common self-report measures include the Trait Meta-Mood Scale and the 33-item Schutte Self-Report Inventory of Emotional Intelligence (Chapman, 2005). However, people's perceptions of their emotional abilities may not always reflect their actual performance.

This distinction is important when examining emotional wellbeing. Someone may believe they manage emotions effectively even when their behaviour suggests otherwise. Trait EI and wellbeing are also often measured using self-report questionnaires, which may influence the strength of the relationship observed between them (Sánchez-Álvarez et al., 2016).

== What is the relationship between emotional intelligence and emotional wellbeing? ==

=== Emotional intelligence and positive wellbeing ===
Research generally suggests that people with higher EI report greater subjective wellbeing. A meta-analysis of 25 studies involving more than 8,500 participants found a moderate positive association between EI and subjective wellbeing (''r'' = .32; Sánchez-Álvarez et al., 2016). This indicates that higher EI tends to be associated with greater subjective wellbeing, although the relationship is moderate rather than strong.

Importantly, the strength of the relationship depended on how EI was measured. The association was stronger for self-report measures that incorporated emotional and personality-related characteristics (''r'' = .38) than for performance-based measures (''r'' = .22). EI also showed a somewhat stronger relationship with life satisfaction (''r'' = .35) than with emotional experiences (''r'' = .29). These findings demonstrate why the way EI and wellbeing are defined and measured matters when interpreting their relationship (Sánchez-Álvarez et al., 2016).

However, these findings do not demonstrate that EI causes greater happiness or life satisfaction. People who already experience greater wellbeing may find it easier to perceive or manage emotions, while other characteristics, including personality, could potentially contribute to both EI and wellbeing.   

==== Emotional intelligence and negative wellbeing ====
EI has also been examined in relation to psychological distress and other negative outcomes. Martins et al. (2010) found that higher EI was associated with better health outcomes, including aspects of mental health. Research has also examined relationships between emotional abilities, emotion regulation, and symptoms of depression (Fernández-Berrocal &amp; Extremera, 2016).

Importantly, higher EI does not mean that someone will never experience negative emotions. Instead, emotional abilities may influence how people understand and respond to difficult emotions when they occur. Sophie's emotional abilities, for example, do not prevent her from feeling disappointed about her grade. They may instead help her recognise the emotion and choose how to respond to it.

===== Trait and ability emotional intelligence =====
Trait EI tends to show stronger associations with wellbeing than ability EI, which is typically assessed using performance-based measures. One possible explanation is that trait EI and wellbeing are often both assessed using self-report questionnaires. Similar measurement methods can contribute to stronger observed relationships between constructs.

Self-report measures also assess people's perceptions of their emotional abilities, which may not always correspond with their performance on emotional ability tasks. This makes the way EI is measured particularly important when interpreting its relationship with wellbeing

====== '''What does the evidence tell us?''' ======
Overall, research supports a positive association between emotional intelligence and wellbeing. Higher EI is generally associated with greater subjective wellbeing and lower psychological distress, although the strength of these relationships varies across studies. Associations also differ according to how EI is conceptualised and measured, with stronger relationships often reported for self-report measures than performance-based ability measures (Martins et al., 2010; Sánchez-Álvarez et al., 2016).

However, an association between EI and wellbeing does not demonstrate that EI directly causes better wellbeing. Much of this research is correlational, meaning the direction of the relationship cannot necessarily be established and other factors may contribute to both constructs. Differences between EI models and measurement approaches further complicate interpretation. Therefore, the evidence supports a relationship between EI and wellbeing, but stronger causal conclusions require research capable of examining whether changes in EI actually produce changes in wellbeing.

Finding an association also does not explain how EI and wellbeing are connected. Emotional awareness, emotional understanding, emotion regulation, coping with stress, and social relationships may provide possible pathways through which EI is associated with emotional wellbeing. 

== How does emotional intelligence influence emotional wellbeing? ==

=== Emotional awareness and perception ===
The relationship between emotional intelligence and wellbeing may be explained by several psychological processes. Emotional intelligence may help people recognise what they are feeling, understand why those emotions have occurred, regulate difficult emotional responses, and cope more effectively with stressful situations. It may also support communication and relationships with others. Rather than working separately, these processes are likely to interact and may help explain why people with higher emotional intelligence often report greater wellbeing.

==== Emotional awareness and perception ====
Recognising emotions is an important first step in responding to them effectively. Being able to identify whether a person is feeling anxious, angry, disappointed, or overwhelmed can provide useful information about what is happening and what they may need to do next. For example, recognising feelings of anxiety before an assessment may help a student identify the source of their stress and decide whether they need to prepare further, seek support, or use a strategy to manage their anxiety.

Difficulty recognising emotions may make it harder to respond appropriately. A person who interprets anxiety as anger, for example, may react to a situation differently than someone who accurately understands what they are experiencing. Emotional awareness alone does not guarantee good emotional wellbeing, but it may provide the information needed for later processes such as emotional understanding, regulation, and coping (Lane &amp; Smith, 2021).
{{RoundBoxTop|theme=3}}💡 Tip

When you experience a strong emotion, try identifying exactly what you are feeling rather than simply describing it as “good” or “bad.” For example, you might recognise that you are disappointed rather than embarrassed, or anxious rather than angry. This ability to identify emotions more precisely, known as emotional granularity, can help build emotional awareness and guide how you respond.{{RoundBoxBottom}}

==== Understanding emotions ====
Emotional intelligence also involves understanding why emotions occur and how they may change over time. Emotional experiences are not always simple, and people can experience several emotions at once. Someone receiving critical feedback, for example, might simultaneously feel disappointed, embarrassed, and motivated to improve.

Understanding the causes and possible consequences of these emotions may help people choose more appropriate responses. Instead of immediately reacting to disappointment, a person who understands where the feeling comes from may be better able to consider the situation before deciding what to do (Tzieropoulos et al., 2011). Emotional understanding may therefore contribute to wellbeing indirectly by supporting more effective emotion regulation and coping. 

===== Emotion regulation =====
Emotion regulation refers to the ways people influence their emotional experiences and responses. Regulation does not necessarily mean removing or suppressing negative emotions. Instead, it can involve changing how a situation is interpreted, deciding how an emotion should be expressed, or choosing how to respond to it.

Different regulation strategies may have different consequences for wellbeing. Cognitive reappraisal, for example, involves changing the way a situation is interpreted in order to change its emotional impact. Suppression, in contrast, involves reducing the outward expression of an emotion without necessarily changing the underlying emotional experience. Emotional intelligence may help people identify which regulation strategy is appropriate for a particular situation rather than responding automatically. This may provide one explanation for the relationship between emotional intelligence and wellbeing ( MacCann  et al., 2026). People who are better able to recognise and understand their emotions may also be better positioned to regulate difficult emotional experiences. However, evidence is needed to establish whether emotion regulation actually explains, or mediates, the relationship between emotional intelligence and wellbeing rather than simply being associated with both. 

====== Coping with stress ======
Emotional intelligence may also influence how people respond to stressful experiences. Stress can produce difficult emotional responses such as tension, worry, and feelings of being overwhelmed. Chen et al. (2023) distinguish between adaptive responses that help people cope with or adjust to stressors and maladaptive responses that may interfere with functioning and increase the risk of stress-related difficulties.  

Emotional skills may be useful during this process because recognising and understanding an emotional response can help a person decide how to cope with the situation. Effective coping does not necessarily remove the stressor, particularly when a situation cannot be changed. Instead, people may need to adjust their response to it. Emotion regulation has also been identified as a resilience-related factor, further demonstrating the connection between emotional processes and responses to stress.

====== Social relationships and support ======
Emotional intelligence may also contribute to wellbeing through relationships with other people. Recognising another person's emotions can make it easier to understand their perspective, communicate appropriately, and respond to interpersonal difficulties. Managing one's own emotional responses may also be important during disagreements or emotionally challenging conversations.

These abilities could support stronger relationships and access to social support, providing another possible pathway between emotional intelligence and wellbeing. However, being able to recognise another person's emotions does not automatically lead to supportive or prosocial behaviour (Hidalgo-Fuentes et al., 2024).. Emotional abilities describe how effectively emotional information is processed, rather than whether that information will always be used positively. 

'''Figure 3.''' ''Possible pathways through which emotional intelligence may support emotional wellbeing.''

Emotional intelligence may contribute to emotional wellbeing through several interacting processes, including emotional awareness, emotional understanding, emotion regulation, coping with stress, and social functioning. These processes may influence one another rather than occurring in a simple step-by-step sequence.

== Which components of emotional intelligence are particularly important for emotional wellbeing? ==
Although emotional intelligence is often discussed as a single construct, Mayer and Salovey's ability model proposes several distinct emotional abilities. These components may not contribute equally to emotional wellbeing. Comparing emotion perception, using emotions, emotional understanding, and emotion management can therefore provide a clearer picture of which aspects of emotional intelligence may be particularly relevant to wellbeing.

=== Emotion perception ===
Emotion perception involves accurately recognising emotions in oneself and other people. This ability may contribute to wellbeing by helping individuals identify their emotional state and recognise emotional information in social situations. However, recognising an emotion does not necessarily mean that a person knows how to respond to it. Someone may accurately recognise that they are angry, for example, while still responding impulsively. Emotion perception may therefore provide an important foundation for emotional functioning without being sufficient on its own to support wellbeing (Carfagno, 2020). 

==== '''Using emotions''' ====
Using emotions involves drawing on emotional information to support thinking, attention, judgement, and decision-making. Different emotional states can influence what people notice and how they approach a problem. Being able to use this information may therefore help individuals adapt their thinking to different situations.

However, the relevance of this component to emotional wellbeing needs to be established through research rather than assumed (Blasco-Belled et al., 2019). Compared with emotion management, for example, using emotions may have a less direct connection with how people cope with distress or regulate difficult emotional experiences. 

==== Emotion understanding ====
Emotion understanding involves recognising the causes of emotions, distinguishing between related emotional states, and understanding how emotions can change or combine. This ability may help people make sense of complicated emotional experiences and anticipate how feelings might develop.

Understanding an emotion may also make it easier to choose an appropriate coping or regulation strategy. However, as with emotion perception, understanding an emotion does not guarantee that it will be managed effectively. Research comparing the different branches of emotional intelligence is therefore needed to determine whether emotional understanding has an independent relationship with wellbeing or primarily contributes through other emotional processes (Antonopoulou, 2024).

===== Emotion regulation and management =====
Emotion management may have a particularly direct connection with emotional wellbeing because it concerns how people respond to and regulate emotional experiences. Effective regulation could help people manage distress, maintain positive emotional functioning, and recover from stressful experiences. This does not mean eliminating negative emotions, but responding to them in ways that are appropriate to the situation.

However, emotion management should not automatically be considered the most important component of emotional intelligence. Its relative importance needs to be established by studies that compare it directly with perception, use, and understanding of emotions. Differences in how emotional intelligence and wellbeing are measured may also affect which component appears most strongly related to wellbeing (Blasco-Belled et al., 2019). 

====== Comparing the components ======
Overall, the four emotional abilities may contribute to wellbeing in different but connected ways. Perception provides information about emotional states, understanding helps make sense of that information, using emotions may support thinking and decision-making, and management concerns how emotional experiences are handled. Rather than functioning independently, these abilities may work together.

Determining whether one component is particularly important requires direct comparisons across the four branches. Evidence that emotion management is associated with wellbeing would not, by itself, demonstrate that it is more important than the other components. Differences between ability-based and self-report measures should also be considered when interpreting these findings.

'''Table 2.''' ''Components of emotional intelligence and their potential relevance to emotional wellbeing''
{| class=&quot;wikitable&quot;
|+
!EI component
!What it involves
!Potential relevance to wellbeing
|-
|Emotion perception
|Recognising emotions in oneself and others
|May support emotional awareness and identification of emotional needs
|-
|Using emotions
|Using emotional information to support thinking
|May influence attention, judgement, and problem-solving
|-
|Emotion understanding
|Understanding the causes, changes, and combinations of emotions
|May help people make sense of emotional experiences and select appropriate responses
|-
|Emotion management
|Regulating emotional responses in oneself and responding to others
|May support coping with difficult emotions and emotional functioning
|}

== How can emotional intelligence be developed to support emotional wellbeing? ==
If emotional intelligence contributes to wellbeing, an important practical question is whether these emotional abilities can be developed. Emotional intelligence interventions have attempted to improve skills such as emotional awareness, understanding emotions, emotion regulation, and interpersonal communication. However, evidence that EI can be improved does not necessarily mean that increasing EI will automatically improve emotional wellbeing.

=== Can emotional intelligence be developed? ===
Emotional intelligence is not necessarily a completely fixed characteristic. Training programs have attempted to develop emotional abilities through education, practice, feedback, and exercises focused on recognising and managing emotions. However, the effectiveness of training may depend on how emotional intelligence is conceptualised and measured. Changes in self-reported EI, for example, may indicate that people feel more confident in their emotional abilities without necessarily demonstrating equivalent improvements on performance-based measures.

Research evaluating EI interventions is therefore important for determining whether emotional abilities can genuinely be improved and whether any improvements continue after training has ended (Hodzic et al., 2017).

==== Emotional intelligence interventions ====
EI interventions may target several skills rather than emotional intelligence as a single ability. Activities can focus on recognising emotional cues, developing emotional vocabulary, understanding emotional triggers, considering other people's perspectives, practising emotion-regulation strategies, and improving emotional communication.

These approaches are particularly relevant to emotional wellbeing if improvements in emotional skills help people respond more effectively to stress and difficult emotional experiences. However, intervention studies need to examine more than whether EI scores increase. They should also assess whether changes are accompanied by meaningful improvements in wellbeing.

===== Do improvements in emotional intelligence improve wellbeing? =====
An important distinction is whether EI training improves emotional intelligence itself and whether those improvements subsequently lead to better wellbeing. An intervention could increase participants' knowledge about emotions without meaningfully changing their happiness, life satisfaction, stress, or emotional functioning.

Evidence that an intervention improves both EI and wellbeing would provide stronger support for a possible causal relationship than correlational studies showing that the two are associated. Even then, researchers need to consider whether improvements are maintained over time and whether changes in wellbeing are actually explained by increased emotional intelligence (Hodzic et al., 2018; Nadler et al., 2020). 

====== Limitations and practical implications ======
Although EI training may have practical value, its potential benefits should not be overstated. Emotional wellbeing is influenced by many personal, social, and environmental factors, and improving emotional skills cannot remove every source of stress or psychological difficulty. Differences between EI models, measurement methods, intervention designs, and participant groups can also make findings difficult to compare.

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==Conclusion==
Emotional wellbeing involves more than simply feeling happy or avoiding negative emotions. It also involves how people understand, respond to, and manage their emotional experiences. Overall, research suggests that higher emotional intelligence is associated with better indicators of wellbeing, although the strength of this relationship varies depending on how researchers define and measure emotional intelligence and wellbeing. Emotional awareness, understanding, regulation, stress coping, and interpersonal functioning may help explain why emotional intelligence relates to wellbeing. However, the different components of emotional intelligence may not contribute equally, and findings can differ between trait and ability models of EI. Research into affective intelligence interventions also suggests that some emotional abilities may be developed, creating possible opportunities to support wellbeing, although improvements in EI should not be assumed to automatically produce improvements in wellbeing.

Importantly, emotional intelligence should not be viewed as a guarantee or universal cause of emotional wellbeing. Wellbeing is influenced by many factors, and emotionally intelligent people will still experience stress, disappointment, conflict, and other difficult emotions. Sophie's situation demonstrates this distinction. Her emotional abilities do not prevent her from feeling disappointed or overwhelmed; instead, they may help her recognise what she is experiencing, understand why she feels that way, regulate her response, and choose behaviours that better support her wellbeing
* Recommended length: 150 to 330 words

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==See also==

* [[Emotional intelligence]]
* Emotional regulation
* [https://en.wikipedia.org/wiki/Subjective_well-being?wprov=srpw1_1 Subjective wellbeing] {{ic|Use internal link style as shown in Tutorial 2}}
* Psychological wellbeing
* Coping
* Stress
* Positive psychology

* [[Motivation and emotion/Book/2011/Emotional intelligence|Emotional intelligence]] (Book chapter, 2011)

* [[wikibooks:Foundations_of_Education_and_Instructional_Assessment/Effective_Teaching/Intelligence#Introduction_to_Emotional_Intelligence|How are all children smart?]] (Wikibooks)

* [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity)
* Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)

{{tip|Suggestions for this section:
* Only select links to major internal resources about the topic
* Include the source in parentheses
}}

==References==
This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

'''APA style example:'''

{{Hanging indent|1=

Antonopoulou, H. (2024, April 11). The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key... Technium Education and Humanities . ResearchGate. https://www.researchgate.net/publication/379764627_The_Value_of_Emotional_Intelligence_Self-Awareness_Self-Regulation_Motivation_and_Empathy_as_Key_Components

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., &amp; Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01909-0 

Blasco-Belled, A., Rogoza, R., Torrelles-Nadal, C., &amp; Alsinet, C. (2019). Emotional intelligence structure and its relationship with life satisfaction and happiness: New findings from the bifactor model. Journal of Happiness Studies, 21(6), 2031–2049. https://doi.org/10.1007/s10902-019-00167-x 

Chapman, B. P. (2005). Emotional intelligence at mid life: A cross sectional investigation of structural variance, social correlates, and relationship to established personality and ability taxonomies. Proquest.Com. https://www.proquest.com/psychology/docview/305400900/8D98674B36744231PQ/2?accountid=28889&amp;sourcetype=Dissertations%20&amp;%20Theses

Chen, C., Kotozaki , Y., Okubo , R., &amp; Nakagawa , S. (2023, July 13). Editorial: New insights into stress coping and resilience
. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC10374303/

Hidalgo-Fuentes, S., Martínez-Álvarez, I., Sospedra-Baeza, M. J., Martí-Vilar, M., Merino-Soto, C., &amp; Toledano-Toledano, F. (2024). Emotional intelligence and perceived social support: Its relationship with subjective well-being. Healthcare (Basel, Switzerland), 12(6), 634. https://doi.org/10.3390/healthcare12060634

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., &amp; Zenasni, F. (2017). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138–148. https://doi.org/10.1177/1754073917708613

Huta, V., &amp; Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of Happiness Studies, 15(6), 1425–1456. https://doi.org/10.1007/s10902-013-9485-0

Lane, R. D., &amp; Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042

Martins, A., Ramalho, N., &amp; Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49(6), 554–564. https://doi.org/10.1016/j.paid.2010.05.029 

MacCann , C.,  Double , K. S., &amp; E Clarke , I. (2026). Lower avoidant coping mediates the relationship of emotional intelligence with well-being and ill-being. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC9396212/

Nadler, R., Carswell , J., &amp; Minda, J. P. (2020, February). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Canberra.Edu.Au. https://pmc-ncbi-nlm-nih-gov.ezproxy.canberra.edu.au/articles/PMC7048000/

Sánchez-Álvarez, N., Extremera, N., &amp; Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276–285. https://doi.org/10.1080/17439760.2015.1058968

Tzieropoulos, H., Peralta, R. G. de, Bossaerts, P., &amp; Andino, S. L. G. (2011). The impact of disappointment in decision making: Inter-individual differences and electrical neuroimaging. Frontiers in Human Neuroscience, 4(235). https://doi.org/10.3389/fnhum.2010.00235

}}

{{tip|Suggestions for this section:
* Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]:
** Use &quot;Edit source&quot;
** &lt;nowiki&gt;{{Hanging indent|1= the full list of references}}&lt;/nowiki&gt;
* Important aspects of APA referencing style
** Author surname, followed by a comma, then the author initials separated by full stops and spaces
** Year of publication in parentheses
** Title of work in lower case (except first letter and proper names), ending in a full-stop
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** doi as a URL which is a working hyperlink (i.e., clickable)
* The most common mistakes include:
** Incorrect capitalisation
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** dois which aren't clickable as working hyperlinks
** Citing sources that haven't been consulted
}}

==External links==
Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example:
* [https://www.ted.com/talks/maximilian_park_emotional_intelligence_from_a_teenage_perspective Emotional Intelligence From a Teenage Perspective]
* [https://rickhanson.com/being-well-podcast-emotional-intelligence-improving-self-awareness-self-regulation-and-empathy-2/ Being Well Podcast: Emotional Intelligence: Improving Self-Awareness, Self-Regulation, and Empathy]

{{tip|Suggestions for this section:
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[[Category:Motivation and emotion/Book/Emotional intelligence]]
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      <text bytes="15127" sha1="1uwerx57qtvmgoihk5x6k21enggkr6g" xml:space="preserve">{{title|Empathy and jury decision-making:&lt;br&gt;How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions?}}
__TOC__

==Overview==
{{RoundBoxTop|theme=3}}
[[File:Jurors Only (490613967).jpg|right|thumb|150px|'''Figure 1'''. Jurors only.{{expand}}]]

; Imagine this ... 

You have been summoned for jury duty. The defendant is accused of committing armed robbery in the presence of a shopkeeper. During the trial, you are presented with emotional perspectives of both the victim and the defendant. The victim has developed PTSD and is unable to return to work. The defendant had a traumatic childhood where their parents put immense pressure on them to continue the generational life of crime. Which will have a stronger impact on you?
{{RoundBoxBottom}}

This chapter discusses the influence of empathy, both towards [[wikipedia:Jury|jurors]] and victims and how this influences jurors{{g}} reasoning and in particular, verdict decisions. This is essential to understand as if empathy influences juror decision-making, then this will impact jurors{{g}} neutrality in the courtroom (Sjöberg, 2015). Understanding the psychology behind the influence this has on decision-making is essential to ensure that jury trials remain as unbiased as possible.  

{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is empathy?
* How does empathy with victims influence jury decision-making?
* How does empathy with defendants influence jury decision-making?
* How do jurors balance empathy with victims and defendants as well as their role to remain neutral through emotional reasoning?
{{RoundBoxBottom}}

== Empathy ==
The term &quot;empathy&quot; was first introduced in the English language by Edward Titchener in 1909, inspired by the German term &quot;Einfühlung&quot; (meaning &quot;feeling into&quot;) (Titchener, 1909; Stueber, 2025). Titchener defined empathy as a process of projecting oneself into what one observes, or in colloquial terms &quot;putting yourself into someone else's shoes&quot; (Titchener, 1909; Stueber, 2025). Modern definitions of empathy differ but have in common the ability to feel and understand other's emotional states which typically results in behaving compassionately toward that person (Riess, 2017). Kahhale et al. (2026) proposed that individual differences influence how much empathy a person feels or can feel. In line with this, Garvey (2000) proposed empathy as a [[wiktionary:character_trait|character trait]].


- discuss cognitive and emotional aspects of empathy

&lt;quiz display=&quot;simple&quot;&gt;

{Individual differences do not influence empathy:
|type=&quot;()&quot;}
- True
+ False

&lt;/quiz&gt;

== Empathy with victims ==

* Evidence of the influence of victim impact statements is inconsistent. In studies conducted by Myers et al. (2002) and Luginbuhl &amp; Burkhad (1995), victim impact statements influenced sentencing. Research by Phalen et al., (2021) also supports this notion. However, in studies conducted by Myers &amp; Arbuthnot (1999) and Kahhale et al. (2026) victim impact statements did not influence sentencing.
* Having similar experiences to victims, such as sexual abuse, leads to higher empathy, a higher likelihood of finding the defendant guilty and harsher sentences (Kahhale et al., 2026). 
* Having empathy with victims can lead to a higher emphasis on the harm suffered, and less notice taken of mitigating factors (Bandes, 1996). 
* Jurors are more likely to feel empathy towards the victim when shown gruesome and graphic images (Bright &amp; Goodman-Delahunty, 2006; Phalen at al., 2021).

&lt;quiz display=&quot;simple&quot;&gt;

{Evidence clearly shows that victim impact statements influence empathy:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Empathy with defendants ==

* When jurors have higher levels of empathy with defendants, they are more likely to hand down more lenient verdicts. For example, seminal studies by Garvey (2000) and Sundby (2003) found that jurors who empathised with a defendant were more likely to hand out a life sentence rather than a death sentence. This was reiterated in Sjöberg's (2015) study, which despite finding weaker correlations than the earlier studies, deemed this to be explained by the fact that the study was conducted with a mock jury who did not get much information about the defendant's life and no information about what led the defendant to commit the crime in the first place.
* Jurors who have empathy with defendants are more likely to consider mitigating factors and associate lower culpability with the defendant (Sjöberg, 2015). In Plumm &amp; Terrance's (2009) study, jurors perceptions of defendants changed when they were presented with empathy inducing statements. Haegerich &amp; Bottoms (2000) found that where empathy was induced in a group of mock jurors, they found the defendant guilty less times than the control group. In fact, 30% of jurors in the first control group went so far as to say that the defendant's traumatic life justified that no punishment be given despite determining they had committed the crime.
* Interestingly, when being exposed to both the defendant ''and'' the victim's perspective, the impact of the defendant's perspective was significantly stronger than that of the victim and led to humanisation of the defendant (Kahhale et al., 2026).

&lt;quiz display=&quot;simple&quot;&gt;

{Jurors are more likely to have stronger empathy with the defendant's perspective:
|type=&quot;()&quot;}
+ True
- False
&lt;/quiz&gt;

== Emotional reasoning ==
[[File:Balanced justice scale silhouette, small.svg|thumb|'''Figure 2.''' Jurors must balance their emotions and neutrality to come to a decision.]]

* Jurors are more likely to feel empathy towards people that they like and people who are like them (Phalen et al., 2025).
* Empathy shapes how people interpret the evidence presented, determine credibility of witnesses and can cause bias (Sjöberg, 2015). Jurors must balance their emotions with instructions to remain neutral (see Figure 1).
* Empathy can warp the principle of justice by establishing bias towards an individual which is problematic when one considers that empathy is more likely to be experienced towards people who are familiar, to favour in-group members and further privilege (Decety, 2021). 
&lt;quiz display=&quot;simple&quot;&gt;

{When empathy establishes bias, it can warp the principle of justice:
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;

{{RoundBoxTop|theme=3}}

;Through a practical lens: Autism spectrum disorder

Approximately 0.8% of the population has autism spectrum disorder (ASD) (World Health Organisation, 2025). Exact statistics of the amount of autistic people in the criminal justice system is unclear, but is estimated to be between 1%-23% (Chester et al., 2025). This begs the question of whether disclosure of an ASD diagnosis influences empathy in jury members. This has immense practical influence as to whether autistic people are judged fairly by jurors in the criminal justice system. 

A study by Blackhurst et al. (2022) examined whether disclosure of an ASD diagnosis influenced jury empathy and culpability rates. The study found that disclosure of an ASD diagnosis increased empathy in jurors. Interestingly, the effect of this empathy on decision-making had the biggest influence among people who had a limited understanding of ASD. These people tended to associate lower culpability, perhaps due to stereotypical misconceptions that people with ASD are not responsible for their actions. Contrastingly, people with deeper understandings of ASD were less likely to associate lower culpability due to the presence of ASD, presumably due to an understanding that ASD is a spectrum and does not necessarily mean that autistic people cannot control their behaviours.

This provides an interesting perspective on the influence of an ASD diagnosis on jury empathy, and suggests that in cases with autistic defendants, it may be beneficial to educate the jurors on ASD to allow for empathetic consideration without bias.
{{RoundBoxBottom}}

==Conclusion==
Whilst jurors can feel empathy with both victims and defendants, Kahhale et al. (2026) found that the impact of a defendant's perspective on empathy tends to be significantly stronger than the impact of a victim's perspective. 

It is unclear whether victim impact statements influence empathy and sentencing (Kahhale et al., 2026; Luginbuhl &amp; Burkhad, 1995; Myers &amp; Arbuthnot, 1999; Myers et al., 2002), however having similar experiences to victims and being shown gruesome or graphic images leads to higher empathy (Bright &amp; Goodman-Delahunty, 2006; Kahhale et al., 2026). When jurors feel empathy towards victims, they are more likely to emphasis harm suffered and pay less notice to mitigating factors (Bandes, 1996).  

Jurors who have empathy with defendants are more likely to consider mitigating factors (Sjöberg, 2015), associate lower culpability to the defendant (Haegerich &amp; Bottoms, 2000; Plumm &amp; Terrance, 2009) and hand down more lenient verdicts (Garvey, 2000; Sundby, 2003). 

Jurors are more likely to feel empathy towards people they like who are similar to them (Phalen et al., 2025) and who are in the same in-group as them (Decety, 2021). This can cause bias on how evidence and witnesses are interpreted (Sjöberg, 2015). Empathy is also influenced by individual differences (Kahhale et al., 2026) and can be considered a character trait (Garvey, 2000). 

Empathy clearly impacts juries' decision-making, but empathy for defendants is often stronger than that for victims (Kahhale et al., 2015). This must be considered by the justice system if justice is to be fairly delivered. 

==See also==
* [[Motivation and emotion/Book/2019/Death penalty motivation|Death penalty motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making|Moral disgust and juror decision making]] (Book chapter, 2026)
* [[Motivation and emotion/Book/2019/Risky shift motivation|Risky shift motivation]] (Book chapter, 2019)

==References==
{{Hanging indent|1=
Bandes, S. A. (1996). Empathy, narrative and victim impact statements. ''University of Chicago Law Review, 63''(2), 361- 412. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1248284

Blackhurst, T., Hartley, C., Turner, P., &amp; Warmelink, L. (2022). Jurors’ judgements of an autistic defendant are influenced by awareness of autism, knowledge of psychological conditions and trait-empathy. ''Journal of Intellectual Disabilities and Offending Behaviour, 13''(3), 90-101. https://doi.org/10.1108/JIDOB-09-2022-0007

Bright, D. A., &amp; Goodman-Delahunty, J. (2006). Gruesome evidence and emotion: anger, blame, and jury decision-making. ''Law and human behavior, 30''(2), 183–202. https://doi.org/10.1007/s10979-006-9027-y

Chester, V., Melvin, C., Bunning, K., Alexander, R., &amp; Langdon, P. E. (2025). Autistic people within forensic psychiatric services and the criminal justice system: A systematic review. ''The Journal of Forensic Psychiatry &amp; Psychology, 36''(5), 711–773. https://doi.org/10.1080/14789949.2025.2558833

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology, 44''(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113

Decety, J. (2021). Why empathy is not a reliable source of information in moral decision making. ''Current Directions in Psychological Science, 30''(5), 425-430.

Garvey, S. P. (2000). The emotional economy of capital sentencing. ''New York University Law Review, 75''(26), 26-73. https://nyulawreview.org/wp-content/uploads/2018/08/NYULawReview-75-1-Garvey.pdf

Haegerich, T. M., &amp; Bottoms, B. L. (2000). Empathy and jurors' decisions in patricide trials involving child sexual assault allegations. ''Law and Human Behavior, 24''(4), 421–448. https://doi.org/10.1023/A:1005592213294

Jones, T. M., Bottoms, B. L., &amp; Stevenson, M. C. (2020). Child victim empathy mediates the influence of jurors’ sexual abuse experiences on child sexual abuse case judgments: Meta-analyses. ''Psychology, Public Policy, and Law'', ''26''(3), 312–332. https://psycnet.apa.org/doi/10.1037/law0000231

Kahhale, I., Hackel, L., &amp; Zaki, J. (2026). Balancing emotional scales: Empathy and dehumanization in legal contexts. ''Emotion'', ''26''(1), 97–112. https://doi.org/10.1037/emo0001559

Luginbuhl, J. &amp; Burkhead, M. (1995). Victim impact evidence in a capital trial: Encouraging votes for death. ''American Journal of Criminal Justice, 20'', 1-16. https://doi.org/10.1007/BF02886115

Myers, B., &amp; Arbuthnot, J. (1999). The effects of victim impact evidence on the verdicts and sentencing judgments of mock jurors. ''Journal of Offender Rehabilitation, 29''(3–4), 95–112. https://doi.org/10.1300/J076v29n03_05

Patry, M. W. (2008). Attractive but guilty: Deliberation and the physical attractiveness bias. ''Psychological Reports, 102''(3), 727-733. https://doi.org/10.2466/pr0.102.3.727-733

Phalen, H. J., Bettis, T. C., Bean, S. R., &amp; Salerno, J. M. (2025). Jurymen seldom rule against a person that they like: The relationship between emotions towards a defendant, the understanding of case facts, and juror judgments in civil trials. ''Behavioral Sciences, 15''(7), 965. https://doi.org/10.3390/bs15070965

Phalen, H.J., Salemo, J.M. &amp; Nadler, J. (2021) Emotional evidence in court. In Bandes, S. A., Madeira, J. L., Temple, K. D., White, E. K. (Eds), ''Research Handbook on Law and Emotion'' (pp. 288-311). Edward Elgar Publishing,

Plumm, K. M., &amp; Terrance, C. A. (2009). Battered women who kill: The impact of expert testimony and empathy induction in the courtroom. ''Violence Against Women, 15''(2), 186-205. https://doi.org/10.1177/1077801208329145

Riess H. (2017). The science of empathy. ''Journal of Patient Experience, 4''(2), 74–77. https://doi.org/10.1177/2374373517699267

Sjöberg, M. P. (2015). The relationship between empathy and stringency of punishment in mock jurors. ''Journal of European Psychology Students, 6''(1), 37-44. https://doi.org/10.5334/jeps.cr

Stueber, K. (2025). Empathy. In In E. N. Zalta &amp; U. Nodelman (Eds.), ''The Stanford Encyclopedia of Philosophy'' (Winter 2025 Edition). https://plato.stanford.edu/archives/win2025/entries/empathy/

Sundbey, S. E., (2003). The capital jury and empathy: The problem of worthy and unworthy victims. ''Cornell Law Review, 88''(2), 343-381. https://scholarship.law.cornell.edu/cgi/viewcontent.cgi?article=2906&amp;context=clr  

Titchener, E. B., 1909, ''Lectures on the Experimental Psychology of Thought-Processes'', New York: Macmillan. 

World Health Organisation. (2025). ''Autism''. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

}}

==External links==
{{ic|Include source in parentheses after the link}}

* [https://www.youtube.com/watch?v=SmydcWCacTw Jury decision making]
* [https://www.youtube.com/watch?v=F9DqVyM-KyQ What happens during jury deliberation?]

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Empathy]]
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[[Category:Motivation and emotion/Book/Legal]]
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__TOC__

==Overview==
{{RoundBoxTop|theme=3}}
[[File:Jurors Only (490613967).jpg|right|thumb|150px|'''Figure 1'''. Jurors only.{{expand}}]]

; Imagine this ... 

You have been summoned for jury duty. The defendant is accused of committing armed robbery in the presence of a shopkeeper. During the trial, you are presented with emotional perspectives of both the victim and the defendant. The victim has developed PTSD and is unable to return to work. The defendant had a traumatic childhood where their parents put immense pressure on them to continue the generational life of crime. Which will have a stronger impact on you?
{{RoundBoxBottom}}

This chapter discusses the influence of empathy, both towards [[wikipedia:Jury|jurors]] and victims and how this influences jurors{{g}} reasoning and in particular, verdict decisions. This is essential to understand as if empathy influences juror decision-making, then this will impact jurors{{g}} neutrality in the courtroom (Sjöberg, 2015). Understanding the psychology behind the influence this has on decision-making is essential to ensure that jury trials remain as unbiased as possible.  

{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is empathy?
* How does empathy with victims influence jury decision-making?
* How does empathy with defendants influence jury decision-making?
* How do jurors balance empathy with victims and defendants as well as their role to remain neutral through emotional reasoning?
{{RoundBoxBottom}}

== Empathy ==
The term &quot;empathy&quot; was first introduced in the English language by Edward Titchener in 1909, inspired by the German term &quot;Einfühlung&quot; (meaning &quot;feeling into&quot;) (Titchener, 1909; Stueber, 2025). Titchener defined empathy as a process of projecting oneself into what one observes, or in colloquial terms &quot;putting yourself into someone else's shoes&quot; (Titchener, 1909; Stueber, 2025). Modern definitions of empathy differ but have in common the ability to feel and understand other's emotional states which typically results in behaving compassionately toward that person (Riess, 2017). Kahhale et al. (2026) proposed that individual differences influence how much empathy a person feels or can feel. In line with this, Garvey (2000) proposed empathy as a [[wiktionary:character_trait|character trait]].


- discuss cognitive and emotional aspects of empathy

- mirror neurons in brain

&lt;quiz display=&quot;simple&quot;&gt;

{Individual differences do not influence empathy:
|type=&quot;()&quot;}
- True
+ False

&lt;/quiz&gt;

== Empathy with victims ==

* Evidence of the influence of victim impact statements is inconsistent. In studies conducted by Myers et al. (2002) and Luginbuhl &amp; Burkhad (1995), victim impact statements influenced sentencing. Research by Phalen et al., (2021) also supports this notion. However, in studies conducted by Myers &amp; Arbuthnot (1999) and Kahhale et al. (2026) victim impact statements did not influence sentencing.
* Having similar experiences to victims, such as sexual abuse, leads to higher empathy, a higher likelihood of finding the defendant guilty and harsher sentences (Kahhale et al., 2026). 
* Having empathy with victims can lead to a higher emphasis on the harm suffered, and less notice taken of mitigating factors (Bandes, 1996). 
* Jurors are more likely to feel empathy towards the victim when shown gruesome and graphic images (Bright &amp; Goodman-Delahunty, 2006; Phalen at al., 2021).

&lt;quiz display=&quot;simple&quot;&gt;

{Evidence clearly shows that victim impact statements influence empathy:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Empathy with defendants ==

* When jurors have higher levels of empathy with defendants, they are more likely to hand down more lenient verdicts. For example, seminal studies by Garvey (2000) and Sundby (2003) found that jurors who empathised with a defendant were more likely to hand out a life sentence rather than a death sentence. This was reiterated in Sjöberg's (2015) study, which despite finding weaker correlations than the earlier studies, deemed this to be explained by the fact that the study was conducted with a mock jury who did not get much information about the defendant's life and no information about what led the defendant to commit the crime in the first place.
* Jurors who have empathy with defendants are more likely to consider mitigating factors and associate lower culpability with the defendant (Sjöberg, 2015). In Plumm &amp; Terrance's (2009) study, jurors perceptions of defendants changed when they were presented with empathy inducing statements. Haegerich &amp; Bottoms (2000) found that where empathy was induced in a group of mock jurors, they found the defendant guilty less times than the control group. In fact, 30% of jurors in the first control group went so far as to say that the defendant's traumatic life justified that no punishment be given despite determining they had committed the crime.
* Interestingly, when being exposed to both the defendant ''and'' the victim's perspective, the impact of the defendant's perspective was significantly stronger than that of the victim and led to humanisation of the defendant (Kahhale et al., 2026).

&lt;quiz display=&quot;simple&quot;&gt;

{Jurors are more likely to have stronger empathy with the defendant's perspective:
|type=&quot;()&quot;}
+ True
- False
&lt;/quiz&gt;

== Emotional reasoning ==
[[File:Balanced justice scale silhouette, small.svg|thumb|'''Figure 2.''' Jurors must balance their emotions and neutrality to come to a decision.]]

* Jurors are more likely to feel empathy towards people that they like and people who are like them (Phalen et al., 2025).
* Empathy shapes how people interpret the evidence presented, determine credibility of witnesses and can cause bias (Sjöberg, 2015). Jurors must balance their emotions with instructions to remain neutral (see Figure 1).
* Empathy can warp the principle of justice by establishing bias towards an individual which is problematic when one considers that empathy is more likely to be experienced towards people who are familiar, to favour in-group members and further privilege (Decety, 2021). 
&lt;quiz display=&quot;simple&quot;&gt;

{When empathy establishes bias, it can warp the principle of justice:
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;

{{RoundBoxTop|theme=3}}

;Through a practical lens: Autism spectrum disorder

Approximately 0.8% of the population has autism spectrum disorder (ASD) (World Health Organisation, 2025). Exact statistics of the amount of autistic people in the criminal justice system is unclear, but is estimated to be between 1%-23% (Chester et al., 2025). This begs the question of whether disclosure of an ASD diagnosis influences empathy in jury members. This has immense practical influence as to whether autistic people are judged fairly by jurors in the criminal justice system. 

A study by Blackhurst et al. (2022) examined whether disclosure of an ASD diagnosis influenced jury empathy and culpability rates. The study found that disclosure of an ASD diagnosis increased empathy in jurors. Interestingly, the effect of this empathy on decision-making had the biggest influence among people who had a limited understanding of ASD. These people tended to associate lower culpability, perhaps due to stereotypical misconceptions that people with ASD are not responsible for their actions. Contrastingly, people with deeper understandings of ASD were less likely to associate lower culpability due to the presence of ASD, presumably due to an understanding that ASD is a spectrum and does not necessarily mean that autistic people cannot control their behaviours.

This provides an interesting perspective on the influence of an ASD diagnosis on jury empathy, and suggests that in cases with autistic defendants, it may be beneficial to educate the jurors on ASD to allow for empathetic consideration without bias.
{{RoundBoxBottom}}

==Conclusion==
Whilst jurors can feel empathy with both victims and defendants, Kahhale et al. (2026) found that the impact of a defendant's perspective on empathy tends to be significantly stronger than the impact of a victim's perspective. 

It is unclear whether victim impact statements influence empathy and sentencing (Kahhale et al., 2026; Luginbuhl &amp; Burkhad, 1995; Myers &amp; Arbuthnot, 1999; Myers et al., 2002), however having similar experiences to victims and being shown gruesome or graphic images leads to higher empathy (Bright &amp; Goodman-Delahunty, 2006; Kahhale et al., 2026). When jurors feel empathy towards victims, they are more likely to emphasis harm suffered and pay less notice to mitigating factors (Bandes, 1996).  

Jurors who have empathy with defendants are more likely to consider mitigating factors (Sjöberg, 2015), associate lower culpability to the defendant (Haegerich &amp; Bottoms, 2000; Plumm &amp; Terrance, 2009) and hand down more lenient verdicts (Garvey, 2000; Sundby, 2003). 

Jurors are more likely to feel empathy towards people they like who are similar to them (Phalen et al., 2025) and who are in the same in-group as them (Decety, 2021). This can cause bias on how evidence and witnesses are interpreted (Sjöberg, 2015). Empathy is also influenced by individual differences (Kahhale et al., 2026) and can be considered a character trait (Garvey, 2000). 

Empathy clearly impacts juries' decision-making, but empathy for defendants is often stronger than that for victims (Kahhale et al., 2015). This must be considered by the justice system if justice is to be fairly delivered. 

==See also==
* [[Motivation and emotion/Book/2019/Death penalty motivation|Death penalty motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making|Moral disgust and juror decision making]] (Book chapter, 2026)
* [[Motivation and emotion/Book/2019/Risky shift motivation|Risky shift motivation]] (Book chapter, 2019)

==References==
{{Hanging indent|1=
Bandes, S. A. (1996). Empathy, narrative and victim impact statements. ''University of Chicago Law Review, 63''(2), 361- 412. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1248284

Blackhurst, T., Hartley, C., Turner, P., &amp; Warmelink, L. (2022). Jurors’ judgements of an autistic defendant are influenced by awareness of autism, knowledge of psychological conditions and trait-empathy. ''Journal of Intellectual Disabilities and Offending Behaviour, 13''(3), 90-101. https://doi.org/10.1108/JIDOB-09-2022-0007

Bright, D. A., &amp; Goodman-Delahunty, J. (2006). Gruesome evidence and emotion: anger, blame, and jury decision-making. ''Law and human behavior, 30''(2), 183–202. https://doi.org/10.1007/s10979-006-9027-y

Chester, V., Melvin, C., Bunning, K., Alexander, R., &amp; Langdon, P. E. (2025). Autistic people within forensic psychiatric services and the criminal justice system: A systematic review. ''The Journal of Forensic Psychiatry &amp; Psychology, 36''(5), 711–773. https://doi.org/10.1080/14789949.2025.2558833

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology, 44''(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113

Decety, J. (2021). Why empathy is not a reliable source of information in moral decision making. ''Current Directions in Psychological Science, 30''(5), 425-430.

Garvey, S. P. (2000). The emotional economy of capital sentencing. ''New York University Law Review, 75''(26), 26-73. https://nyulawreview.org/wp-content/uploads/2018/08/NYULawReview-75-1-Garvey.pdf

Haegerich, T. M., &amp; Bottoms, B. L. (2000). Empathy and jurors' decisions in patricide trials involving child sexual assault allegations. ''Law and Human Behavior, 24''(4), 421–448. https://doi.org/10.1023/A:1005592213294

Jones, T. M., Bottoms, B. L., &amp; Stevenson, M. C. (2020). Child victim empathy mediates the influence of jurors’ sexual abuse experiences on child sexual abuse case judgments: Meta-analyses. ''Psychology, Public Policy, and Law'', ''26''(3), 312–332. https://psycnet.apa.org/doi/10.1037/law0000231

Kahhale, I., Hackel, L., &amp; Zaki, J. (2026). Balancing emotional scales: Empathy and dehumanization in legal contexts. ''Emotion'', ''26''(1), 97–112. https://doi.org/10.1037/emo0001559

Luginbuhl, J. &amp; Burkhead, M. (1995). Victim impact evidence in a capital trial: Encouraging votes for death. ''American Journal of Criminal Justice, 20'', 1-16. https://doi.org/10.1007/BF02886115

Myers, B., &amp; Arbuthnot, J. (1999). The effects of victim impact evidence on the verdicts and sentencing judgments of mock jurors. ''Journal of Offender Rehabilitation, 29''(3–4), 95–112. https://doi.org/10.1300/J076v29n03_05

Patry, M. W. (2008). Attractive but guilty: Deliberation and the physical attractiveness bias. ''Psychological Reports, 102''(3), 727-733. https://doi.org/10.2466/pr0.102.3.727-733

Phalen, H. J., Bettis, T. C., Bean, S. R., &amp; Salerno, J. M. (2025). Jurymen seldom rule against a person that they like: The relationship between emotions towards a defendant, the understanding of case facts, and juror judgments in civil trials. ''Behavioral Sciences, 15''(7), 965. https://doi.org/10.3390/bs15070965

Phalen, H.J., Salemo, J.M. &amp; Nadler, J. (2021) Emotional evidence in court. In Bandes, S. A., Madeira, J. L., Temple, K. D., White, E. K. (Eds), ''Research Handbook on Law and Emotion'' (pp. 288-311). Edward Elgar Publishing,

Plumm, K. M., &amp; Terrance, C. A. (2009). Battered women who kill: The impact of expert testimony and empathy induction in the courtroom. ''Violence Against Women, 15''(2), 186-205. https://doi.org/10.1177/1077801208329145

Riess H. (2017). The science of empathy. ''Journal of Patient Experience, 4''(2), 74–77. https://doi.org/10.1177/2374373517699267

Sjöberg, M. P. (2015). The relationship between empathy and stringency of punishment in mock jurors. ''Journal of European Psychology Students, 6''(1), 37-44. https://doi.org/10.5334/jeps.cr

Stueber, K. (2025). Empathy. In In E. N. Zalta &amp; U. Nodelman (Eds.), ''The Stanford Encyclopedia of Philosophy'' (Winter 2025 Edition). https://plato.stanford.edu/archives/win2025/entries/empathy/

Sundbey, S. E., (2003). The capital jury and empathy: The problem of worthy and unworthy victims. ''Cornell Law Review, 88''(2), 343-381. https://scholarship.law.cornell.edu/cgi/viewcontent.cgi?article=2906&amp;context=clr  

Titchener, E. B., 1909, ''Lectures on the Experimental Psychology of Thought-Processes'', New York: Macmillan. 

World Health Organisation. (2025). ''Autism''. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

}}

==External links==
{{ic|Include source in parentheses after the link}}

* [https://www.youtube.com/watch?v=SmydcWCacTw Jury decision making]
* [https://www.youtube.com/watch?v=F9DqVyM-KyQ What happens during jury deliberation?]

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Empathy]]
[[Category:Motivation and emotion/Book/Group]]
[[Category:Motivation and emotion/Book/Legal]]
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      <text bytes="15070" sha1="56y4ikrgvxlnc72v8445b2xyu9e37ml" xml:space="preserve">{{title|Empathy and jury decision-making:&lt;br&gt;How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions?}}
__TOC__

==Overview==
{{RoundBoxTop|theme=3}}
[[File:Jurors Only (490613967).jpg|right|thumb|150px|'''Figure 1'''. Jurors only.{{expand}}]]

; Imagine this ... 

You have been summoned for jury duty. The defendant is accused of committing armed robbery in the presence of a shopkeeper. During the trial, you are presented with emotional perspectives of both the victim and the defendant. The victim has developed PTSD and is unable to return to work. The defendant had a traumatic childhood where their parents put immense pressure on them to continue the generational life of crime. Which will have a stronger impact on you?
{{RoundBoxBottom}}

This chapter discusses the influence of empathy, both towards [[wikipedia:Jury|jurors]] and victims and how this influences jurors{{g}} reasoning and in particular, verdict decisions. This is essential to understand as if empathy influences juror decision-making, then this will impact jurors{{g}} neutrality in the courtroom (Sjöberg, 2015). Understanding the psychology behind the influence this has on decision-making is essential to ensure that jury trials remain as unbiased as possible.  

{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is empathy?
* How does empathy with victims influence jury decision-making?
* How does empathy with defendants influence jury decision-making?
* How do jurors balance empathy with victims and defendants as well as their role to remain neutral through emotional reasoning?
{{RoundBoxBottom}}

== Empathy ==
The term &quot;empathy&quot; was first introduced in the English language by Edward Titchener in 1909, inspired by the German term &quot;Einfühlung&quot; (meaning &quot;feeling into&quot;) (Titchener, 1909; Stueber, 2025). Titchener defined empathy as a process of projecting oneself into what one observes, or in colloquial terms &quot;putting yourself into someone else's shoes&quot; (Titchener, 1909; Stueber, 2025). Modern definitions of empathy differ but have in common the ability to feel and understand other's emotional states which typically results in behaving compassionately toward that person (Riess, 2017). Kahhale et al. (2026) proposed that individual differences influence how much empathy a person feels or can feel. In line with this, Garvey (2000) proposed empathy as a [[wiktionary:character_trait|character trait]].&lt;quiz display=&quot;simple&quot;&gt;

{Individual differences do not influence empathy:
|type=&quot;()&quot;}
- True
+ False

&lt;/quiz&gt;

== Empathy with victims ==

* Evidence of the influence of victim impact statements is inconsistent. In studies conducted by Myers et al. (2002) and Luginbuhl &amp; Burkhad (1995), victim impact statements influenced sentencing. Research by Phalen et al., (2021) also supports this notion. However, in studies conducted by Myers &amp; Arbuthnot (1999) and Kahhale et al. (2026) victim impact statements did not influence sentencing.
* Having similar experiences to victims, such as sexual abuse, leads to higher empathy, a higher likelihood of finding the defendant guilty and harsher sentences (Kahhale et al., 2026). 
* Having empathy with victims can lead to a higher emphasis on the harm suffered, and less notice taken of mitigating factors (Bandes, 1996). 
* Jurors are more likely to feel empathy towards the victim when shown gruesome and graphic images (Bright &amp; Goodman-Delahunty, 2006; Phalen at al., 2021).

&lt;quiz display=&quot;simple&quot;&gt;

{Evidence clearly shows that victim impact statements influence empathy:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Empathy with defendants ==

* When jurors have higher levels of empathy with defendants, they are more likely to hand down more lenient verdicts. For example, seminal studies by Garvey (2000) and Sundby (2003) found that jurors who empathised with a defendant were more likely to hand out a life sentence rather than a death sentence. This was reiterated in Sjöberg's (2015) study, which despite finding weaker correlations than the earlier studies, deemed this to be explained by the fact that the study was conducted with a mock jury who did not get much information about the defendant's life and no information about what led the defendant to commit the crime in the first place.
* Jurors who have empathy with defendants are more likely to consider mitigating factors and associate lower culpability with the defendant (Sjöberg, 2015). In Plumm &amp; Terrance's (2009) study, jurors perceptions of defendants changed when they were presented with empathy inducing statements. Haegerich &amp; Bottoms (2000) found that where empathy was induced in a group of mock jurors, they found the defendant guilty less times than the control group. In fact, 30% of jurors in the first control group went so far as to say that the defendant's traumatic life justified that no punishment be given despite determining they had committed the crime.
* Interestingly, when being exposed to both the defendant ''and'' the victim's perspective, the impact of the defendant's perspective was significantly stronger than that of the victim and led to humanisation of the defendant (Kahhale et al., 2026).

&lt;quiz display=&quot;simple&quot;&gt;

{Jurors are more likely to have stronger empathy with the defendant's perspective:
|type=&quot;()&quot;}
+ True
- False
&lt;/quiz&gt;

== Emotional reasoning ==
[[File:Balanced justice scale silhouette, small.svg|thumb|'''Figure 2.''' Jurors must balance their emotions and neutrality to come to a decision.]]

* Jurors are more likely to feel empathy towards people that they like and people who are like them (Phalen et al., 2025).
* Empathy shapes how people interpret the evidence presented, determine credibility of witnesses and can cause bias (Sjöberg, 2015). Jurors must balance their emotions with instructions to remain neutral (see Figure 1).
* Empathy can warp the principle of justice by establishing bias towards an individual which is problematic when one considers that empathy is more likely to be experienced towards people who are familiar, to favour in-group members and further privilege (Decety, 2021). 
&lt;quiz display=&quot;simple&quot;&gt;

{When empathy establishes bias, it can warp the principle of justice:
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;

{{RoundBoxTop|theme=3}}

;Through a practical lens: Autism spectrum disorder

Approximately 0.8% of the population has autism spectrum disorder (ASD) (World Health Organisation, 2025). Exact statistics of the amount of autistic people in the criminal justice system is unclear, but is estimated to be between 1%-23% (Chester et al., 2025). This begs the question of whether disclosure of an ASD diagnosis influences empathy in jury members. This has immense practical influence as to whether autistic people are judged fairly by jurors in the criminal justice system. 

A study by Blackhurst et al. (2022) examined whether disclosure of an ASD diagnosis influenced jury empathy and culpability rates. The study found that disclosure of an ASD diagnosis increased empathy in jurors. Interestingly, the effect of this empathy on decision-making had the biggest influence among people who had a limited understanding of ASD. These people tended to associate lower culpability, perhaps due to stereotypical misconceptions that people with ASD are not responsible for their actions. Contrastingly, people with deeper understandings of ASD were less likely to associate lower culpability due to the presence of ASD, presumably due to an understanding that ASD is a spectrum and does not necessarily mean that autistic people cannot control their behaviours.

This provides an interesting perspective on the influence of an ASD diagnosis on jury empathy, and suggests that in cases with autistic defendants, it may be beneficial to educate the jurors on ASD to allow for empathetic consideration without bias.
{{RoundBoxBottom}}

==Conclusion==
Whilst jurors can feel empathy with both victims and defendants, Kahhale et al. (2026) found that the impact of a defendant's perspective on empathy tends to be significantly stronger than the impact of a victim's perspective. 

It is unclear whether victim impact statements influence empathy and sentencing (Kahhale et al., 2026; Luginbuhl &amp; Burkhad, 1995; Myers &amp; Arbuthnot, 1999; Myers et al., 2002), however having similar experiences to victims and being shown gruesome or graphic images leads to higher empathy (Bright &amp; Goodman-Delahunty, 2006; Kahhale et al., 2026). When jurors feel empathy towards victims, they are more likely to emphasis harm suffered and pay less notice to mitigating factors (Bandes, 1996).  

Jurors who have empathy with defendants are more likely to consider mitigating factors (Sjöberg, 2015), associate lower culpability to the defendant (Haegerich &amp; Bottoms, 2000; Plumm &amp; Terrance, 2009) and hand down more lenient verdicts (Garvey, 2000; Sundby, 2003). 

Jurors are more likely to feel empathy towards people they like who are similar to them (Phalen et al., 2025) and who are in the same in-group as them (Decety, 2021). This can cause bias on how evidence and witnesses are interpreted (Sjöberg, 2015). Empathy is also influenced by individual differences (Kahhale et al., 2026) and can be considered a character trait (Garvey, 2000). 

Empathy clearly impacts juries' decision-making, but empathy for defendants is often stronger than that for victims (Kahhale et al., 2015). This must be considered by the justice system if justice is to be fairly delivered. 

==See also==
* [[Motivation and emotion/Book/2019/Death penalty motivation|Death penalty motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making|Moral disgust and juror decision making]] (Book chapter, 2026)
* [[Motivation and emotion/Book/2019/Risky shift motivation|Risky shift motivation]] (Book chapter, 2019)

==References==
{{Hanging indent|1=
Bandes, S. A. (1996). Empathy, narrative and victim impact statements. ''University of Chicago Law Review, 63''(2), 361- 412. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1248284

Blackhurst, T., Hartley, C., Turner, P., &amp; Warmelink, L. (2022). Jurors’ judgements of an autistic defendant are influenced by awareness of autism, knowledge of psychological conditions and trait-empathy. ''Journal of Intellectual Disabilities and Offending Behaviour, 13''(3), 90-101. https://doi.org/10.1108/JIDOB-09-2022-0007

Bright, D. A., &amp; Goodman-Delahunty, J. (2006). Gruesome evidence and emotion: anger, blame, and jury decision-making. ''Law and human behavior, 30''(2), 183–202. https://doi.org/10.1007/s10979-006-9027-y

Chester, V., Melvin, C., Bunning, K., Alexander, R., &amp; Langdon, P. E. (2025). Autistic people within forensic psychiatric services and the criminal justice system: A systematic review. ''The Journal of Forensic Psychiatry &amp; Psychology, 36''(5), 711–773. https://doi.org/10.1080/14789949.2025.2558833

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology, 44''(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113

Decety, J. (2021). Why empathy is not a reliable source of information in moral decision making. ''Current Directions in Psychological Science, 30''(5), 425-430.

Garvey, S. P. (2000). The emotional economy of capital sentencing. ''New York University Law Review, 75''(26), 26-73. https://nyulawreview.org/wp-content/uploads/2018/08/NYULawReview-75-1-Garvey.pdf

Haegerich, T. M., &amp; Bottoms, B. L. (2000). Empathy and jurors' decisions in patricide trials involving child sexual assault allegations. ''Law and Human Behavior, 24''(4), 421–448. https://doi.org/10.1023/A:1005592213294

Jones, T. M., Bottoms, B. L., &amp; Stevenson, M. C. (2020). Child victim empathy mediates the influence of jurors’ sexual abuse experiences on child sexual abuse case judgments: Meta-analyses. ''Psychology, Public Policy, and Law'', ''26''(3), 312–332. https://psycnet.apa.org/doi/10.1037/law0000231

Kahhale, I., Hackel, L., &amp; Zaki, J. (2026). Balancing emotional scales: Empathy and dehumanization in legal contexts. ''Emotion'', ''26''(1), 97–112. https://doi.org/10.1037/emo0001559

Luginbuhl, J. &amp; Burkhead, M. (1995). Victim impact evidence in a capital trial: Encouraging votes for death. ''American Journal of Criminal Justice, 20'', 1-16. https://doi.org/10.1007/BF02886115

Myers, B., &amp; Arbuthnot, J. (1999). The effects of victim impact evidence on the verdicts and sentencing judgments of mock jurors. ''Journal of Offender Rehabilitation, 29''(3–4), 95–112. https://doi.org/10.1300/J076v29n03_05

Patry, M. W. (2008). Attractive but guilty: Deliberation and the physical attractiveness bias. ''Psychological Reports, 102''(3), 727-733. https://doi.org/10.2466/pr0.102.3.727-733

Phalen, H. J., Bettis, T. C., Bean, S. R., &amp; Salerno, J. M. (2025). Jurymen seldom rule against a person that they like: The relationship between emotions towards a defendant, the understanding of case facts, and juror judgments in civil trials. ''Behavioral Sciences, 15''(7), 965. https://doi.org/10.3390/bs15070965

Phalen, H.J., Salemo, J.M. &amp; Nadler, J. (2021) Emotional evidence in court. In Bandes, S. A., Madeira, J. L., Temple, K. D., White, E. K. (Eds), ''Research Handbook on Law and Emotion'' (pp. 288-311). Edward Elgar Publishing,

Plumm, K. M., &amp; Terrance, C. A. (2009). Battered women who kill: The impact of expert testimony and empathy induction in the courtroom. ''Violence Against Women, 15''(2), 186-205. https://doi.org/10.1177/1077801208329145

Riess H. (2017). The science of empathy. ''Journal of Patient Experience, 4''(2), 74–77. https://doi.org/10.1177/2374373517699267

Sjöberg, M. P. (2015). The relationship between empathy and stringency of punishment in mock jurors. ''Journal of European Psychology Students, 6''(1), 37-44. https://doi.org/10.5334/jeps.cr

Stueber, K. (2025). Empathy. In In E. N. Zalta &amp; U. Nodelman (Eds.), ''The Stanford Encyclopedia of Philosophy'' (Winter 2025 Edition). https://plato.stanford.edu/archives/win2025/entries/empathy/

Sundbey, S. E., (2003). The capital jury and empathy: The problem of worthy and unworthy victims. ''Cornell Law Review, 88''(2), 343-381. https://scholarship.law.cornell.edu/cgi/viewcontent.cgi?article=2906&amp;context=clr  

Titchener, E. B., 1909, ''Lectures on the Experimental Psychology of Thought-Processes'', New York: Macmillan. 

World Health Organisation. (2025). ''Autism''. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

}}

==External links==
{{ic|Include source in parentheses after the link}}

* [https://www.youtube.com/watch?v=SmydcWCacTw Jury decision making]
* [https://www.youtube.com/watch?v=F9DqVyM-KyQ What happens during jury deliberation?]

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Empathy]]
[[Category:Motivation and emotion/Book/Group]]
[[Category:Motivation and emotion/Book/Legal]]
[[Category:Motivation and emotion/Book/Decision making]]</text>
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__TOC__

==Overview==
{{RoundBoxTop|theme=3}}
[[File:Jurors Only (490613967).jpg|right|thumb|150px|'''Figure 1'''. Jurors only.{{expand}}]]

; Imagine this ... 

You have been summoned for jury duty. The defendant is accused of committing armed robbery in the presence of a shopkeeper. During the trial, you are presented with emotional perspectives of both the victim and the defendant. The victim has developed PTSD and is unable to return to work. The defendant had a traumatic childhood where their parents put immense pressure on them to continue the generational life of crime. Which will have a stronger impact on you?
{{RoundBoxBottom}}

This chapter discusses the influence of empathy, both towards [[wikipedia:Jury|jurors]] and victims and how this influences jurors{{g}} reasoning and in particular, verdict decisions. This is essential to understand as if empathy influences juror decision-making, then this will impact jurors{{g}} neutrality in the courtroom (Sjöberg, 2015). Understanding the psychology behind the influence this has on decision-making is essential to ensure that jury trials remain as unbiased as possible.  

{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is empathy?
* How does empathy with victims influence jury decision-making?
* How does empathy with defendants influence jury decision-making?
* How do jurors balance empathy with victims and defendants as well as their role to remain neutral through emotional reasoning?
{{RoundBoxBottom}}

== Empathy ==
The term &quot;empathy&quot; was first introduced in the English language by Edward Titchener in 1909, inspired by the German term &quot;Einfühlung&quot; (meaning &quot;feeling into&quot;) (Titchener, 1909; Stueber, 2025). Titchener defined empathy as a process of projecting oneself into what one observes, or in colloquial terms &quot;putting yourself into someone else's shoes&quot; (Titchener, 1909; Stueber, 2025). Modern definitions of empathy differ but have in common the ability to feel and understand other's emotional states which typically results in behaving compassionately toward that person (Riess, 2017). Kahhale et al. (2026) proposed that individual differences influence how much empathy a person feels or can feel. In line with this, Garvey (2000) proposed empathy as a [[wiktionary:character_trait|character trait]].&lt;quiz display=&quot;simple&quot;&gt;

{Individual differences do not influence empathy:
|type=&quot;()&quot;}
- True
+ False

&lt;/quiz&gt;

== Empathy with victims ==

* Evidence of the influence of victim impact statements is inconsistent. In studies conducted by Myers et al. (2002) and Luginbuhl &amp; Burkhad (1995), victim impact statements influenced sentencing. Research by Phalen et al., (2021) also supports this notion. However, in studies conducted by Myers &amp; Arbuthnot (1999) and Kahhale et al. (2026) victim impact statements did not influence sentencing.
* Having similar experiences to victims, such as sexual abuse, leads to higher empathy, a higher likelihood of finding the defendant guilty and harsher sentences (Kahhale et al., 2026). 
* Having empathy with victims can lead to a higher emphasis on the harm suffered, and less notice taken of mitigating factors (Bandes, 1996). 
* Jurors are more likely to feel empathy towards the victim when shown gruesome and graphic images (Bright &amp; Goodman-Delahunty, 2006; Phalen at al., 2021).

&lt;quiz display=&quot;simple&quot;&gt;

{Evidence clearly shows that victim impact statements influence empathy:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== Empathy with defendants ==

* When jurors have higher levels of empathy with defendants, they are more likely to hand down more lenient verdicts. For example, seminal studies by Garvey (2000) and Sundby (2003) found that jurors who empathised with a defendant were more likely to hand out a life sentence rather than a death sentence. This was reiterated in Sjöberg's (2015) study, which despite finding weaker correlations than the earlier studies, deemed this to be explained by the fact that the study was conducted with a mock jury who did not get much information about the defendant's life and no information about what led the defendant to commit the crime in the first place.
* Jurors who have empathy with defendants are more likely to consider mitigating factors and associate lower culpability with the defendant (Sjöberg, 2015). In Plumm &amp; Terrance's (2009) study, jurors perceptions of defendants changed when they were presented with empathy inducing statements. Haegerich &amp; Bottoms (2000) found that where empathy was induced in a group of mock jurors, they found the defendant guilty less times than the control group. In fact, 30% of jurors in the first control group went so far as to say that the defendant's traumatic life justified that no punishment be given despite determining they had committed the crime.
* Interestingly, when being exposed to both the defendant ''and'' the victim's perspective, the impact of the defendant's perspective was significantly stronger than that of the victim and led to humanisation of the defendant (Kahhale et al., 2026).

&lt;quiz display=&quot;simple&quot;&gt;

{Jurors are more likely to have stronger empathy with the defendant's perspective:
|type=&quot;()&quot;}
+ True
- False
&lt;/quiz&gt;

== Emotional reasoning ==
[[File:Balanced justice scale silhouette, small.svg|thumb|'''Figure 2.''' Jurors must balance their emotions and neutrality to come to a decision.]]

* Jurors are more likely to feel empathy towards people that they like and people who are like them (Phalen et al., 2025).
* Empathy shapes how people interpret the evidence presented, determine credibility of witnesses and can cause bias (Sjöberg, 2015). Jurors must balance their emotions with instructions to remain neutral (see Figure 1).
* Empathy can warp the principle of justice by establishing bias towards an individual which is problematic when one considers that empathy is more likely to be experienced towards people who are familiar, to favour in-group members and further privilege (Decety, 2021). 

=== Affect control theory ===
Affect control theory (ACT) proposes that there is a relationship between emotion display, identity and behaviour in that people use evaluation, potency and activity to interpret identities (Tsoudis, 2002). Tsoudis (2002) argued that empathy should be added as a variable in ACT &lt;quiz display=&quot;simple&quot;&gt;

{When empathy establishes bias, it can warp the principle of justice:
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;

{{RoundBoxTop|theme=3}}

;Through a practical lens: Autism spectrum disorder

Approximately 0.8% of the population has autism spectrum disorder (ASD) (World Health Organisation, 2025). Exact statistics of the amount of autistic people in the criminal justice system is unclear, but is estimated to be between 1%-23% (Chester et al., 2025). This begs the question of whether disclosure of an ASD diagnosis influences empathy in jury members. This has immense practical influence as to whether autistic people are judged fairly by jurors in the criminal justice system. 

A study by Blackhurst et al. (2022) examined whether disclosure of an ASD diagnosis influenced jury empathy and culpability rates. The study found that disclosure of an ASD diagnosis increased empathy in jurors. Interestingly, the effect of this empathy on decision-making had the biggest influence among people who had a limited understanding of ASD. These people tended to associate lower culpability, perhaps due to stereotypical misconceptions that people with ASD are not responsible for their actions. Contrastingly, people with deeper understandings of ASD were less likely to associate lower culpability due to the presence of ASD, presumably due to an understanding that ASD is a spectrum and does not necessarily mean that autistic people cannot control their behaviours.

This provides an interesting perspective on the influence of an ASD diagnosis on jury empathy, and suggests that in cases with autistic defendants, it may be beneficial to educate the jurors on ASD to allow for empathetic consideration without bias.
{{RoundBoxBottom}}

==Conclusion==
Whilst jurors can feel empathy with both victims and defendants, Kahhale et al. (2026) found that the impact of a defendant's perspective on empathy tends to be significantly stronger than the impact of a victim's perspective. 

It is unclear whether victim impact statements influence empathy and sentencing (Kahhale et al., 2026; Luginbuhl &amp; Burkhad, 1995; Myers &amp; Arbuthnot, 1999; Myers et al., 2002), however having similar experiences to victims and being shown gruesome or graphic images leads to higher empathy (Bright &amp; Goodman-Delahunty, 2006; Kahhale et al., 2026). When jurors feel empathy towards victims, they are more likely to emphasis harm suffered and pay less notice to mitigating factors (Bandes, 1996).  

Jurors who have empathy with defendants are more likely to consider mitigating factors (Sjöberg, 2015), associate lower culpability to the defendant (Haegerich &amp; Bottoms, 2000; Plumm &amp; Terrance, 2009) and hand down more lenient verdicts (Garvey, 2000; Sundby, 2003). 

Jurors are more likely to feel empathy towards people they like who are similar to them (Phalen et al., 2025) and who are in the same in-group as them (Decety, 2021). This can cause bias on how evidence and witnesses are interpreted (Sjöberg, 2015). Empathy is also influenced by individual differences (Kahhale et al., 2026) and can be considered a character trait (Garvey, 2000). 

Empathy clearly impacts juries' decision-making, but empathy for defendants is often stronger than that for victims (Kahhale et al., 2015). This must be considered by the justice system if justice is to be fairly delivered. 

==See also==
* [[Motivation and emotion/Book/2019/Death penalty motivation|Death penalty motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making|Moral disgust and juror decision making]] (Book chapter, 2026)
* [[Motivation and emotion/Book/2019/Risky shift motivation|Risky shift motivation]] (Book chapter, 2019)

==References==
{{Hanging indent|1=
Bandes, S. A. (1996). Empathy, narrative and victim impact statements. ''University of Chicago Law Review, 63''(2), 361- 412. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1248284

Blackhurst, T., Hartley, C., Turner, P., &amp; Warmelink, L. (2022). Jurors’ judgements of an autistic defendant are influenced by awareness of autism, knowledge of psychological conditions and trait-empathy. ''Journal of Intellectual Disabilities and Offending Behaviour, 13''(3), 90-101. https://doi.org/10.1108/JIDOB-09-2022-0007

Bright, D. A., &amp; Goodman-Delahunty, J. (2006). Gruesome evidence and emotion: anger, blame, and jury decision-making. ''Law and human behavior, 30''(2), 183–202. https://doi.org/10.1007/s10979-006-9027-y

Chester, V., Melvin, C., Bunning, K., Alexander, R., &amp; Langdon, P. E. (2025). Autistic people within forensic psychiatric services and the criminal justice system: A systematic review. ''The Journal of Forensic Psychiatry &amp; Psychology, 36''(5), 711–773. https://doi.org/10.1080/14789949.2025.2558833

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. ''Journal of Personality and Social Psychology, 44''(1), 113–126. https://doi.org/10.1037/0022-3514.44.1.113

Decety, J. (2021). Why empathy is not a reliable source of information in moral decision making. ''Current Directions in Psychological Science, 30''(5), 425-430.

Garvey, S. P. (2000). The emotional economy of capital sentencing. ''New York University Law Review, 75''(26), 26-73. https://nyulawreview.org/wp-content/uploads/2018/08/NYULawReview-75-1-Garvey.pdf

Haegerich, T. M., &amp; Bottoms, B. L. (2000). Empathy and jurors' decisions in patricide trials involving child sexual assault allegations. ''Law and Human Behavior, 24''(4), 421–448. https://doi.org/10.1023/A:1005592213294

Jones, T. M., Bottoms, B. L., &amp; Stevenson, M. C. (2020). Child victim empathy mediates the influence of jurors’ sexual abuse experiences on child sexual abuse case judgments: Meta-analyses. ''Psychology, Public Policy, and Law'', ''26''(3), 312–332. https://psycnet.apa.org/doi/10.1037/law0000231

Kahhale, I., Hackel, L., &amp; Zaki, J. (2026). Balancing emotional scales: Empathy and dehumanization in legal contexts. ''Emotion'', ''26''(1), 97–112. https://doi.org/10.1037/emo0001559

Luginbuhl, J. &amp; Burkhead, M. (1995). Victim impact evidence in a capital trial: Encouraging votes for death. ''American Journal of Criminal Justice, 20'', 1-16. https://doi.org/10.1007/BF02886115

Myers, B., &amp; Arbuthnot, J. (1999). The effects of victim impact evidence on the verdicts and sentencing judgments of mock jurors. ''Journal of Offender Rehabilitation, 29''(3–4), 95–112. https://doi.org/10.1300/J076v29n03_05

Patry, M. W. (2008). Attractive but guilty: Deliberation and the physical attractiveness bias. ''Psychological Reports, 102''(3), 727-733. https://doi.org/10.2466/pr0.102.3.727-733

Phalen, H. J., Bettis, T. C., Bean, S. R., &amp; Salerno, J. M. (2025). Jurymen seldom rule against a person that they like: The relationship between emotions towards a defendant, the understanding of case facts, and juror judgments in civil trials. ''Behavioral Sciences, 15''(7), 965. https://doi.org/10.3390/bs15070965

Phalen, H.J., Salemo, J.M. &amp; Nadler, J. (2021) Emotional evidence in court. In Bandes, S. A., Madeira, J. L., Temple, K. D., White, E. K. (Eds), ''Research Handbook on Law and Emotion'' (pp. 288-311). Edward Elgar Publishing,

Plumm, K. M., &amp; Terrance, C. A. (2009). Battered women who kill: The impact of expert testimony and empathy induction in the courtroom. ''Violence Against Women, 15''(2), 186-205. https://doi.org/10.1177/1077801208329145

Riess H. (2017). The science of empathy. ''Journal of Patient Experience, 4''(2), 74–77. https://doi.org/10.1177/2374373517699267

Sjöberg, M. P. (2015). The relationship between empathy and stringency of punishment in mock jurors. ''Journal of European Psychology Students, 6''(1), 37-44. https://doi.org/10.5334/jeps.cr

Stueber, K. (2025). Empathy. In In E. N. Zalta &amp; U. Nodelman (Eds.), ''The Stanford Encyclopedia of Philosophy'' (Winter 2025 Edition). https://plato.stanford.edu/archives/win2025/entries/empathy/

Sundbey, S. E., (2003). The capital jury and empathy: The problem of worthy and unworthy victims. ''Cornell Law Review, 88''(2), 343-381. https://scholarship.law.cornell.edu/cgi/viewcontent.cgi?article=2906&amp;context=clr  

Titchener, E. B., 1909, ''Lectures on the Experimental Psychology of Thought-Processes'', New York: Macmillan. 

World Health Organisation. (2025). ''Autism''. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

}}

==External links==
{{ic|Include source in parentheses after the link}}

* [https://www.youtube.com/watch?v=SmydcWCacTw Jury decision making]
* [https://www.youtube.com/watch?v=F9DqVyM-KyQ What happens during jury deliberation?]

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
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[[Category:Motivation and emotion/Book/Legal]]
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      <text bytes="11016" sha1="pncfqu4q8nd3xtuj7tdib80o9ejjqkt" xml:space="preserve">== About Me ==
I am a military veteran, working to complete a Bachelor of Science in Psychology as part of a lifelong approach to learning. After a military career working with people around the world on a spectrum of operations, I wanted to better understand the human dimension and the science behind what makes us all tick. Along the way, I want to give back to the community where I can. I have an interest in veterans' PTSD, advocacy and international affairs.

== Book Chapter ==
[[File:PTSD.png|thumb|250x250px|'''Figure 1.''' PTSD can have a deep and lasting impact on our emotions.]]
I am writing a book chapter titled [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] 

This chapter is an individual student contribution as part of a larger [https://www.canberra.edu.au/ University of Canberra] class effort in 2026 to write a book [[Motivation and emotion/Book]]. 

The 2026 book extends a Wikiversity book series started in 2010, with over 1,800 online book chapters on how psychological science can improve human lives.

The book editor and University psychology unit convener is [[User:Jtneill|Dr. James Neill]]

==== Chapters I am working on: ====

====== [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] ======

====== [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment/Non-invasive brain stimulation techniques|High-frequency rTMS and 3MDR in the treatment of PTSD: An integrated physiological and clinical review]] ======
{{clear}}

== Social Contributions ==

#'''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Defence mechanisms and emotion regulation. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FDefence_mechanisms_and_emotion_regulation&amp;diff=2822629&amp;oldid=2763661
# '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Neurodivergence and trauma. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeurodivergence_and_trauma&amp;diff=2822636&amp;oldid=2812805
# '''19 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Incentive theory of motivation. Edits at&lt;nowiki/&gt;https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FIncentive_theory_of_motivation&amp;diff=2822844&amp;oldid=2814898
# '''19 Aug 26:''' UC Canvas Discussion: Introduced the book chapter intent to the class and welcomed anyone with sim&lt;nowiki/&gt;ilar topics or interests to contribute. I offered the same. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456450
# '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page. [[Talk:Motivation and emotion/Book/2026/Perfectionism and procrastination#Reference material]]
# '''20 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Irritability#Reference material]]
# '''22 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Mental health in astronauts. Edits at [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667 ht]&lt;nowiki/&gt;[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667 tps://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FMental_health_in_astronauts&amp;diff=2824159&amp;oldid=2804667]
# '''25 Aug 26:''' Comment: Supported another Wiki user by providing some peer-reviewed ideas on starter references f&lt;nowiki/&gt;or a Chapter page.[[Talk:Motivation and emotion/Book/2026/Feedback literacy#Reference]]
# '''25 Aug 26''': UC Canvas Discussion: Responded to student topic query.[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 https://uclearn.canberra.edu.au/courses/201]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457190 43/discussion_topics/457190]
# '''26 Aug 26:''' Comment: Supported another Wiki user by providing some external link ideas for a Chapter page.[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|Talk]]&lt;nowiki/&gt;[[Talk:Motivation and emotion/Book/2026/Dark empathy#Reference|:Motivation and emotion/Book/2026/Dark empathy#Reference]]
# '''26 Aug 26:''' UC Canvas Discussion: Responded to student topic query with data from a Random Game of Dice scenar&lt;nowiki/&gt;io.https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457412
# '''27 Aug 26:''' Wiki thanks and editing conversation: [[User talk:Jtneill#Punctuation change in book title]]
# '''28 Aug 26:''' UC Canvas Discussion: Responded to student topic query&lt;nowiki/&gt; https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457809
# '''4 Sep 26:''' Comment: Included creation of graphics for Wiki page.[[c:File:Avoidance_and_Processing_Cycles.png|ht]]&lt;nowiki/&gt;[[c:File:Avoidance_and_Processing_Cycles.png|tps://commons.wikimedia.org/wiki/File:Avoidance_and_Processing_Cycles.png]]
# '''4 Sep 26:''' Comment: Assisted other Wiki user by adding a quiz temp&lt;nowiki/&gt;late to their chapter page https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FBuilding_therapeutic_alliance&amp;diff=2831108&amp;oldid=2830050
# '''8 Sep 26:''' Comment: Assisted other Wiki user by adding a quiz temp&lt;nowiki/&gt;late to their chapter page https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2832141&amp;oldid=2831622
# '''9 Sep 26:''' Comment: Assisted another Wiki user by adding a quiz te&lt;nowiki/&gt;mplate to their chapter page&lt;nowiki/&gt;https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2832147&amp;oldid=2828722
# '''9 Sep 26:''' UC Canvas Discussion: Responded to student topic query &lt;nowiki/&gt;https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457888
# '''11 Sep 26:''' UC Canvas Discussion: Chapter word count question - in&lt;nowiki/&gt;cludes great response advice from other contributors on tools and techniques https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461216
# '''14 Sep:''' Comment: Assisted another Wiki user by adding some advice&lt;nowiki/&gt; on prediction error references [[Talk:Motivation and emotion/Book/2026/Fear extinction#Prediction Error and Extinction]]
# '''15 Sep 26:''' Correspondence: Email exchange between chapter author &lt;nowiki/&gt;and Professor Vermetten, who is credited with creating the 3MDR therapy and referenced in the chapter.  &quot;I have looked at the Wikiversity page and think you are on the right path. You have brought together the concepts of immersion, embodiment, motivation, and trauma-focused treatment in a thoughtful and relevant way.&quot;
# '''16 Sep 26:''' Grammar and content editing improvements on 2025 chapt&lt;nowiki/&gt;er due to links with PTSD and prediction error ,https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeuroscience_of_unexpected_positive_outcomes&amp;diff=2833368&amp;oldid=2762078
# '''16 Sep 26:''' UC Canvas Discussion: Responded to student request for&lt;nowiki/&gt; chapter feedback on impulsivity and sensation seeking https://uclearn.canberra.edu.au/courses/20143/discussion_topics/461607
# '''16 Sep 26:''' UC Canvas Discussion: Responded to student request for&lt;nowiki/&gt; chapter feedback on brain implants for chronic pain&lt;nowiki/&gt;https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457902
# '''17 Sep 26:''' UC Canvas Discussion: Chapter referencing question abo&lt;nowiki/&gt;ut integration of non-academic journal sources neede&lt;nowiki/&gt;d to source financial market analysis relating to immersive PTSD forecasts. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/462166
# '''21 Sep 26:''' Comment: Assisted another Wiki user by making formatti&lt;nowiki/&gt;ng changes in chapter heading styles to create page &lt;nowiki/&gt;menu. https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FHypothalamus_and_homeostatic_motivation&amp;diff=2834144&amp;oldid=2833547
# '''21 Sep 26:''' UC Canvas discussion: Chapter feedback provided on UC &lt;nowiki/&gt;Canvas at the request of the author.[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901 https://uclearn.]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/457901 canberra.edu.au/courses/20143/discussion_topics/457901]
# '''21 Sep 26:''' UC Canvas discussion: Assisted user with search for li&lt;nowiki/&gt;terature. Provided a number of contemporary meta-ana&lt;nowiki/&gt;lyses and systetemic reviews from the library that may help their research. https://uclearn.canberra.edu.au/courses/20143/discussion_topics/459237
# '''23 Sep 26:''' UC Canvas discussion: From combat to cognition - a lay&lt;nowiki/&gt;person's insights into motivation [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 https://uclearn.ca]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 nberra.edu.au/courses/20143/discussion_topics/456345]
# '''24 Sep 26:''' UC Canvas discussion: What do you really want to learn&lt;nowiki/&gt; about - Body language and non-verbal communication[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261 h]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261 ttps://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261]
# '''25 Sep 26:''' Added sub-page content to consolidate additional readi&lt;nowiki/&gt;ng, learning and research that I have done between P&lt;nowiki/&gt;TSD treatment and physiological psychology involving non-invasive brain stimulation: [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment/Non-invasive brain stimulation techniques]]
# '''27 Sep 26:''' Wiki editing of another chapter: [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834628&amp;oldid=2834606 https://en.wikiversit]&lt;nowiki/&gt;[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834628&amp;oldid=2834606 y.org/w/index.php?title=Motivation_and_emotion%2FBoo]&lt;nowiki/&gt;[https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834628&amp;oldid=2834606 k%2F2026%2FSelf-concept_and_motivation&amp;diff=2834628&amp;oldid=2834606]
# '''27 Sep 26:''' UC Canvas discussion: Chapter feedback provided on UC &lt;nowiki/&gt;Canvas at the request of the author [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 https://uclearn.]&lt;nowiki/&gt;[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/463438 canberra.edu.au/courses/20143/discussion_topics/463438]</text>
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__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
[[File:School children happily playing in playground.jpg|thumb|'''Figure 1'''. Children engaged in outdoor play.]]

|'''Case study: Part 1'''

A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]

'''Focus questions'''

* What are outdoor play and children's emotional well-being?
* How does outdoor play influence children's emotional well-being?
* How do social and environmental conditions shape  children's outdoor play experiences?
* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|'''Figure 2'''. ''Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.''|265x265px]]

Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |[[File:Children marbles.jpg|thumb|177x177px|'''Figure 3'''. ''Children may experience different emotional responses during social outdoor play'']]The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==
Outdoor play may be related to children's emotional well-being through emotional, cognitive, and social processes. Possible pathways discussed in the recent research include [[Emotional regulation|emotion regulation]], working memory, social interaction, physical activity, connection with the nature and adventurous play. However, these pathways have not all been directly tested as mechanisms, and many of the outdoor play literatures remain observational (Dodd et al., 2026; de Lannoy et al.,2023). Psychological theory can help to explain how and why outdoor play experiences may influence children's emotional well-being. Although the evidence does not yet show that psychological processes cause the relationship between outdoor play and children's emotional well-being.

Emotion involves more than subjective feelings. Scherer (2005) described emotion as coordinated changes across cognitive appraisal, physiological responses, action tendencies, expression and subjective feelings. Therefore, physiological responses are one component of an emotional response rather than a separate explanation for the effects of outdoor play. Scherer (2005) did not examine outdoor play, so this framework does not evidence that outdoor play changes children's physiological responses or emotional well-being.

=== '''Emotion regulation''' ===
Emotion regulation provides a psychological framework for understanding how children may manage emotional situations during outdoor play. Gross (2015) described emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice. Gross (2015) also described situation selection, situation modification, attentional deployment cognitive change and response modulation. During outdoor play, children may experience frustration, conflict, disagreement, uncertainty or changes to their activity. Gross framework can be applied to these situations to consider how a children recognise an emotional response, choose strategies to manage and act on chosen strategies. However, Gross (2015) did not examine outdoor play, so applying the framework does not show that outdoor play improves children's emotion regulation.

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 3'''[[File:14Y Ncdc july 5th-802.jpg|thumb|202x202px|'''Figure 4'''. ''Children can respond differently to situations that occur during outdoor play.'']]When the rule of game change, the child becomes frustrated and decided to step away. After a short time the child returns and suggests for different way to continue the game (see Figure 4). Suggesting a change to the game can be considered an example of situation modification. This shows how Gross's emotion regulation framework can be applied to an emotional situation during outdoor play.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{What does Gross (2015) emotion regulation framework show when it is applied to the outdoor-play scenario?.
|type=&quot;()&quot;}
-A. Outdoor play causes better emotion regulation.
+B. Situation modification can help explain how the child responds to the situation.
-C. Children regulate emotions better outdoors than indoors.
-D. Stepping away from play always improves emotional well-being.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Working memory and cognitive process''' ===
Working memory can be one cognitive process involved in the association between outdoor play and emotional dysregulation. Lee et al., (2025) examined 325 preschool children and tested working memory as a statistical mediator. Outdoor play was examined across three periods of the day; wake up to noon, noon to 6 pm, and 6 pm to bedtime. The findings differed according to the timing of outdoor play. More outdoor play between noon and 6 pm was associated with lower emotional dysregulation. In contrast, more outdoor play before noon and 6 pm was associated with higher emotional dysfunction. Afternoon outdoor play was also associated with better working memory, and better working memory was associated with lower emotional dysregulation.

When working memory was included in the analysis, the association between afternoon outdoor play and emotional dysregulation was no longer statistically significant. Lee et al., (2025) reported this as full mediation. This suggests working memory may be involved in the association between afternoon play and lower emotional dysregulation. However, the study was observational, so the mediation analysis does not show that outdoor play caused better working memory or lower emotional dysregulation.

== '''How does social and environmental conditions influence on children's outdoor play experiences?''' ==
Outdoor play opportunities depends on the opportunities available in their social and physical environment. Children may have access to same outdoor space but not have same opportunities to take part in play. These difference can be considered through affordance theory, which examines the opportunities for action provided by features of an environment. 

=== Affordance theory and outdoor play environments ===
Affordance theory provides a way of understanding how features of outdoor environment can provide opportunities for children to interact with different forms of play. Morgenthaler et al. (2024) applied the theory of affordances to examine environment play transactions and development of an environmental taxonomy of outdoor play space features. The review identified 284 different play opportunities afforded by different spaces and objects. This suggests that outdoor environment not only provide a space for play, their physical features can provide different opportunities for how children interact with and use the play space.

Research on outdoor play space supports the importance of these environmental features. Pereira et al. (2024) also examined features of outdoor play spaces in systematic review of 51 articles representing 45 primary studies. The review included features such as fixed structures, natural elements, floor markings, loose equipment and available play area. The study found that physical activity was most commonly examined outcome. The study also differed in the environmental features examine, outcomes measures, and study methods, which made difficult to draw a clear conclusions about the effect of individual play space features. Therefore, these findings show that outdoor play differ in the opportunities they provide, but the evidence does not support that one particular features produces better emotional well-being. 

'''Table 2'''. ''Examples of environmental features and possible affordances'' 
{| class=&quot;wikitable&quot;
|+
!Environmental feature                             
!Possible affordance for play                                                        
|-
|Fixed structures (e.g. climbing frame)
|Can provide opportunity in different forms of physical activity. For example, climbing, physical play, risk-taking
|-
|Natural elements (e.g. tree, rocks, sand)
|Environmental features can provide opportunities for exploratory play, imaginative play, sensory experiences
|-
|Floor markings (e.g. painted games)
|Can support structured activities like rule based play, social play, active play
|-
|Loose equipment (e.g. balls, tyre, boxes) 
|Movable environmental features that can be used during constructive play, imaginative play, creative problem solving play
|-
|Open play area
|Running, group play,  or flexible use
|}
Note. Based on Pereira et al. (2024) and Morgenthaler et al. (2024). Environmental features can afford more than one type of play and the opportunities may vary between children. 
{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 4 Same space, different opportunities'''
Kim and Leo are both at the same school playground during recess. The playground has climbing feature, sand pit area and open natural space. 

* Kim quickly joins a group of children in a climbing frame. The climbing frame structure provides him with an opportunity for physical play and social interactions. 
* Leo uses sand pit area with other child, he plays with loose materials and creates a sand castle and other different structures. The environment gives him an opportunity for imaginative play and social play.

Both the examples show how the same outdoor space can afford different forms of play for different children, depending on their interests, skills and social context. 
{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{Which statement best applies affordance theory to the example?.
|type=&quot;()&quot;}
-A. The play ground causes children to be more physically active.
+B. The same playground can provide different opportunities for play depending on the child and how they use the environment.
-C. Climbing structures always lead to better emotional well-being.
-D. Open spaces are only useful for social play.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Social relationship and inclusion''' ===
Social relationship can shape whether children are able to join and continue outdoor play. Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Familiarity with other children could make it easier to approach, communication and play together, while joining unfamiliar children or existing game could be difficult.  Affective social competence provides a psychological framework for understanding these social interactions. Gal-Szabo et al. (2018) described emotional competence as involving experiencing, sending and receiving affect, together with awareness, identification, responding with the social context and regulation. These process may be relevant when a child tries to enter a peer group, recognise other children's emotions and manage their own response during play.

Gal-Szabo et al. (2018) also found that situational understanding of the emotions was related to uninvolved behaviour and was marginally related to more social play. Although the study examined preschool free play rather than specific outdoor play. Beekhuizen et al. (2025) also found that children with disabilities experienced more barriers related to making contact, adapting play and physical play environment. These findings suggest that participation in outdoor play depends on both social interaction and children's ability to respond within the play situation, but they do not establish that social play causes better emotional well-being.

=== '''Autonomy, parents and time''' ===

* Experiencing autonomy was identified as a personal factor in inclusive outdoor play. Children having some independence during outdoor play could promote their sense of independence over what they do and who they play with (Beekhuizen et al., 2025).
* Experiencing autonomy also included opportunities to play without direct involvement of parents. Some children with disabilities described wanting to play outside independently, although parental support could make outdoor play possible (Beekhuizen et al., 2025)
* Parents were identified as an environmental factors. Beekhuizen et al. (2025) found that parental involvement could support children's participation in outdoor play, specially when child needed help to access or participate in outdoor play.
* Time constraints were considered as another environmental factor. Some children with disabilities were described as having limited outdoor play time due to parents work schedule, after-school arrangements or longer travel distance between home and school (Beekhuizen et al., 2025)

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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      <text bytes="44993" sha1="3760c0t1z97rzlibpm1gcnbggjcuoje" xml:space="preserve">{{title|Outdoor play and children's emotional well-being:&lt;br&gt;How does outdoor play influence children's emotional well-being?}}
__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
[[File:School children happily playing in playground.jpg|thumb|'''Figure 1'''. Children engaged in outdoor play.]]

|'''Case study: Part 1'''

A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]

'''Focus questions'''

* What are outdoor play and children's emotional well-being?
* How does outdoor play influence children's emotional well-being?
* How do social and environmental conditions shape  children's outdoor play experiences?
* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|'''Figure 2'''. ''Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.''|265x265px]]

Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |[[File:Children marbles.jpg|thumb|177x177px|'''Figure 3'''. ''Children may experience different emotional responses during social outdoor play'']]The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==
Outdoor play may be related to children's emotional well-being through emotional, cognitive, and social processes. Possible pathways discussed in the recent research include [[Emotional regulation|emotion regulation]], working memory, social interaction, physical activity, connection with the nature and adventurous play. However, these pathways have not all been directly tested as mechanisms, and many of the outdoor play literatures remain observational (Dodd et al., 2026; de Lannoy et al.,2023). Psychological theory can help to explain how and why outdoor play experiences may influence children's emotional well-being. Although the evidence does not yet show that psychological processes cause the relationship between outdoor play and children's emotional well-being.

Emotion involves more than subjective feelings. Scherer (2005) described emotion as coordinated changes across cognitive appraisal, physiological responses, action tendencies, expression and subjective feelings. Therefore, physiological responses are one component of an emotional response rather than a separate explanation for the effects of outdoor play. Scherer (2005) did not examine outdoor play, so this framework does not evidence that outdoor play changes children's physiological responses or emotional well-being.

=== '''Emotion regulation''' ===
Emotion regulation provides a psychological framework for understanding how children may manage emotional situations during outdoor play. Gross (2015) described emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice. Gross (2015) also described situation selection, situation modification, attentional deployment cognitive change and response modulation. During outdoor play, children may experience frustration, conflict, disagreement, uncertainty or changes to their activity. Gross framework can be applied to these situations to consider how a children recognise an emotional response, choose strategies to manage and act on chosen strategies. However, Gross (2015) did not examine outdoor play, so applying the framework does not show that outdoor play improves children's emotion regulation.

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 3'''[[File:14Y Ncdc july 5th-802.jpg|thumb|202x202px|'''Figure 4'''. ''Children can respond differently to situations that occur during outdoor play.'']]When the rule of game change, the child becomes frustrated and decided to step away. After a short time the child returns and suggests for different way to continue the game (see Figure 4). Suggesting a change to the game can be considered an example of situation modification. This shows how Gross's emotion regulation framework can be applied to an emotional situation during outdoor play.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{What does Gross (2015) emotion regulation framework show when it is applied to the outdoor-play scenario?.
|type=&quot;()&quot;}
-A. Outdoor play causes better emotion regulation.
+B. Situation modification can help explain how the child responds to the situation.
-C. Children regulate emotions better outdoors than indoors.
-D. Stepping away from play always improves emotional well-being.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Working memory and cognitive process''' ===
Working memory can be one cognitive process involved in the association between outdoor play and emotional dysregulation. Lee et al., (2025) examined 325 preschool children and tested working memory as a statistical mediator. Outdoor play was examined across three periods of the day; wake up to noon, noon to 6 pm, and 6 pm to bedtime. The findings differed according to the timing of outdoor play. More outdoor play between noon and 6 pm was associated with lower emotional dysregulation. In contrast, more outdoor play before noon and 6 pm was associated with higher emotional dysfunction. Afternoon outdoor play was also associated with better working memory, and better working memory was associated with lower emotional dysregulation.

When working memory was included in the analysis, the association between afternoon outdoor play and emotional dysregulation was no longer statistically significant. Lee et al., (2025) reported this as full mediation. This suggests working memory may be involved in the association between afternoon play and lower emotional dysregulation. However, the study was observational, so the mediation analysis does not show that outdoor play caused better working memory or lower emotional dysregulation.

== '''How does social and environmental conditions influence on children's outdoor play experiences?''' ==
Outdoor play opportunities depends on the opportunities available in their social and physical environment. Children may have access to same outdoor space but not have same opportunities to take part in play. These difference can be considered through affordance theory, which examines the opportunities for action provided by features of an environment. 

=== Affordance theory and outdoor play environments ===
Affordance theory provides a way of understanding how features of outdoor environment can provide opportunities for children to interact with different forms of play. Morgenthaler et al. (2024) applied the theory of affordances to examine environment play transactions and development of an environmental taxonomy of outdoor play space features. The review identified 284 different play opportunities afforded by different spaces and objects. This suggests that outdoor environment not only provide a space for play, their physical features can provide different opportunities for how children interact with and use the play space.

Research on outdoor play space supports the importance of these environmental features. Pereira et al. (2024) also examined features of outdoor play spaces in systematic review of 51 articles representing 45 primary studies. The review included features such as fixed structures, natural elements, floor markings, loose equipment and available play area. The study found that physical activity was most commonly examined outcome. The study also differed in the environmental features examine, outcomes measures, and study methods, which made difficult to draw a clear conclusions about the effect of individual play space features. Therefore, these findings show that outdoor play differ in the opportunities they provide, but the evidence does not support that one particular features produces better emotional well-being. 

'''Table 2'''. ''Examples of environmental features and possible affordances'' 
{| class=&quot;wikitable&quot;
|+
!Environmental feature                             
!Possible affordance for play                                                        
|-
|Fixed structures (e.g. climbing frame)
|Can provide opportunity in different forms of physical activity. For example, climbing, physical play, risk-taking
|-
|Natural elements (e.g. tree, rocks, sand)
|Environmental features can provide opportunities for exploratory play, imaginative play, sensory experiences
|-
|Floor markings (e.g. painted games)
|Can support structured activities like rule based play, social play, active play
|-
|Loose equipment (e.g. balls, tyre, boxes) 
|Movable environmental features that can be used during constructive play, imaginative play, creative problem solving play
|-
|Open play area
|Running, group play,  or flexible use
|}
Note. Based on Pereira et al. (2024) and Morgenthaler et al. (2024). Environmental features can afford more than one type of play and the opportunities may vary between children. 
{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 4 Same space, different opportunities'''
Kim and Leo are both at the same school playground during recess. The playground has climbing feature, sand pit area and open natural space. 

* Kim quickly joins a group of children in a climbing frame. The climbing frame structure provides him with an opportunity for physical play and social interactions. 
* Leo uses sand pit area with other child, he plays with loose materials and creates a sand castle and other different structures. The environment gives him an opportunity for imaginative play and social play.

Both the examples show how the same outdoor space can afford different forms of play for different children, depending on their interests, skills and social context. 
{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{Which statement best applies affordance theory to the example?.
|type=&quot;()&quot;}
-A. The play ground causes children to be more physically active.
+B. The same playground can provide different opportunities for play depending on the child and how they use the environment.
-C. Climbing structures always lead to better emotional well-being.
-D. Open spaces are only useful for social play.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Social relationship and inclusion''' ===
Social relationship can shape whether children are able to join and continue outdoor play. Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Familiarity with other children could make it easier to approach, communication and play together, while joining unfamiliar children or existing game could be difficult.  Affective social competence provides a psychological framework for understanding these social interactions. Gal-Szabo et al. (2018) described emotional competence as involving experiencing, sending and receiving affect, together with awareness, identification, responding with the social context and regulation. These process may be relevant when a child tries to enter a peer group, recognise other children's emotions and manage their own response during play.

Gal-Szabo et al. (2018) also found that situational understanding of the emotions was related to uninvolved behaviour and was marginally related to more social play. Although the study examined preschool free play rather than specific outdoor play. Beekhuizen et al. (2025) also found that children with disabilities experienced more barriers related to making contact, adapting play and physical play environment. These findings suggest that participation in outdoor play depends on both social interaction and children's ability to respond within the play situation, but they do not establish that social play causes better emotional well-being.

=== '''Autonomy, parents and time''' ===
Autonomy can shape how children experience outdoor play. Beekhuizen et al. (2025) identified as a personal factor in inclusive outdoor play. Some children valued having independence over what they do and who they play with, children with disabilities wanted opportunities to play outside independently without direct parental involvement. Autonomy during game play may also have an emotional function. Veraksa et al. (2025), in a systematic review of non-therapeutic play, identified autonomy as one feature through which play may support emotional regulation and coping. However, the review examined several forms of play and does not show that autonomy during outdoor play specially improves children's emotional well-being.

Parental support could also make outdoor play possible. Beekhuizen et al. (2025) found that parental involvement could support children's participation when child needed help to access or participate in outdoor play. Time constraints also affect opportunities for outdoor play. Some children have less time to play outdoors because of parents' work schedule, after school arrangements or longer travel distance between home and school. These constraints could limit opportunities for outdoor play even when children wanted greater independence.

=== '''Outdoor environments and accessibility''' ===

* The outdoor play environment was identified as an environmental factor that could could support or restrict inclusive outdoor play. Children described both physical and social aspects of outdoor play environments. For example, children discussed the importance of physical and social safety, including traffic near playgrounds and disputes among children. Accessibility was particularly relevant to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities (Beekhuizen et al., 2025).
* Pereira et al. (2024) provided evidence about the physical features of outdoor play spaces. Their systematic review included 51 articles representing 45 primary studies aged between 5 to 12 and examined particular environmental features like fixed structures, natural elements, floor marking, loose parts or equipment and available play area.
* Pereira et al. (2024) found positive association between outdoor play space features and children's behaviours. However, there was substantial variation between studies so the review could not establish clear conclusions about the effects of particular environmental features.

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
[[File:School children happily playing in playground.jpg|thumb|'''Figure 1'''. Children engaged in outdoor play.]]

|'''Case study: Part 1'''

A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movements. It is more than simply being outside and engage in the activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with surrounding environment (Dodd et al.,2026; Pereira et al.,2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement. Gross (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al.,2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]

'''Focus questions'''

* What are outdoor play and children's emotional well-being?
* How does outdoor play influence children's emotional well-being?
* How do social and environmental conditions shape  children's outdoor play experiences?
* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|'''Figure 2'''. ''Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.''|265x265px]]

Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity. It should also be distinguished from outdoor  moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, that includes [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity that occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represent                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |[[File:Children marbles.jpg|thumb|177x177px|'''Figure 3'''. ''Children may experience different emotional responses during social outdoor play'']]The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==
Outdoor play may be related to children's emotional well-being through emotional, cognitive, and social processes. Possible pathways discussed in the recent research include [[Emotional regulation|emotion regulation]], working memory, social interaction, physical activity, connection with the nature and adventurous play. However, these pathways have not all been directly tested as mechanisms, and many of the outdoor play literatures remain observational (Dodd et al., 2026; de Lannoy et al.,2023). Psychological theory can help to explain how and why outdoor play experiences may influence children's emotional well-being. Although the evidence does not yet show that psychological processes cause the relationship between outdoor play and children's emotional well-being.

Emotion involves more than subjective feelings. Scherer (2005) described emotion as coordinated changes across cognitive appraisal, physiological responses, action tendencies, expression and subjective feelings. Therefore, physiological responses are one component of an emotional response rather than a separate explanation for the effects of outdoor play. Scherer (2005) did not examine outdoor play, so this framework does not evidence that outdoor play changes children's physiological responses or emotional well-being.

=== '''Emotion regulation''' ===
Emotion regulation provides a psychological framework for understanding how children may manage emotional situations during outdoor play. Gross (2015) described emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice. Gross (2015) also described situation selection, situation modification, attentional deployment cognitive change and response modulation. During outdoor play, children may experience frustration, conflict, disagreement, uncertainty or changes to their activity. Gross framework can be applied to these situations to consider how a children recognise an emotional response, choose strategies to manage and act on chosen strategies. However, Gross (2015) did not examine outdoor play, so applying the framework does not show that outdoor play improves children's emotion regulation.

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 3'''[[File:14Y Ncdc july 5th-802.jpg|thumb|202x202px|'''Figure 4'''. ''Children can respond differently to situations that occur during outdoor play.'']]When the rule of game change, the child becomes frustrated and decided to step away. After a short time the child returns and suggests for different way to continue the game (see Figure 4). Suggesting a change to the game can be considered an example of situation modification. This shows how Gross's emotion regulation framework can be applied to an emotional situation during outdoor play.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{What does Gross (2015) emotion regulation framework show when it is applied to the outdoor-play scenario?.
|type=&quot;()&quot;}
-A. Outdoor play causes better emotion regulation.
+B. Situation modification can help explain how the child responds to the situation.
-C. Children regulate emotions better outdoors than indoors.
-D. Stepping away from play always improves emotional well-being.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Working memory and cognitive process''' ===
Working memory can be one cognitive process involved in the association between outdoor play and emotional dysregulation. Lee et al., (2025) examined 325 preschool children and tested working memory as a statistical mediator. Outdoor play was examined across three periods of the day; wake up to noon, noon to 6 pm, and 6 pm to bedtime. The findings differed according to the timing of outdoor play. More outdoor play between noon and 6 pm was associated with lower emotional dysregulation. In contrast, more outdoor play before noon and 6 pm was associated with higher emotional dysfunction. Afternoon outdoor play was also associated with better working memory, and better working memory was associated with lower emotional dysregulation.

When working memory was included in the analysis, the association between afternoon outdoor play and emotional dysregulation was no longer statistically significant. Lee et al., (2025) reported this as full mediation. This suggests working memory may be involved in the association between afternoon play and lower emotional dysregulation. However, the study was observational, so the mediation analysis does not show that outdoor play caused better working memory or lower emotional dysregulation.

== '''How does social and environmental conditions influence on children's outdoor play experiences?''' ==
Outdoor play opportunities depends on the opportunities available in their social and physical environment. Children may have access to same outdoor space but not have same opportunities to take part in play. These difference can be considered through affordance theory, which examines the opportunities for action provided by features of an environment. 

=== Affordance theory and outdoor play environments ===
Affordance theory provides a way of understanding how features of outdoor environment can provide opportunities for children to interact with different forms of play. Morgenthaler et al. (2024) applied the theory of affordances to examine environment play transactions and development of an environmental taxonomy of outdoor play space features. The review identified 284 different play opportunities afforded by different spaces and objects. This suggests that outdoor environment not only provide a space for play, their physical features can provide different opportunities for how children interact with and use the play space.

Research on outdoor play space supports the importance of these environmental features. Pereira et al. (2024) also examined features of outdoor play spaces in systematic review of 51 articles representing 45 primary studies. The review included features such as fixed structures, natural elements, floor markings, loose equipment and available play area. The study found that physical activity was most commonly examined outcome. The study also differed in the environmental features examine, outcomes measures, and study methods, which made difficult to draw a clear conclusions about the effect of individual play space features. Therefore, these findings show that outdoor play differ in the opportunities they provide, but the evidence does not support that one particular features produces better emotional well-being. 

'''Table 2'''. ''Examples of environmental features and possible affordances'' 
{| class=&quot;wikitable&quot;
|+
!Environmental feature                             
!Possible affordance for play                                                        
|-
|Fixed structures (e.g. climbing frame)
|Can provide opportunity in different forms of physical activity. For example, climbing, physical play, risk-taking
|-
|Natural elements (e.g. tree, rocks, sand)
|Environmental features can provide opportunities for exploratory play, imaginative play, sensory experiences
|-
|Floor markings (e.g. painted games)
|Can support structured activities like rule based play, social play, active play
|-
|Loose equipment (e.g. balls, tyre, boxes) 
|Movable environmental features that can be used during constructive play, imaginative play, creative problem solving play
|-
|Open play area
|Running, group play,  or flexible use
|}
Note. Based on Pereira et al. (2024) and Morgenthaler et al. (2024). Environmental features can afford more than one type of play and the opportunities may vary between children. 
{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 4 Same space, different opportunities'''
Kim and Leo are both at the same school playground during recess. The playground has climbing feature, sand pit area and open natural space. 

* Kim quickly joins a group of children in a climbing frame. The climbing frame structure provides him with an opportunity for physical play and social interactions. 
* Leo uses sand pit area with other child, he plays with loose materials and creates a sand castle and other different structures. The environment gives him an opportunity for imaginative play and social play.

Both the examples show how the same outdoor space can afford different forms of play for different children, depending on their interests, skills and social context. 
{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{Which statement best applies affordance theory to the example?.
|type=&quot;()&quot;}
-A. The play ground causes children to be more physically active.
+B. The same playground can provide different opportunities for play depending on the child and how they use the environment.
-C. Climbing structures always lead to better emotional well-being.
-D. Open spaces are only useful for social play.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Social relationship and inclusion''' ===
Social relationship can shape whether children are able to join and continue outdoor play. Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Familiarity with other children could make it easier to approach, communication and play together, while joining unfamiliar children or existing game could be difficult.  Affective social competence provides a psychological framework for understanding these social interactions. Gal-Szabo et al. (2018) described emotional competence as involving experiencing, sending and receiving affect, together with awareness, identification, responding with the social context and regulation. These process may be relevant when a child tries to enter a peer group, recognise other children's emotions and manage their own response during play.

Gal-Szabo et al. (2018) also found that situational understanding of the emotions was related to uninvolved behaviour and was marginally related to more social play. Although the study examined preschool free play rather than specific outdoor play. Beekhuizen et al. (2025) also found that children with disabilities experienced more barriers related to making contact, adapting play and physical play environment. These findings suggest that participation in outdoor play depends on both social interaction and children's ability to respond within the play situation, but they do not establish that social play causes better emotional well-being.

=== '''Autonomy, parents and time''' ===
Autonomy can shape how children experience outdoor play. Beekhuizen et al. (2025) identified as a personal factor in inclusive outdoor play. Some children valued having independence over what they do and who they play with, children with disabilities wanted opportunities to play outside independently without direct parental involvement. Autonomy during game play may also have an emotional function. Veraksa et al. (2025), in a systematic review of non-therapeutic play, identified autonomy as one feature through which play may support emotional regulation and coping. However, the review examined several forms of play and does not show that autonomy during outdoor play specially improves children's emotional well-being.

Parental support could also make outdoor play possible. Beekhuizen et al. (2025) found that parental involvement could support children's participation when child needed help to access or participate in outdoor play. Time constraints also affect opportunities for outdoor play. Some children have less time to play outdoors because of parents' work schedule, after school arrangements or longer travel distance between home and school. These constraints could limit opportunities for outdoor play even when children wanted greater independence.

=== '''Outdoor environments and accessibility''' ===
Outdoor play environment can support or restrict children's participation. Beekhuizen et al. (2025) identified both physical and social features of outdoor environments as relevant to inclusive play. Children discussed safety, including traffic near playgrounds and disputes with other children. Accessibility was particularly important to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities. Pereira et al. (2024)  found that the evidence for individual outdoor play space features was inconsistent across studies. Differences in study methods and outcomes made it difficult to determine whether particular features were linked to children's behaviour. Gibson et al. (2017) reported a similar limitation for loose-parts play, with insufficient quantitative evidence to determine whether these interventions improved children's cognitive, social or emotional development. Physical access also does not mean that all children experience the same opportunities for play. Beekhuizen et al. (2025) found that accessibility was particularly relevant for children with disabilities because features of the play environment could support or restrict participation. Together, these findings show that environmental features can shape opportunities for play, but current evidence does not establish that particular feature improves children's emotional well-being. 

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025)  found that lower emotional dysregulation associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as  environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent  observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 Year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

Quiz

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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      <text bytes="45610" sha1="dxedr3xaaq351tsk7h9fakykbjrxrtl" xml:space="preserve">{{title|Outdoor play and children's emotional well-being:&lt;br&gt;How does outdoor play influence children's emotional well-being?}}
__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
[[File:School children happily playing in playground.jpg|thumb|'''Figure 1'''. Children engaged in outdoor play.]]

|'''Case study: Part 1'''

A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movement. It is more than simply being outside and engaging in activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with the surrounding environment (Dodd et al., 2026; Pereira et al., 2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement [''add a reference'']. Gross's (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al., 2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]

'''Focus questions'''

* What are outdoor play and children's emotional well-being?
* How does outdoor play influence children's emotional well-being?
* How do social and environmental conditions shape  children's outdoor play experiences?
* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|'''Figure 2'''. ''Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.''|265x265px]]

Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity [''add a reference'']. It should also be distinguished from outdoor moderate to vigorous physical activity because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, which include [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity which occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. [''this paragraph is fairly repetitive of the one above, are you able to condense to minimise repetition?]'' 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represents                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |[[File:Children marbles.jpg|thumb|177x177px|'''Figure 3'''. ''Children may experience different emotional responses during social outdoor play'']]The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==
Outdoor play may be related to children's emotional well-being through emotional, cognitive, and social processes. Possible pathways discussed in the recent research include [[Emotional regulation|emotion regulation]], working memory, social interaction, physical activity, connection with the nature and adventurous play. However, these pathways have not all been directly tested as mechanisms, and many of the outdoor play literatures remain observational (Dodd et al., 2026; de Lannoy et al., 2023). Psychological theory can help to explain how and why outdoor play experiences may influence children's emotional well-being. Although the evidence does not yet show that psychological processes cause the relationship between outdoor play and children's emotional well-being.

Emotion involves more than subjective feelings. Scherer (2005) described emotion as coordinated changes across cognitive appraisal, physiological responses, action tendencies, expression and subjective feelings. Therefore, physiological responses are one component of an emotional response rather than a separate explanation for the effects of outdoor play. Scherer (2005) did not examine outdoor play, so this framework does not evidence that outdoor play changes children's physiological responses or emotional well-being.

=== '''Emotion regulation''' ===
Emotion regulation provides a psychological framework for understanding how children may manage emotional situations during outdoor play. Gross (2015) described emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice. Gross (2015) also described situation selection, situation modification, attentional deployment cognitive change and response modulation. During outdoor play, children may experience frustration, conflict, disagreement, uncertainty or changes to their activity. Gross's framework can be applied to these situations to consider how a children recognise an emotional response, choose strategies to manage and act on chosen strategies. However, Gross (2015) did not examine outdoor play, so applying the framework does not show that outdoor play improves children's emotion regulation.

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 3'''[[File:14Y Ncdc july 5th-802.jpg|thumb|202x202px|'''Figure 4'''. ''Children can respond differently to situations that occur during outdoor play.'']]When the rule of game change, the child becomes frustrated and decided to step away. After a short time the child returns and suggests for different way to continue the game (see Figure 4). Suggesting a change to the game can be considered an example of situation modification. This shows how Gross's emotion regulation framework can be applied to an emotional situation during outdoor play.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{What does Gross (2015) emotion regulation framework show when it is applied to the outdoor-play scenario?.
|type=&quot;()&quot;}
-A. Outdoor play causes better emotion regulation.
+B. Situation modification can help explain how the child responds to the situation.
-C. Children regulate emotions better outdoors than indoors.
-D. Stepping away from play always improves emotional well-being.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Working memory and cognitive process''' ===
Working memory can be one cognitive process involved in the association between outdoor play and emotional dysregulation. Lee et al., (2025) examined 325 preschool children and tested working memory as a statistical mediator. Outdoor play was examined across three periods of the day; wake up to noon, noon to 6 pm, and 6 pm to bedtime. The findings differed according to the timing of outdoor play. More outdoor play between noon and 6 pm was associated with lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was associated with higher emotional dysfunction. Afternoon outdoor play was also associated with better working memory, and better working memory was associated with lower emotional dysregulation.

When working memory was included in the analysis, the association between afternoon outdoor play and emotional dysregulation was no longer statistically significant. Lee et al., (2025) reported this as full mediation. This suggests working memory may be involved in the association between afternoon play and lower emotional dysregulation. However, the study was observational, so the mediation analysis does not show that outdoor play caused better working memory or lower emotional dysregulation.

== '''How does social and environmental conditions influence on children's outdoor play experiences?''' ==
Outdoor play opportunities depend on the opportunities available in children's social and physical environment. Children may have access to same outdoor space but not have same opportunities to take part in play [''check the grammar of this sentence]''. These difference can be considered through affordance theory, which examines the opportunities for action provided by features of an environment [''add a reference]''. 

=== Affordance theory and outdoor play environments ===
Affordance theory provides a way of understanding how features of outdoor environment can provide opportunities for children to interact with different forms of play [''add a reference]''. Morgenthaler et al. (2024) applied the theory of affordances to examine environment play transactions and development of an environmental taxonomy of outdoor play space features. The review identified 284 different play opportunities afforded by different spaces and objects. This suggests that outdoor environment not only provides a space for play, but the environment's physical features can provide different opportunities for how children interact with and use the play space.

Research on outdoor play space supports the importance of these environmental features. Pereira et al. (2024) also examined features of outdoor play spaces in a systematic review of 51 articles representing 45 primary studies. The review included features such as fixed structures, natural elements, floor markings, loose equipment and available play areas. The study found that physical activity was the most commonly examined outcome. The study also differed in the environmental features examined, outcomes measures, and study methods, which made difficult to draw a clear conclusions about the effect of individual play space features. Therefore, these findings show that outdoor play differ in the opportunities they provide, but the evidence does not support that one particular features produces better emotional well-being. 

'''Table 2'''. ''Examples of environmental features and possible affordances'' 
{| class=&quot;wikitable&quot;
|+
!Environmental feature                             
!Possible affordance for play                                                        
|-
|Fixed structures (e.g. climbing frame)
|Can provide opportunity in different forms of physical activity. For example, climbing, physical play, risk-taking
|-
|Natural elements (e.g. tree, rocks, sand)
|Environmental features can provide opportunities for exploratory play, imaginative play, sensory experiences
|-
|Floor markings (e.g. painted games)
|Can support structured activities like rule based play, social play, active play
|-
|Loose equipment (e.g. balls, tyre, boxes) 
|Movable environmental features that can be used during constructive play, imaginative play, creative problem solving play
|-
|Open play area
|Running, group play,  or flexible use
|}
Note. Based on Pereira et al. (2024) and Morgenthaler et al. (2024). Environmental features can afford more than one type of play and the opportunities may vary between children. 
{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 4 Same space, different opportunities'''
Kim and Leo are both at the same school playground during recess. The playground has climbing feature, sand pit area and open natural space. 

* Kim quickly joins a group of children in a climbing frame. The climbing frame structure provides him with an opportunity for physical play and social interactions. 
* Leo uses sand pit area with other child, he plays with loose materials and creates a sand castle and other different structures. The environment gives him an opportunity for imaginative play and social play.

Both the examples show how the same outdoor space can afford different forms of play for different children, depending on their interests, skills and social context. 
{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{Which statement best applies affordance theory to the example?.
|type=&quot;()&quot;}
-A. The play ground causes children to be more physically active.
+B. The same playground can provide different opportunities for play depending on the child and how they use the environment.
-C. Climbing structures always lead to better emotional well-being.
-D. Open spaces are only useful for social play.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Social relationship and inclusion''' ===
Social relationships can shape whether children are able to join and continue outdoor play [''add a reference]''. Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Familiarity with other children could make it easier to approach, communication and play together, while joining unfamiliar children or existing game could be difficult.  Affective social competence provides a psychological framework for understanding these social interactions. Gal-Szabo et al. (2018) described emotional competence as involving experiencing, sending and receiving affect, together with awareness, identification, responding with the social context and regulation. These process may be relevant when a child tries to enter a peer group, recognise other children's emotions and manage their own response during play.

Gal-Szabo et al. (2018) also found that situational understanding of the emotions was related to uninvolved behaviour and was marginally related to more social play. However, it is noteworthy that the study examined preschool free play rather than specific outdoor play. Beekhuizen et al. (2025) also found that children with disabilities experienced more barriers related to making contact, adapting play and physical play environment. These findings suggest that participation in outdoor play depends on both social interaction and children's ability to respond within the play situation, but they do not establish that social play causes better emotional well-being.

=== '''Autonomy, parents and time''' ===
Autonomy can shape how children experience outdoor play [''add a reference]''. Beekhuizen et al. (2025) identified [''identified what?]'' as a personal factor in inclusive outdoor play. Some children valued having independence over what they do and who they play with, children with disabilities wanted opportunities to play outside independently without direct parental involvement. Autonomy during game play may also have an emotional function. Veraksa et al. (2025), in a systematic review of non-therapeutic play, identified autonomy as one feature through which play may support emotional regulation and coping. However, the review examined several forms of play and does not show that autonomy during outdoor play specially improves children's emotional well-being.

Parental support can also make outdoor play possible. Beekhuizen et al. (2025) found that parental involvement could support children's participation when child needed help to access or participate in outdoor play. Time constraints also affect opportunities for outdoor play. Some children have less time to play outdoors because of parents' work schedule, after school arrangements or longer travel distance between home and school. These constraints could limit opportunities for outdoor play even when children wanted greater independence.

=== '''Outdoor environments and accessibility''' ===
Outdoor play environment can support or restrict children's participation. Beekhuizen et al. (2025) identified both physical and social features of outdoor environments as relevant to inclusive play. Children discussed safety, including traffic near playgrounds and disputes with other children. Accessibility was particularly important to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities. Pereira et al. (2024)  found that the evidence for individual outdoor play space features was inconsistent across studies. Differences in study methods and outcomes made it difficult to determine whether particular features were linked to children's behaviour. Gibson et al. (2017) reported a similar limitation for loose-parts play, with insufficient quantitative evidence to determine whether these interventions improved children's cognitive, social or emotional development. Physical access also does not mean that all children experience the same opportunities for play. Beekhuizen et al. (2025) found that accessibility was particularly relevant for children with disabilities because features of the play environment could support or restrict participation. Together, these findings show that environmental features can shape opportunities for play, but current evidence does not establish that particular feature improves children's emotional well-being. 

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025) found that lower emotional dysregulation is associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

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__TOC__

== Overview ==
{| class=&quot;wikitable&quot;
[[File:School children happily playing in playground.jpg|thumb|'''Figure 1'''. Children engaged in outdoor play.]]

|'''Case study: Part 1'''

A child arrives at playground and joins a group of children who are already playing. The children are making their own game and deciding the rules as they play. At first, child enjoys choosing where and what to play and moving between the different activities. During the game, another child changes the rules of the game and argument breaks out. The child becomes frustrated and avoids the activity. After watching for short time, the child returns, suggests for new idea to continue game and re-joins the group. How might experiences like this during outdoor play influence children's emotional well-being? Emotional regulation theory provides one way of understanding on how children may respond to emotional situations during play (see figure 1) (Gross, 2015).
|}

Outdoor play can involve more than physical movement. It is more than simply being outside and engaging in activities across playgrounds, gardens, streets and natural spaces. Outdoor play involves exploration, social interaction, choice and challenge and engagement with the surrounding environment (Dodd et al., 2026; Pereira et al., 2024). These experiences may create emotional  situations in which children need to respond to frustration, disagreement, uncertainty or excitement [''add a reference'']. Gross's (2015) [[emotional regulation]] theory provides a [[psychological]] explanation for how children may recognise and respond to these emotional situations. Outdoor play experiences are also shaped by the environment where play takes place. Experiences are shaped by the different opportunities provided by different physical and social environments, which means the same outdoor space may not provide the same experience for every child (Morgenthaler et al., 2024).This chapter examines how [[Emotional regulation|emotional,]] [[Cognitive psychology|cognitive]], social and environmental processes may help explain the relationship between outdoor play and children's emotional well-being. 

{| class=&quot;wikitable&quot;
|

;[[File:Bulb Idea Flat Icon GIF Animation.gif|alt=Focus questions|left|100x100px|thumb]]

'''Focus questions'''

* What are outdoor play and children's emotional well-being?
* How does outdoor play influence children's emotional well-being?
* How do social and environmental conditions shape  children's outdoor play experiences?
* How can families, communities and school support outdoor  play opportunities that may benefit children's emotional well-being?
|}

== '''Understanding outdoor play and children's emotional well-being''' ==
[[File:Water-outdoor-people-girl-play-boy-938233.jpg|thumb|'''Figure 2'''. ''Visualise outdoor play as providing children with opportunities to explore, make choices, interact with others and respond to changing situations through activities such as water play.''|265x265px]]

Outdoor play and children's emotional well-being are not measured as single and consistent concepts across recent research. Outdoor play may be examined as voluntary and intrinsically motivated activity, self directed play, parent reported outdoor play, or device-measured outdoor play activity [''add a reference'']. It should also be distinguished from outdoor moderate-to-vigorous physical activity (MVPA) because these measures do not represent the same behaviour (Davenport et al., 2025). Children's emotional well-being is also examined through different outcomes, which include [[emotional regulation]], social-emotional competence, positive and negative affect, and internalising or externalising symptoms. These differences are significant because outdoor play and emotional well-being are not measured as single, consistent constructs across research. 

=== Outdoor play ===
Outdoor play is voluntary and and intrinsically motivated activity which occurs in outdoor environments like gardens, playgrounds, parks and natural spaces (Dodd et al., 2026). Free play can be also self-directed, which means children to freely interact with the environment and have autonomy to make choices about their activities (Biino et al., 2025). Outdoor play should not be treated as same as outdoor physical activity. Davenport et al., (2025) examined outdoor play separately from outdoor moderate- to- vigorous physical activity (MVPA). This distinction is significant because research on children's outdoor play is not necessarily measuring the same behaviour as research on the intensity of physical activity. [''this paragraph is fairly repetitive of the one above, are you able to condense to minimise repetition?]'' 

=== Children's emotional well-being ===
Children's emotional well-being is not represented by single common outcome across recent outdoor play research. Emotional dysregulation has been examined in relation to the amount and timing of outdoor play (Lee et al., 2025), while social-emotional competence includes difficulties and [[Prosocial behavior/Keywords/Definitions|prosocial behaviour]] (Ferguson et al., 2025). Other studies have examined positive and negative affect following recess (Poulos et al., 2026) and trajectories of internalising and externalising symptoms across childhood (Dodd et al., 2026). These outcomes represent different aspects and timeframes of emotional functioning, so they should not be treated as equivalent when findings are compared.

'''Table 1''' ''Emotional outcomes examined in recent research on outdoor play and children's emotional well-being''
{| class=&quot;wikitable&quot;
|+
!Study
!Outcome examined
!What the outcome represents                                                                                                  
|-
|Lee et al. (2025)   
|Emotional dysregulation
|Difficulties in emotional regulation; examined in relation to the amount of timing and outdoor play
|-
|Ferguson et al.          (2025)
|Social-emotional competence 
|Social and emotional difficulties and prosocial behaviour
|-
|Poulos et al. (2026)
|Positive and negative affect
|Children's affect following recess in different settings 
|-
|Dodd et al. (2026)
|Internalising and externalising symptoms
|Internalising: emotional symptoms and peer problems
Externalising: conduct problems and hyperactivity- inattention 
|}
As shown in Table 1, the studies do not measure the same aspect or time frame of children's emotional functioning. Affect immediately following recess should not be treated as equivalent to emotional dysregulation measured over time or trajectories of internalising and externalising symptoms across childhood. This difference need to be considered when examining whether outdoor play is associated with children's emotional well-being. 

'''Case study: part 2'''
 
''What is being measured?''

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |[[File:Children marbles.jpg|thumb|177x177px|'''Figure 3'''. ''Children may experience different emotional responses during social outdoor play'']]The child in the case study part 1 becomes frustrated when the rules of the game change. This immediate emotional response is different from a longer-term pattern of emotional dysregulation or internalising symptoms. When research findings are compared, it is important to consider which aspect of emotional well-being is measured.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{A child's positive or negative affect immediately after recess represents the same emotional outcome as longer-term internalising or externalising symptoms.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}

|}

== '''How does outdoor play influence children's emotional well-being?''' ==
Outdoor play may be related to children's emotional well-being through emotional, cognitive, and social processes. Possible pathways discussed in the recent research include [[Emotional regulation|emotion regulation]], working memory, social interaction, physical activity, connection with the nature and adventurous play. However, these pathways have not all been directly tested as mechanisms, and many of the outdoor play literatures remain observational (Dodd et al., 2026; de Lannoy et al., 2023). Psychological theory can help to explain how and why outdoor play experiences may influence children's emotional well-being. Although the evidence does not yet show that psychological processes cause the relationship between outdoor play and children's emotional well-being.

Emotion involves more than subjective feelings. Scherer (2005) described emotion as coordinated changes across cognitive appraisal, physiological responses, action tendencies, expression and subjective feelings. Therefore, physiological response is one component of an emotional response rather than a separate explanation for the effects of outdoor play. Scherer (2005) did not examine outdoor play, so this framework does not evidence that outdoor play changes children's physiological responses or emotional well-being.

=== '''Emotion regulation''' ===
Emotion regulation provides a psychological framework for understanding how children may manage emotional situations during outdoor play. Gross (2015) described emotional regulation as a process involving identification, selection and implementation. Identification concerns deciding whether to regulate an emotion, selection concerns selecting regulation strategy and implementation concerns applying chosen response into practice. Gross (2015) also described situation selection, situation modification, attentional deployment cognitive change and response modulation. During outdoor play, children may experience frustration, conflict, disagreement, uncertainty or changes to their activity. Gross's framework can be applied to these situations to consider how a children recognise an emotional response, choose strategies to manage and act on chosen strategies. However, Gross (2015) did not examine outdoor play, so applying the framework does not show that outdoor play improves children's emotion regulation.

Furthermore, research on play provides some association between outdoor play and emotional functioning. Veraksa et al. (2025) systematically reviewed 33 studies on non-therapeutic play among children aged 3 to 7 and identified evidence involving emotional regulation, emotional intelligence, and negative emotional symptoms. The review included outdoor play alongside several other forms of play, so its findings should not be interpreted as evidence that outdoor play alone improves emotion regulation. 

{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 3'''[[File:14Y Ncdc july 5th-802.jpg|thumb|202x202px|'''Figure 4'''. ''Children can respond differently to situations that occur during outdoor play.'']]When the rule of game change, the child becomes frustrated and decided to step away. After a short time the child returns and suggests for different way to continue the game (see Figure 4). Suggesting a change to the game can be considered an example of situation modification. This shows how Gross's emotion regulation framework can be applied to an emotional situation during outdoor play.

{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{What does Gross (2015) emotion regulation framework show when it is applied to the outdoor-play scenario?.
|type=&quot;()&quot;}
-A. Outdoor play causes better emotion regulation.
+B. Situation modification can help explain how the child responds to the situation.
-C. Children regulate emotions better outdoors than indoors.
-D. Stepping away from play always improves emotional well-being.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Working memory and cognitive process''' ===
Working memory can be one cognitive process involved in the association between outdoor play and emotional dysregulation. Lee et al., (2025) examined 325 preschool children and tested working memory as a statistical mediator. Outdoor play was examined across three periods of the day; wake up to noon, noon to 6 pm, and 6 pm to bedtime. The findings differed according to the timing of outdoor play. More outdoor play between noon and 6 pm was associated with lower emotional dysregulation. In contrast, more outdoor play before noon and after 6 pm was associated with higher emotional dysfunction. Afternoon outdoor play was also associated with better working memory, and better working memory was associated with lower emotional dysregulation.

When working memory was included in the analysis, the association between afternoon outdoor play and emotional dysregulation was no longer statistically significant. Lee et al., (2025) reported this as full mediation. This suggests working memory may be involved in the association between afternoon play and lower emotional dysregulation. However, the study was observational, so the mediation analysis does not show that outdoor play caused better working memory or lower emotional dysregulation.

== '''How does social and environmental conditions influence on children's outdoor play experiences?''' ==
Outdoor play opportunities depend on the opportunities available in children's social and physical environment. Children may have access to same outdoor space but not have same opportunities to take part in play [''check the grammar of this sentence]''. These difference can be considered through affordance theory, which examines the opportunities for action provided by features of an environment [''add a reference]''. 

=== Affordance theory and outdoor play environments ===
Affordance theory provides a way of understanding how features of outdoor environment can provide opportunities for children to interact with different forms of play [''add a reference]''. Morgenthaler et al. (2024) applied the theory of affordances to examine environment play transactions and development of an environmental taxonomy of outdoor play space features. The review identified 284 different play opportunities afforded by different spaces and objects. This suggests that outdoor environment not only provides a space for play, but the environment's physical features can provide different opportunities for how children interact with and use the play space.

Research on outdoor play space supports the importance of these environmental features. Pereira et al. (2024) also examined features of outdoor play spaces in a systematic review of 51 articles representing 45 primary studies. The review included features such as fixed structures, natural elements, floor markings, loose equipment and available play areas. The study found that physical activity was the most commonly examined outcome. The study also differed in the environmental features examined, outcomes measures, and study methods, which made difficult to draw a clear conclusions about the effect of individual play space features. Therefore, these findings show that outdoor play differ in the opportunities they provide, but the evidence does not support that one particular features produces better emotional well-being. 

'''Table 2'''. ''Examples of environmental features and possible affordances'' 
{| class=&quot;wikitable&quot;
|+
!Environmental feature                             
!Possible affordance for play                                                        
|-
|Fixed structures (e.g. climbing frame)
|Can provide opportunity in different forms of physical activity. For example, climbing, physical play, risk-taking
|-
|Natural elements (e.g. tree, rocks, sand)
|Environmental features can provide opportunities for exploratory play, imaginative play, sensory experiences
|-
|Floor markings (e.g. painted games)
|Can support structured activities like rule based play, social play, active play
|-
|Loose equipment (e.g. balls, tyre, boxes) 
|Movable environmental features that can be used during constructive play, imaginative play, creative problem solving play
|-
|Open play area
|Running, group play,  or flexible use
|}
Note. Based on Pereira et al. (2024) and Morgenthaler et al. (2024). Environmental features can afford more than one type of play and the opportunities may vary between children. 
{| class=&quot;wikitable&quot;
| valign=&quot;top&quot; |'''Case study: Part 4 Same space, different opportunities'''
Kim and Leo are both at the same school playground during recess. The playground has climbing feature, sand pit area and open natural space. 

* Kim quickly joins a group of children in a climbing frame. The climbing frame structure provides him with an opportunity for physical play and social interactions. 
* Leo uses sand pit area with other child, he plays with loose materials and creates a sand castle and other different structures. The environment gives him an opportunity for imaginative play and social play.

Both the examples show how the same outdoor space can afford different forms of play for different children, depending on their interests, skills and social context. 
{{Robelbox|theme=12|title=Test your learning}}
&lt;quiz display=simple&gt;

{Which statement best applies affordance theory to the example?.
|type=&quot;()&quot;}
-A. The play ground causes children to be more physically active.
+B. The same playground can provide different opportunities for play depending on the child and how they use the environment.
-C. Climbing structures always lead to better emotional well-being.
-D. Open spaces are only useful for social play.


&lt;/quiz&gt;
{{Robelbox/close}}

|}
=== '''Social relationship and inclusion''' ===
Social relationships can shape whether children are able to join and continue outdoor play [''add a reference]''. Beekhuizen et al. (2025) identified making contact and growing up together as interacting factors in inclusive outdoor play. Familiarity with other children could make it easier to approach, communication and play together, while joining unfamiliar children or existing game could be difficult.  Affective social competence provides a psychological framework for understanding these social interactions. Gal-Szabo et al. (2018) described emotional competence as involving experiencing, sending and receiving affect, together with awareness, identification, responding with the social context and regulation. These process may be relevant when a child tries to enter a peer group, recognise other children's emotions and manage their own response during play.

Gal-Szabo et al. (2018) also found that situational understanding of the emotions was related to uninvolved behaviour and was marginally related to more social play. However, it is noteworthy that the study examined preschool free play rather than specific outdoor play. Beekhuizen et al. (2025) also found that children with disabilities experienced more barriers related to making contact, adapting play and physical play environment. These findings suggest that participation in outdoor play depends on both social interaction and children's ability to respond within the play situation, but they do not establish that social play causes better emotional well-being.

=== '''Autonomy, parents and time''' ===
Autonomy can shape how children experience outdoor play [''add a reference]''. Beekhuizen et al. (2025) identified [''identified what?]'' as a personal factor in inclusive outdoor play. Some children valued having independence over what they do and who they play with, children with disabilities wanted opportunities to play outside independently without direct parental involvement. Autonomy during game play may also have an emotional function. Veraksa et al. (2025), in a systematic review of non-therapeutic play, identified autonomy as one feature through which play may support emotional regulation and coping. However, the review examined several forms of play and does not show that autonomy during outdoor play specially improves children's emotional well-being.

Parental support can also make outdoor play possible. Beekhuizen et al. (2025) found that parental involvement could support children's participation when child needed help to access or participate in outdoor play. Time constraints also affect opportunities for outdoor play. Some children have less time to play outdoors because of parents' work schedule, after school arrangements or longer travel distance between home and school. These constraints could limit opportunities for outdoor play even when children wanted greater independence.

=== '''Outdoor environments and accessibility''' ===
Outdoor play environment can support or restrict children's participation. Beekhuizen et al. (2025) identified both physical and social features of outdoor environments as relevant to inclusive play. Children discussed safety, including traffic near playgrounds and disputes with other children. Accessibility was particularly important to children with disabilities because opportunities for inclusive outdoor play could be affected by play environments and physical abilities. Pereira et al. (2024)  found that the evidence for individual outdoor play space features was inconsistent across studies. Differences in study methods and outcomes made it difficult to determine whether particular features were linked to children's behaviour. Gibson et al. (2017) reported a similar limitation for loose-parts play, with insufficient quantitative evidence to determine whether these interventions improved children's cognitive, social or emotional development. Physical access also does not mean that all children experience the same opportunities for play. Beekhuizen et al. (2025) found that accessibility was particularly relevant for children with disabilities because features of the play environment could support or restrict participation. Together, these findings show that environmental features can shape opportunities for play, but current evidence does not establish that particular feature improves children's emotional well-being. 

{{ic|Add an APA style table caption}}

{| class=&quot;wikitable&quot;
|+
|Key points   

* Beekhuizen et al. (2025) identified personal, interacting and environmental factors that could facilitate or restrict inclusive outdoor play.
* Social relationships and familiarity affected participation, with children with disabilities reporting more barriers to inclusive outdoor play (Beekhuizen et al., 2025).
* Associations between outdoor play and social-emotional competence varied across some population groups and play contexts (Ferguson et al., 2025).
|}

== '''What does recent research show about outdoor play and children's emotional well-being?''' ==

* Recent research has examined various aspects of outdoor play and children's emotional well-being and provides mixed evidence. These include emotional dysregulation (Lee et al., 2025), social-emotional competence (Ferguson et al., 2025), positive and negative affect (Poulos et al., 2026), and internalising and externalising symptoms (Dodd et al., 2026).
* Ferguson et al. (2025) found that more frequent outdoor play was associated with better social-emotional competence. However, the associations varied across some ethnic groups and according to whether outdoor play occurred on school days or weekends.
* Dodd et al. (2026) provides longitudinal evidence from 4,151 children from the Growing Up in Scotland study. Children who played outdoors more frequently between approximately 2 and 4 years of age were more likely to follow a trajectory of low and stable internalising and externalising symptoms through to age 8.
* Poulos et al. (2026) examined children's emotional state immediately after recess during hot weather. Among 317 children in years 4 and 5, the positive effect was higher after outdoor recess and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess settings.
* Together, these studies show evidence of associations between outdoor play or outdoor recess and several aspects of emotional well-being. However, the studies did not show the common effect because the study differ in children's ages, research designs, measures of outdoor play, and emotional outcomes.

=== '''Consistency of recent research findings''' ===
* Recent findings do not show the same effect across all outcomes. Ferguson et al. (2025) found that more frequent outdoor play was associated with lower total difficulties and greater prosocial behaviour. In contrast, Davenport et al. (2024) found that most associations between outdoor play and the physical, cognitive and social-emotional developmental indicators examined were not statistically significant. Therefore, the recent studies have not found significant association across all developmental outcomes.
* Findings can also differ according to the emotional outcome being measured. Poulos et al. (2026) found higher positive affect after outdoor and gymnasium recess than after classroom recess, but no significant differences in negative affect between the three recess settings. Lee et al. (2025) found that lower emotional dysregulation is associated with greater afternoon outdoor play but higher emotional dysregulation is associated with greater outdoor play earlier and later in the day.
* Dodd et al. (2026) provides longer-term evidence. More frequent outdoor play during the preschool years predicted lower odds of belonging to the increasing or decreasing internalising and externalising symptom trajectory groups, relative to the normative low and stable group. This shows an association between early outdoor play and mental-health symptom trajectories across childhood rather than an emotional outcome measured at one point in time.
* Associations may also vary across children and outdoor play contexts. Ferguson et al. (2025) reported differences according to ethnicity and whether outdoor play occurred on school days or weekends.
* Recent findings suggest that associations between outdoor play and emotional well-being are not the same across all outcomes, children and play contexts. The studies differ in children's age, research designs, measures of outdoor play, and emotional outcomes. Thus, findings should not be treated as evidence of one single effect.

=== '''Strengths and limitations of current research''' ===

* Longitudinal research strengthens the evidence concerning temporal relationship. Dodd et al. (2026) analysed 4,151 children from the Growing Up in Scotland study. Outdoor play was measured at approximately 2, 3 and 4 years of age, while internalising and externalising symptoms were measured at approximately 4, 5, 6 and 8 years. This allowed the researchers to examine whether early outdoor play predicted different mental-health symptom trajectories across childhood.
* Although, longitudinal evidence does not establish cause and effect. Dodd et al. (2026) identified reliance on parent report measures as a key limitation, while Lee et al. (2025) also discussed about the possibility of reverse causation when interpreting associations between the timing of outdoor play and emotional dysregulation.
* Measurement of outdoor play is another important consideration. Davenport et al. (2024) examined both parent reported and device measured outdoor play and also tested whether associations were independent of outdoor moderate to vigorous physical activity. This approach distinguishes outdoor play from outdoor physical activity rather than interchangeable measures.
* Limitations are also present across the wider outdoor play literature. De Lannoy et al. (2023) identified 275 Canadian outdoor play publications and found that cross sectional study design was most common. Mental and emotional development had received less research attention in comparison to physical health and development.

{| class=&quot;wikitable&quot;
|+Table 2. Comparison of recent research
!Study               
!Research method             
!Research strength                      
!Limitation                                                
|-
|  &lt;small&gt;Lee et al. (2025)&lt;/small&gt;                                     
|Observational; 6 month follow-up
|Examined the timing of outdoor play and tested working memory as a statistical mediator of the association with emotional dysregulation.     
|Observational mediation cannot establish causation; the authors also considered possible reverse causation when interpreting timing-related findings.
|-
|Ferguson et al. (2025)
|Cross sectional; multi ethnic urban cohort (N=2,568)
|Large sample allowed associations to be examined across population groups and school-day/weekend outdoor play.
|Cross-sectional design cannot establish temporal direction; associations also differed across some groups and play contexts.
|-
|Davenport et al. (2024)
|Observational; preschool sample (N=107)
|Used both parent-reported and device-measured outdoor play and distinguished outdoor play from outdoor moderate-to-vigorous physical activity (MVPA)
|Small sample , and most tested associations with developmental outcomes were not statistically significant.
|-
|Dodd et al. (2026)
|Longitudinal cohort (N = 4,151)
|Outdoor play was measured in the preschool years before later internalising and externalising symptom trajectories.
|Outdoor play and symptoms relied on parent reported measures, and the observational design does not establish conclusions.
|-
|Poulos et al. (2026)
|Recess comparison study (N=317)
|Compared children's positive and negative affect following outdoor, gymnasium and classroom recess rather than using outdoor recess without a comparison setting.
|Examined immediate affect during an extreme-heat context; higher positive affect was also found after gymnasium recess, so the result was not specific to outdoor recess.
|}
As shown in table 2, the recent evidence has different methodological strengths and limitations. Longitudinal data provide stronger evidence about temporal ordering than cross-sectional studies, while the use of parent-reported and device-measured outdoor play addresses some measurement concerns. However, much of the evidence remains observational, several studies rely on parent-reported measures, and differences in emotional outcomes and play contexts limit  the direct comparison between studies.  

{| class=&quot;wikitable&quot;
|Key points

* Recent studies report positive, mixed and non-significant findings across different emotional outcomes and measures of outdoor play (Davenport et al., 2024; Ferguson et al., 2025).
* Lee et al. (2025) and Dodd et al. (2026) found associations across different emotional outcomes and time frames, from emotional dysregulation to later symptom trajectories.
* Differences in study design, measurement, children's age and play context mean the findings should not be interpreted as one consistent effect of outdoor play on emotional well-being. 

|}

== '''How do families, communities and schools support outdoor play opportunities?''' ==

* Opportunities for outdoor play are influenced by children's social and physical environments. Beekhuizen et al. (2025) identified parents, outdoor play environments, communities and time constraints as environmental factors that could act as facilitators or barriers to inclusive outdoor play.
* Support for outdoor play also involves whether children can participate with other children. Beekhuizen et al. (2025) identified experiencing autonomy,  growing up together, making contact and adapting ways of playing as factors involved in inclusive outdoor play.
* The  2025 Position Statement on Active Outdoor Play recommends increasing opportunities for active outdoor play in settings where people live, learn, work and play. It also emphasises collaboration across sectors, settings and societies to support equitable access to active outdoor play (Lee et al., 2025).

=== '''Families''' ===

* Beekhuizen et al. (2025) identified parents as an environmental factor in inclusive outdoor play. Children with disabilities described parents as important in encouraging participation and, for some children, helping to explain their disability to other children.
* Experiencing autonomy was identified as an important personal factor. Some children with disabilities wanted their parents to allow them freedom during outdoor play. Some preferred their parents not to accompany them to the playground, while others were comfortable with parents remaining at a reasonable distance (Beekhuizen et al., 2025).
* These findings indicate that parental support and children's autonomy can both be relevant to opportunities for outdoor play. For some children with disabilities, support could be necessary for participation while opportunities to play more independently were also valued (Beekhuizen et al., 2025).
* Beekhuizen et al. (2025) identified parental support as important for facilitating positive inclusive play experiences. The authors also recommended providing children and parents with knowledge about disabilities and possible adaptations that can support participation
* Family level opportunities also need to be interpreted alongside the time constraints. Some children attending special education described long journeys between school and home that reduced the time available for outdoor play (Beekhuizen et al., 2025). This means that opportunities for outdoor play cannot be interpreted only in terms of children's or parents' preferences.

=== '''Communities''' ===

* Beekhuizen et al. (2025) identified communities and the outdoor play environment as environmental factors in inclusive outdoor play. Children described physically and socially safe playgrounds as important. While barriers included structure of playgrounds that made participation difficult for some children with disabilities.
* The social environment of a community was also important. Children with disabilities described smaller communities, such as villages and schools, the places where other children and parents could become more familiar with disability. This familiarity was associated with greater acceptance and stronger connections with other children (Beekhuizen et al., 2025).
* Recent observational research also shows that physical access alone does not explain inclusive outdoor play. Beekhuizen et al. (2026) observed 63 children with and without disabilities during six inclusive outdoor play sessions and assessed both children's playfulness and environmental supportiveness. Children with disabilities showed significantly lower playfulness scores indicating that opportunities for inclusive play were not experienced equally.
* The 2025 Position Statement on Active Outdoor Play recommends collaboration across sectors, settings and societies to preserve, promote and value equitable access to active outdoor play. This places responsibility for outdoor play opportunities across communities and wider systems rather than on children and families alone (Lee et al., 2025).

=== '''Schools''' ===

* Schools can provide opportunities for children with and without disabilities to become familiar with one another. Beekhuizen et al. (2025) identified growing up together and making contact as interacting factors in inclusive outdoor play. Children described familiarity with other children as making contact easier.
* School circumstances can also affect the time and opportunities available for outdoor play. Some children attending special primary education described long travel times between school and home as reducing the time available to play outdoors. Beekhuizen et al. (2025) identified these experiences under time constraints.
* Recess provides another school setting in which children's emotional experiences have been examined. Poulos et al. (2026) studied 317 year 4 and 5 children during extreme heat weather and found significantly higher positive affect after outdoor and gymnasium recess than after classroom recess. There were no significant differences in negative affect between the three recess     settings.
* Poulos et al. (2026) identified implications for school health, policy and equity, including the need for heat adaptive infrastructure to support access to recess environments during extreme heat. However, the findings do not show that outdoor recess is always better than indoor recess because positive affect was also higher following gymnasium recess.

{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Children who have access to the same outdoor playground may still have different opportunities to participate in play.
|type=&quot;()&quot;}

+ True
- False

&lt;/quiz&gt;
{{Robelbox/close}}


{{Robelbox|theme=12|title=Quiz}}
&lt;quiz display=simple&gt;

{Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.
|type=&quot;()&quot;}

- True
+ False

&lt;/quiz&gt;
{{Robelbox/close}}
{| class=&quot;wikitable&quot;
|1. Children who have access to the same outdoor playground may still have different opportunities to participate in play.

True                                                                                                                                                                                
False                                                                                                                                                                                                 
2. Outdoor play has the same relationship with children's emotional well-being regardless of how door play or emotional well being is measured.                                                                                                                                                               
True                                                                                                                                                                                
False                                                                                                                                                                              

|}

{| class=&quot;wikitable&quot;
|Scenario

Two primary school aged children A and B enjoy playing  outdoors. They both lived near the same playground. Child A was very familiar  with the playground and knows several other children who play there and  easily join the games. While child B has disability, uses mobility device and  does not know other children at playground. Some parts of the playground are  difficult to access and joining other children who are already playing can  also be challenging. Child B's parents can provide support, although the child  also prefers to play more independently. 

Consider both children can access the same playground, but  do they have same level opportunities to take part in outdoor play?
|}
'''''&lt;u&gt;Note: Answers to the quiz is 1: True and 2 False&lt;/u&gt;'''''

== '''Conclusion''' ==

* Outdoor play and children's emotional well-being are measured in different ways across recent research. Outdoor play is not equivalent to outdoor physical activity, while emotional outcomes include emotional dysregulation, social-emotional competence, positive and negative affect, and internalising and externalising symptoms. These differences need to be considered when findings across studies are compared.
* Research also provides mixed evidence about how outdoor play may be related to emotional well-being. Gross's (2015) emotion-regulation framework can be applied to emotional situations experienced during play, but it does not show that outdoor play improves emotion regulation. Lee et al. (2025) provides more direct evidence of a possible cognitive process, with working memory statistically mediating the association between afternoon outdoor play and lower emotional dysregulation. However, this observational finding does not establish causation.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Recent findings are not consistent across all outcomes or contexts. Ferguson et al. (2025) reported associations with better social-emotional competence, Dodd et al. (2026) found longitudinal associations with internalising and externalising symptom trajectories, and Poulos et al. (2026) found differences in positive but not negative affect following recess. In contrast, most associations examined by Davenport et al. (2024) were not statistically significant.
* Overall, current research supports an association between outdoor play and some aspects of children's emotional well-being but does not establish one consistent effect. Differences in measurement, research design, children and play contexts remain important when interpreting the evidence.

==See also==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www-taylorfrancis-com.ezproxy.canberra.edu.au/books/mono/10.4324/9781003349655/right-child-play-naomi-lott Book Chapter, 2 {{ic|Move to References and cite}}

https://en.wikipedia.org/wiki/Emotional_dysregulation&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Autonomy&lt;nowiki/&gt;- Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

https://en.wikipedia.org/wiki/Longitudinal_study&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

[[Cognitive psychology|https://en.wikiversity.org/wiki/Cognitive_psychology]]-Wikipedia article

https://en.wikipedia.org/wiki/Affordance&lt;nowiki/&gt;-Wikipedia article {{ic|Use an internal links as shown in Tutorial 2}}

==References==
{{Hanging indent|1=

Beekhuizen, R. Q., Bolster, E. A. M., Gorter, J. W., Henry, N. L., Visser, K., Wittink, H., Kotte, E. M. W., Sol, M. E., &amp; Bloemen, M. A. T. (2025). Play Together? Unveiling Facilitators and Barriers to Inclusive Outdoor Play for Dutch Children With and Without Disabilities: A Qualitative Study. Child: Care, Health &amp; Development, 51(6), Article e70154. https://doi.org/10.1111/cch.70154

Biino, V., Pesce, C., &amp; Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), Article 594. https://doi.org/10.3390/children12050594

Davenport, C., Kuzik, N., Larouche, R., &amp; Carson, V. (2025). The Associations Between Parental-Reported and Device-Based Measured Outdoor Play and Health Indicators of Physical, Cognitive, and Social–Emotional Development in Preschool-Aged Children. Pediatric Exercise Science, 37(2), 102–111. https://doi.org/10.1123/pes.2023-0119

de Lannoy, L., Barbeau, K., Seguin, N., &amp; Tremblay, M. S. (2023). Scoping review of children’s and youth’s outdoor play publications in Canada. Chronic Diseases in Canada, 43(1), 1–13. https://doi.org/10.24095/hpcdp.43.1.01

Dodd, H. F., Cordwell, K., Hesketh, K., Johnstone, A., de la Torre-Luque, A., &amp; McCrorie, P. (2026). Early outdoor play predicts trajectories of child mental health in a population-based cohort. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70175

Ferguson, M., Teyhan, A., Lovell, R., Dodd, H., Wheeler, B., &amp; McEachan, R. (2025). The association between park visits, outdoor play and child social-emotional competency in a multi-ethnic, urban cohort. Wellbeing, Space and Society, 9, Article 100293. https://doi.org/10.1016/j.wss.2025.100293

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Lee, E.-Y., de Lannoy, L., Kim, Y.-B., Rathod, A., James, M. E., Lopes, O., Nasrallah, B., Thankarajah, A., Adjei-Boadi, D., de Barros, M. I. A., Duncan, S., Miller, R. M., Mygind, L., Vanderloo, L. M., Wang, P.-Y., &amp; Tremblay, M. S. (2025). 2025 Position statement on active outdoor play. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), Article 117. https://doi.org/10.1186/s12966-025-01813-9

Lee, J. J., Flouri, E., &amp; Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health &amp; Development, 51(1), Article e70020. https://doi.org/10.1111/cch.70020

Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D., &amp; Schulze, C. (2024). Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review. The American Journal of Occupational Therapy, 78(4), Article 7804185120. https://doi.org/10.5014/ajot.2024.050606

Pereira, J. V., Vila-Nova, F., Veiga, G., Lopes, F., &amp; Cordovil, R. (2024). Associations between outdoor play features and children’s behavior and health: A systematic review. Health &amp; Place, 87, Article 103235. https://doi.org/10.1016/j.healthplace.2024.103235

Poulos, A., Hassan, U. A., Wilson, K., Price, P. M., Vanos, J., &amp; Quilla, J. (2026). Differences in Schoolchildren’s Emotional State After Indoor Versus Outdoor Recess in Extreme‐Heat Weather. The Journal of School Health, 96(4), Article e70135. https://doi.org/10.1111/josh.70135

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://www.child-encyclopedia.com/outdoor-play&lt;nowiki/&gt;-Encyclopedia in early childhood development

https://www.outdoorplaycanada.ca/wp-content/uploads/2026/03/The-2025-AOP10-Position-Statement.pdf&lt;nowiki/&gt;-Position Statement

https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more&lt;nowiki/&gt;-World Health Organisation

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Children]]
[[Category:Motivation and emotion/Book/Nature]]
[[Category:Motivation and emotion/Book/Well-being]]</text>
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      <text bytes="11613" sha1="k8y6178k3xzlpyl6lzatg21kcodgg2k" xml:space="preserve">==Vermetten image==
{{ping|StretchBeyond}} You noted that &quot;(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James.&quot;
: If you can download the image, it can then be uploaded to [[commons:]] and embedded on Wikiversity. However, there is a catch. The license is CC-NC (Non-commercial) which restricts re-use. Wiki Commons only accepts media which are unrestricted for re-use (e.g., public domain or creative commons attribution). Unfortunately, this image couldn't, for example, be re-used in private enterprise. You could potentially create your own image inspired by the original, and then you own the copyright to that image and can upload/embed it. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:21, 18 August 2026 (UTC)

:Thank you. Based on what your advised yesterday, I have had an attempt at integrating some journal concepts into a graphic that I generated with Microsoft CoPilot. I have embedded it into my article now and referenced it in the caption, but I can't get the caption to be visual on the front page. I'm still struggling with how to manipulate figures and boxes, as the edits are not intuitive.  [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 08:34, 19 August 2026 (UTC)
: Well done! Hopefully, [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FImmersive_therapy_for_PTSD_treatment&amp;diff=2823045&amp;oldid=2823035 this] did the trick. The images are clickable through to the licensing etc., so those details don't need to be in the caption. After a while it will probably make sense to use &quot;edit source&quot; which gives more editing control. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 08:51, 19 August 2026 (UTC)
::Thank you. I'll have some questions on this stuff tomorrow.  [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 08:55, 19 August 2026 (UTC)

== Strong topic development  ==

Just leaving some feedback, as this topic development chapter is genuinely excellent. The theory, mechanisms, and research evidence are integrated at a very high level, and the immersive therapy examples are clear and engaging. It’s one of the strongest drafts I’ve come across. The structure and flow are exceptionally strong, especially for a topic development stage. [[User:StudentUC2026|StudentUC2026]] ([[User talk:StudentUC2026|discuss]] • [[Special:Contributions/StudentUC2026|contribs]]) 10:22, 22 August 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
&lt;!-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Clear [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]
# Remove links and citations from headings
# This chapter is likely to exceeed the maximum word count, so consider truncating preliminary material
&lt;!-- Alignment with focus questions --&gt;
# Excellent alignment between sub-title, focus questions, and heading structure
|3=
&lt;!-- Overview--&gt;
# Very good
# Consider providing a compelling real-life or fictional scenario; costs could be cited in subsequent sections
# Consider abbreviating the problem description and moving detail into subsequent sections
# Reduce overcapitalisation; APA is a down-style: https://www.google.com.au/search?q=capitalization+site%3Aapastyle.apa.org
&lt;!-- Style --&gt;
# Use 3rd person point of view for focus questions
&lt;!-- Focus questions --&gt;
# Focus questions are aligned with sub-title and top-level headings
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Key points are well developed for each section
# Prelminary material (e.g., &quot;Why is emotional processing important in PTSD?&quot;)  will likely need to be abbreviated or removed to allow the chapter to concentrate on answering &quot;How does it work and what are the effects?&quot; within the maximimum word count
&lt;!-- Theory and research --&gt;
# Promising balance of theory and research

&lt;!-- Conclusion --&gt;
# Conclusion is well underway
# Concentrate on answering the focus questions
|5=
&lt;!-- Figure --&gt;
# Excellent - Relevant figure(s) presented, captioned, and cited
&lt;!-- Creation --&gt;
# Well done on creating and uploading your own image! {{smile}}—this can also be listed on your user page as a social contribution
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Promising use of scenarios/examples/case studies
# Keep scenarios brief 
&lt;!-- Quiz --&gt;
# Promising use of quiz question(s)
# Keep quiz questions brief and embed them in the most relevant sections 
&lt;!-- Tables --&gt;
# Promising use of table(s)
# Table 1 is probably overly detailed; consider how to simplify
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# Well done on identifying relevant systematic reviews and/or meta-analyses
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## [[Help:Wikitext quick reference|italicisation]]
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Good
## See in-text comment
&lt;!-- External links --&gt;
# External links
## Good
## See in-text comment
|9=
&lt;!-- User page --&gt;
# Excellent
&lt;!-- Description about self --&gt;
# Excellent description about self provided
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# Outstanding – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 01:00, 29 August 2026 (UTC)

== Authors Statement ==
'''Authors Statement'''

''I certify that no part of this assignment has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment. No part of this assignment has been written for me by any other person. The material contained in this assignment has not been previously submitted for assessment in any other formal unit of study.'' 

'''Gen AI Use Statement'''

''I have used the following Generative Artiﬁcial Intelligence (GenAI) tools/services in the preparation of this assessment:''

·       '''GenAI service name and version:''' Microsoft Copilot

·       '''Link to the GenAI service:''' https://copilot.microsoft.com/

·       '''Ways this GenAI service was used:''' for initial ideation in response to the topic and to brainstorm and develop a writing strategy for this material. Copilot was also used at the end of the process to compare the advanced draft against the rubric. Copilot was used to identify any gross logic errors or data discrepancies in the argument. Copilot was used to proofread the final reference list for APA 7 compliance after EndNote 21 automated it. https://m365.cloud.microsoft/chat/conversation/0895ffb5-6712-49d4-890d-1198212346ee?auth=2--[[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 09:15, 18 September 2026 (UTC)

·       '''GenAI service name and version:''' University of Canberra Studiosity

·       '''Link to the GenAI service:''' https://studiosity.com/connect/partners/university-of-canberra/student_home

·       '''Ways this GenAI service was used:''' for university-sponsored AI feedback to improve written work prior to submission. This was particularly useful in maintaining logical flow through the paragraph PEEL structure and in some aspects of grammar improvement.

·       '''GenAI service name and version:''' Grammarly Desktop 2026 for Microsoft Word

·       '''Link to the GenAI service:''' https://www.grammarly.com/

'''Ways this GenAI service was used:''' I used an integrated MS Word Grammarly subscription to help edit grammar, writing clarity, and punctuation. The tool also assists with inadvertent plagiarism detection, ensuring that citations are sound. 

''I confirm that I have not used the Generative Artificial Intelligence service in the development of this work for assessment, other than as declared and acknowledged above, and that I have cited and referenced any GenAI content in my assessment submission, applying the relevant referencing style''. ''I understand that providing false or misleading information in this declaration and acknowledgement may constitute a breach of the'' [https://www.canberra.edu.au/about-uc/policy-and-legislation/legislation/rules/University-of-Canberra-Student-Conduct-Rules-2023.pdf University of Canberra (Student Conduct) Rules 2023.] [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 09:05, 16 September 2026 (UTC)

== Feedback ==
Hi Andrew

Thanks for providing feedback on my book chapter. I have read over your chapter and it looks great! Your writing is clear and moves the reader seamlessly through each section. 

One point for improvement I noticed was that the sentence &quot;Integrating exposure therapy with gamified, posture-adaptive cognitive rehabilitation to support physical and emotional recovery (Figure 5) (Selvakumaran, 2025).&quot; seems to be missing a final part. For example, you may like to consider linking this sentence to your previous sentence by finishing it with something like &quot;...may facilitate better cross-cultural applications of the US-centric ''Bravemind''&quot;. 

I also noticed your use of the Wiki style citations at certain points (i.e. [3]). These were helpful to me as a reader but I believe I read in the marking criteria that we are encouraged to use either APA or wiki style citations, not both. Could you perhaps hyperlink text so the reader can see these sources, or include them in your external sources list instead? 

Another minor note is that your figures are well-chosen and make the chapter easy to follow, but they are hard to read in the size they currently are. Could you perhaps enlarge these so the reader can see them in full detail at a glance, rather than having to enlarge them? I've trialed enlarging Figure 6 for you so you can see if you like the feel of it, although I do appreciate it may break the flow of text.  

I added some Wiki links for some terms lay people may not immediately recognise, including olfactory and haptic, to ensure the chapter is accessible to a wide range of audiences. I also added some links in your conclusion that take the reader back to the part of the chapter you cite.

Lastly, I also encourage citing Table 1 in a relevant point of your text to contextualise the table for readers. 

All the best with your final edits! 

Kind regards, Pepper [[User:U3253363|U3253363]] ([[User talk:U3253363|discuss]] • [[Special:Contributions/U3253363|contribs]]) 10:34, 27 September 2026 (UTC)</text>
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      <text bytes="1373" sha1="14iuuugd68v6hiaxzdrjvqymolt7ldi" xml:space="preserve">== About me: ==
[[File:Relaxed female domestic cat.jpg|thumb|'''Figure 1.''' Cats are adorable companions.]]
My name is Zoe Terrill. I am a third year student studying a Bachelor of Laws with a breadth major in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I am currently undertaking the course [[motivation and emotion]].

Some of my hobbies include:

* Spending time with my cats
* [[w:Crochet|Crocheting]]
* Reading

== Book chapter I'm working on ==
[[Motivation and emotion/Book/2026/Empathy and jury decision-making|Empathy and jury decision-making]]

== Social contributions ==

# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FFuture_orientation_and_criminal_behaviour&amp;diff=2823593&amp;oldid=2767961 Edit someone's page]
# [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FGetting_started&amp;diff=2827811&amp;oldid=2823598 Comment on someone's page]
# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Post on the discussion board]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2834594&amp;oldid=2834554 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being#Feedback 2|Comment on someone's page]]</text>
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      <text bytes="1643" sha1="h5xsy63lhfwu38wcfnxb7ayc3svptgp" xml:space="preserve">== About me: ==
[[File:Relaxed female domestic cat.jpg|thumb|'''Figure 1.''' Cats are adorable companions.]]
My name is Zoe Terrill. I am a third year student studying a Bachelor of Laws with a breadth major in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I am currently undertaking the course [[motivation and emotion]].

Some of my hobbies include:

* Spending time with my cats
* [[w:Crochet|Crocheting]]
* Reading

== Book chapter I'm working on ==
[[Motivation and emotion/Book/2026/Empathy and jury decision-making|Empathy and jury decision-making]]

== Social contributions ==

# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FFuture_orientation_and_criminal_behaviour&amp;diff=2823593&amp;oldid=2767961 Edit someone's page]
# [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FGetting_started&amp;diff=2827811&amp;oldid=2823598 Comment on someone's page]
# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Post on the discussion board]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2834594&amp;oldid=2834554 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being#Feedback 2|Comment on someone's page]]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834599&amp;oldid=2834598 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Self-concept and motivation#Feedback|Comment on someone's page]]</text>
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      <text bytes="1747" sha1="ovfi5f1i1aw8nl9xcmlevcf1ns0gxhp" xml:space="preserve">== About me: ==
[[File:Relaxed female domestic cat.jpg|thumb|'''Figure 1.''' Cats are adorable companions.]]
My name is Zoe Terrill. I am a third year student studying a Bachelor of Laws with a breadth major in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I am currently undertaking the course [[motivation and emotion]].

Some of my hobbies include:

* Spending time with my cats
* [[w:Crochet|Crocheting]]
* Reading

== Book chapter I'm working on ==
[[Motivation and emotion/Book/2026/Empathy and jury decision-making|Empathy and jury decision-making]]

== Social contributions ==

# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FFuture_orientation_and_criminal_behaviour&amp;diff=2823593&amp;oldid=2767961 Edit someone's page]
# [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FGetting_started&amp;diff=2827811&amp;oldid=2823598 Comment on someone's page]
# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Post on the discussion board]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2834594&amp;oldid=2834554 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being#Feedback 2|Comment on someone's page]]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834599&amp;oldid=2834598 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Self-concept and motivation#Feedback|Comment on someone's page]]
# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/459237 Post on the discussion board]</text>
      <sha1>ovfi5f1i1aw8nl9xcmlevcf1ns0gxhp</sha1>
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      <id>2834614</id>
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      <contributor>
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      <text bytes="1933" sha1="g5fzgrdnsq8oktld49mhvv9m2ifu4s5" xml:space="preserve">== About me: ==
[[File:Relaxed female domestic cat.jpg|thumb|'''Figure 1.''' Cats are adorable companions.]]
My name is Zoe Terrill. I am a third year student studying a Bachelor of Laws with a breadth major in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I am currently undertaking the course [[motivation and emotion]].

Some of my hobbies include:

* Spending time with my cats
* [[w:Crochet|Crocheting]]
* Reading

== Book chapter I'm working on ==
[[Motivation and emotion/Book/2026/Empathy and jury decision-making|Empathy and jury decision-making]]

== Social contributions ==

# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FFuture_orientation_and_criminal_behaviour&amp;diff=2823593&amp;oldid=2767961 Edit someone's page]
# [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2026%2FGetting_started&amp;diff=2827811&amp;oldid=2823598 Comment on someone's page]
# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/456345 Post on the discussion board]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FOutdoor_play_and_children%27s_emotional_well-being&amp;diff=2834594&amp;oldid=2834554 Edit someone's page]
# [[Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being#Feedback 2|Comment on someone's page]]
# [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2026%2FSelf-concept_and_motivation&amp;diff=2834599&amp;oldid=2834598 Edit someone's page]
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# [https://uclearn.canberra.edu.au/courses/20143/discussion_topics/459237 Post on the discussion board]
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      <text bytes="7261" sha1="eijf7s6asdn11w1rifxhqe3vpxur2ps" xml:space="preserve">== Exploring empathy within similar contexts ==

Hi there 

This chapter is starting to look really interesting! I am also interested in empathy within a host of contexts. I recently read some research (see below) about how empathy affects helping behaviour. I wonder if this type of research could introduce an interesting alternative perspective and unique depth to your chapter? 

Are the mechanisms of empathy and motivation behind helping a stranger who is perceived as fully innocent and in a non-legal context (i.e. helping someone struggling to carry many items to their car) different to those operating when a jury makes their judgement? In other words, how does empathy play a role in general pro-social behaviour as compared to juror decision-making? 

I'm keen to read your chapter when it's complete and to support each other's writing process along the way. All the best with your book chapter!

- Pepper

Decety, J., Bartal, I. B., Uzefovsky, F., &amp; Knafo-Noam, A. (2016). Empathy as a driver of prosocial behaviour: highly conserved neurobehavioural mechanisms across species. P''hilosophical transactions of the Royal Society of London. Series B, Biological sciences, 371''(1686), 20150077. &lt;nowiki&gt;https://doi.org/10.1098/rstb.2015.0077&lt;/nowiki&gt; 

Eisenberg, N. (2006). Empathy-related responding and prosocial behaviour. In G. Bock, &amp; J. Goode (Eds.), ''Empathy and fairness''. Novartis Foundation. &lt;nowiki&gt;https://doi.org/10.1002/9780470030585.ch6&lt;/nowiki&gt;

[[User:U3253363|U3253363]] ([[User talk:U3253363|discuss]] • [[Special:Contributions/U3253363|contribs]]) 08:28, 22 August 2026 (UTC)

== Impacts of personal bias ==

Hello!

Well done on your topic development, it looks great and I can't wait to read more about it soon!

I like that you added individual questions after each section of discussion to clarify understanding. I note you touched on it in your emotional reason section but I'd be particularly interested to see how personal biases would impact would impact one's formation or I guess threshold of empathy, but also, as you mentioned, the bias that would present in a trial and decision-making process as a juror.

u3275873 [[User:U3275873|U3275873]] ([[User talk:U3275873|discuss]] • [[Special:Contributions/U3275873|contribs]]) 15:01, 28 August 2026 (UTC)

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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 06:59, 30 August 2026 (UTC)

== Feedback ==
Hi Zoe

Thank you for reading my chapter and providing some useful support! 

I had a read over your chapter and I wondered if you could consider discussing a few more seminal theories to explain the findings you have currently gathered. For example, attribution theory (Kelley &amp; Michela, 1980) may be helpful to unpack the thinking processes jurors engage in when making decisions. Attributions may explain Haegerich &amp; Bottoms' (2000) finding you mention that jurors determined that &quot;the defendant's traumatic life justified that no punishment be given despite determining they had committed the crime.&quot; They attributed the cause of the crime to external factors, rather than the defendant's internal traits. Empathy may affect juror decision making by modifying attributions (Gould &amp; Sigall, 1977). 

Gould, R., &amp; Sigall, H. (1977). The effects of empathy and outcome on attribution: An examination of the divergent-perspectives hypothesis. ''Journal of Experimental Social Psychology, 13''(5), 480-491. https://doi.org/10.1016/0022-1031(77)90032-4

Kelley, H. H., &amp; Michela, J. L. (1980). Attribution theory and research. ''Annual review of psychology'', ''31''(1), 457-501.

All the best!

Pepper [[User:U3253363|U3253363]] ([[User talk:U3253363|discuss]] • [[Special:Contributions/U3253363|contribs]]) 11:04, 27 September 2026 (UTC)</text>
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      <text bytes="11202" sha1="qirefc6dauv8d81xjir8l9rqmkety30" xml:space="preserve">{{title|Competence motivation in self-determination theory:&lt;br&gt;How does the need for competence function within self-determination theory to shape motivation and behaviour?}}
__TOC__

==Overview==

{{RoundBoxTop|theme=3}}
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 1'''. Uncertainty and self-doubt can arise when tackling an unfamiliar, complex task without clear guidance or feedback.]]

'''Scenario'''  

Imagine this you've just been assigned a project to review and reorganise over 500 folders across your team's records management system, with no real guidance on where to start or what the finished result should look like. At first, it seems manageable, maybe just one small sub-section of the files, so you jump in and start asking colleagues which folders they'd like kept. But as weeks pass, the project keeps revealing new layers of complexity you hadn't anticipated. You find yourself unsure whether you're organising things the &quot;right&quot; way, second-guessing decisions you've already made, and increasingly doubting your own ability to manage a task this size (see Figure 1). Is the project simply harder than expected, or is something else going on?
{{RoundBoxBottom}}

People are not motivated equally by the same environment. According to [[w:Self-determination theory|self-determination theory]] (SDT), the need for '''competence''', feeling effective and capable, is one of three basic psychological needs, alongside autonomy and relatedness (Ryan &amp; Deci, 2017). When competence is supported through optimal challenge and structured feedback, intrinsic motivation and wellbeing increase; when it is frustrated, motivation, performance, and wellbeing decline (Vansteenkiste et al., 2020). Understanding competence need satisfaction has direct, practical value in workplaces, education, and training design, because it explains why some environments motivate people and others quietly cause disengagement.
 
{{RoundBoxTop|theme=3}}
'''Focus questions'''

* What is competence, according to self-determination theory?
* What is intrinsic motivation, and how does competence relate to it?
* What is cognitive evaluation theory, and how does it explain the impact of competence on intrinsic motivation?
* What factors support or undermine intrinsic motivation through their impact on competence?
{{RoundBoxBottom}}

==Self-determination theory and competence==
This section introduces self-determination theory as a whole, then narrows in on where competence specifically fits within it.

===What is self-determination theory?===
Self-determination theory is a broad theory of human motivation built on three innate psychological needs: autonomy, competence, and relatedness (Deci &amp; Ryan, 1985; Ryan &amp; Deci, 2017). Competence shares some conceptual ground with [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]], particularly his esteem needs. However, unlike Maslow's sequential hierarchy, SDT treats competence as continuously essential alongside autonomy and relatedness, rather than emerging only once lower needs are met (Ryan &amp; Deci, 2017).

===What is competence within self-determination theory?===
Competence sits within Basic Psychological Needs Theory, one of SDT's mini-theories (Vansteenkiste et al., 2020). It refers to the need to feel effective and capable of producing desired outcomes, rather than merely possessing a skill. Optimal challenge and structured feedback support competence, while absent, harsh, or overly controlling feedback frustrates it (Ryan &amp; Deci, 2000). Competence differs from generic self-esteem or confidence, as it is tied to specific, situated experiences of mastery rather than a global self-view.

==Competence and intrinsic motivation==
Beyond simply being a need, competence plays a direct role in shaping the quality of a person's motivation, particularly whether it is intrinsic.

== Add research on Amotivation and extrinsic motivation here==
{{ic|Include at least an introductory paragraph before branching into sub-headings}}

===What is intrinsic motivation, and how does competence relate to it?===
Self-determination theory describes a continuum from controlled motivation, acting because of external pressure, to autonomous motivation, acting because an activity feels genuinely valued or enjoyable (Ryan &amp; Deci, 2017). Competence satisfaction pushes people toward the autonomous end of this continuum, as feeling capable makes an activity feel more self-endorsed rather than merely obligatory. Intrinsically motivated behaviour is, by definition, behaviour engaged in for its own sake, and competence is one of the key needs that sustains it (Deci &amp; Ryan, 1985).

===What is cognitive evaluation theory, and how does it explain the impact of competence on intrinsic motivation?===
Cognitive Evaluation Theory, a mini-theory within SDT, proposes that competence-supportive feedback fuels intrinsic motivation only when it is paired with a sense of autonomy (Ryan &amp; Deci, 2000). 

A meta-analysis by Fong and colleagues (2019) found that negative feedback undermines intrinsic motivation more than neutral or no feedback at all, demonstrating how the framing of feedback specifically affects perceived competence.

==Applying competence in practice==
Research in applied settings shows competence satisfaction has measurable consequences beyond the laboratory, and this evidence points toward concrete design changes.

===Empirical evidence in applied settings===
* Baard, Deci, and Ryan (2004) found that employees' satisfaction of autonomy, competence, and relatedness in the workplace predicted both performance and wellbeing.
* Taris, van Beek, and Schaufeli (2020) linked need satisfaction, including competence, to healthier patterns of work engagement over workaholism in a longitudinal study.
* Together, these findings suggest competence satisfaction is not just theoretically important but measurably consequential in real workplace outcomes.

===Applying competence-supportive design===
* Structuring feedback to be specific and frequent, calibrating task challenge to a person's current skill level, and building visible progress markers into training or teaching design are concrete ways to support competence satisfaction (Ryan &amp; Deci, 2000; Vansteenkiste et al., 2020).
* Returning to the opening scenario, regular check-ins with a manager or clearer upfront guidance could have restored a sense of competence earlier, rather than leaving it to develop through trial and error.
* This has practical relevance for managers designing onboarding, teachers structuring assessment, and coaches structuring skill progression.

;Quiz

Choose your answer and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{Which of the following best supports the psychological need for competence?
|type=&quot;()&quot;}
- Vague, infrequent feedback
- No feedback at all
+ Structured feedback paired with achievable challenge
- Constant praise regardless of performance
&lt;/quiz&gt;

- add a question on how environments change motivation... e.g work and school

==Conclusion==
Competence is a distinct, well-evidenced psychological need central to self-determination theory. Its satisfaction, or frustration, has measurable effects on motivation, performance, and wellbeing across educational, workplace, and everyday settings. Practical design choices, particularly around feedback and challenge calibration, can meaningfully support this need and improve people's motivational lives.

{{anchor|Tables}}
;Tables
* Use tables to organise and summarise information
* Cite each table at least once in the main text (e.g., see Table 1)
* Tables should be captioned
* [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted

'''Table 1''' 

A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., 

The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other

{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
! !! Known to self !! Not known to self
|-
| '''Known to others''' || Open area || Blind spot
|-
| '''Not known to others''' || Hidden area || Unknown
|}

;Quizzes
* One or two quiz questions for each main section is better than a long quiz at the end
* Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages
* Ask easy rather than hard questions
* Different types of quiz questions are possible; see [[Help:Quiz|Quiz]]

Example simple quiz questions. Choose your answers and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{The purpose of quizzes is to provide an interactive learning feature:
|type=&quot;()&quot;}
+ True
- False

{Long and complex quiz questions are recommended:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

==Conclusion==
* Arguably the most important section
* Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking
* For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research
* Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem

== See also ==
{{expand}}

==References==
Put into alphabetical order

{{Hanging indent|1=

Baard, P. P., Deci, E. L., &amp; Ryan, R. M. (2004). Intrinsic Need Satisfaction: A Motivational Basis of Performance and Well-Being in Two Work Settings. Journal of Applied Social Psychology, 34(10), 2045–2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.

Deci, E. L., &amp; Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior (1st ed.). Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7

Fong, C. J., Patall, E. A., Vasquez, A. C., &amp; Stautberg, S. (2019). A Meta-Analysis of Negative Feedback on Intrinsic Motivation. Educational Psychology Review, 31(1), 121–162. https://doi.org/10.1007/s10648-018-9446-6

Ryan, R. M., &amp; Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Ryan, R. M., &amp; Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness (pp. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806

Taris, T. W., van Beek, I., &amp; Schaufeli, W. B. (2020). The Motivational Make-Up of Workaholism and Work Engagement: A Longitudinal Study on Need Satisfaction, Motivation, and Heavy Work Investment. Frontiers in Psychology, 11, 1419. https://doi.org/10.3389/fpsyg.2020.01419

Vansteenkiste, M., Ryan, R. M., &amp; Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1

}}

==External links==
{{ic|Use bullet points as shown in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]}}

https://open.ncl.ac.uk/theories/20/self-determination-theory/

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      <text bytes="17453" sha1="8w3zeb9z480jyxylz20sh995s3xpxjb" xml:space="preserve">{{title|Socioemotional selectivity theory and wellbeing in ageing:&lt;br&gt;How do social and emotional experiences affect wellbeing as people age?}}

==Overview==
{{RoundBoxTop|theme=3}}Scenario
Imagine two adults at different stages of life deciding how to spend their weekend. A younger adult chooses to attend a large social event to meet new people and form new connections, while an older adult chooses to spend time with a smaller group of close family and long-term friends. Although the older adult may have a smaller social network, these relationships may provide greater emotional meaning and satisfaction (see figure 1)


{{RoundBoxBottom}}'''Key question:''' Why do social priorities change as people age, and how might these changes influence emotional wellbeing?

Socioemotional selectivity theory (SST) provides one explanation for why social and emotional priorities may change across adulthood. SST proposes that people's perceptions of how much time they have remaining influence the goals they prioritise. When future time is perceived as relatively indefinite, long-lasting goals tend to receive greater priority. When future time is perceived as more limited, emotionally meaningful and immediate goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

These motivational changes may help explain age-related differences in social relationships and emotional experiences. Research has found age-related differences in everyday emotional experience, including greater emotional stability with age (Carstensen et al., 2011). While a meta- analysis found evidence of an age-related positivity effect in attention and memory, although its strength varied across study conditions (Reed et al., 2014). Importantly these findings do not mean that ageing automatically leads to better emotional wellbeing. Instead, social relationships, emotional processes, individual differences, and context all need to be considered when examining wellbeing across adulthood. 

{{RoundBoxTop}}
'''Focus questions'''

{{ic|Use a numbered list as shown in Tutorial 2}}

# What is socioemotional selectivity theory, and how does perceived future time influence motivation?
# How do social relationships and priorities change across adulthood?
# How does emotional experience change with age?
# How can social and emotional changes influence wellbeing in older adulthood?
# What are the limitations of socioemotional selectivity theory in explaining age related differences in wellbeing?

{{RoundBoxBottom}}

== '''Socioemotional selectivity and future time perspective''' ==
Socioemotional selectivity theory (SST) proposes that perceptions of future time influence motivation and the goals people prioritise (Carstensen et al., 1999). When the future is perceived as relatively open-ended, people are more likely to prioritise goals such as learning new information, exploring new opportunities, and developing relationships that may provide future benefits. In contrast, when future time is perceived as more limited, emotionally meaningful and present goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

This shift in priorities may influence the social choices people make. When future time is perceived as limited, people may become more selective about how and with who they spend their time, placing greater priority on established relationships that provide emotional meaning. From an SST perspective, changes in social relationships across adulthood may therefore reflect changing motivational priorities rather than simply a loss of interest in social interaction (Carstensen et al., 1999).

Although ageing is often associated with a more limited perception of future time, SST proposes that perceived future time, rather than chronological age alone, plays an important role in shaping social and emotional goals (Carstensen et al., 1999). This distinction is important because it suggests that age-related changes in social priorities may partly reflect changes in how individuals perceive their remaining time. SST therefore provided a theoretical framework for understanding why social priorities may change across adulthood and how these changes could influence emotional experiences and wellbeing.

== '''Changing social relationships across adulthood''' ==
Social networks change across adulthood. English and Carstensen (2014) found that social networks tended to increase during young adulthood before becoming smaller across later adulthood. Importantly, this reduction occurred primarily in more peripheral social relationships, while emotionally close relationships remained relatively stable. This suggests that smaller social networks in later adulthood do not necessarily reflect the loss of close relationships.

This pattern of selective narrowing is consistent with SST. Maintaining close relationships while reducing more peripheral relationships may reflect increasing selectivity in how people use their social time as emotionally meaningful goals become relatively more important (Carstensen et al., 1999).

English and Carstensen (2014) also found that older adults reported more positive and less negative emotional responses to members of their social networks, and that the emotional tone of social networks was associated with everyday emotional experience. These findings suggest that the emotional quality of social relationships may be important when considering wellbeing across adulthood. However, having a smaller social network should not automatically be interpreted as producing greater emotional wellbeing. Instead, the findings suggest that the types and emotional quality of relationships people maintain may be important for understanding social and emotional experiences in later adulthood.

== '''Emotional experience and ageing''' ==
Emotional wellbeing does not necessarily decline with age. Carstensen et al. (2011) examined everyday emotional experiences across adulthood using an experience-sampling method, in which participants reported their emotions at randomly selected times during their daily lives. The study followed participants across multiple measurement periods over approximately 10 years, allowing the researchers to examine both age differences and changes in emotional experience over time.

Carstensen et al. (2011) found that overall emotional wellbeing generally became more positive with age. However, this improvement was not unlimited, with evidence suggesting that gains levelled off in later adulthood. Emotional experiences also became more stable with age, meaning that participants showed less fluctuation in their emotional experiences across everyday life. These findings remained after the researchers accounted for several other factors that could be related to emotional experience, including personality, physical health, verbal fluency, and demographic characteristics.

Emotional experience also became more complex with age. Carstensen et al. (2011) found greater co-occurrence of positive and negative emotions as people grew older, meaning that positive and negative emotions were increasingly likely to be experienced together. The researchers described this mixed emotional experience as ''poignancy''. This finding suggests that improved emotional wellbeing in later adulthood should not be interpreted as older adults simply experiencing more positive and fewer negative emotions.

These findings are broadly consistent with SST because motivational priorities may help explain age-related differences in emotional experience (Carstensen et al., 1999). However, the findings do not demonstrate that ageing itself directly causes better emotional wellbeing. Instead, they provide evidence of age-related changes in several aspects of everyday emotional experience and support examining motivational changes as one possible explanation for these patterns.

== '''The age-related positivity effect''' ==
The age-related positivity effect refers to a relative preference among older adults, compared with younger adults, for positive over negative information in attention and memory (Reed et al., 2014). From an SST perspective, changing motivational priorities may influence how emotional information is attended to and remembered.

Reed et al. (2014) conducted a meta-analysis of 100 empirical studies involving 7,129 participants to examine the reliability of the positivity effect. Overall, the researchers found reliable evidence of an age-related positivity effect. Across the studies, older adults showed a greater preference for positive over negative information, whereas younger adults showed a greater preference for negative over positive information. These findings provide evidence that age-related differences in the processing of emotional information occur across a substantial body of research.

However, the strength of the positivity effect varied across study conditions. Reed et al. (2014) found that the effect was larger when cognitive processing was relatively unconstrained and when studies compared groups with wider age differences. When cognitive processing was constrained by the study task, the positivity effect was smaller. This suggests that the positivity effect is not equally strong across all situations and may depend partly on the conditions under which emotional information is processed.

Overall, the findings are consistent with the idea that motivational changes proposed by SST may contribute to age-related differences in attention and memory for emotional information. However, the meta-analysis does not establish that SST-related motivational changes are the sole cause of the positivity effect. Instead, it demonstrates that the effect is reliable overall while also showing that its strength varies according to methodological and sample characteristics (Reed et al., 2014).

== '''Socioemotional selectivity, emotional regulation, and wellbeing''' ==
Taken together, the research suggests that age-related changes in social and emotional priorities may have important implications for wellbeing. Selective maintenance of close relationships (English &amp; Carstensen, 2014), changes in everyday emotional experience (Carstensen et al., 2011), and age-related differences in attention and memory for emotional information (Reed et al., 2014) are broadly consistent with aspects of SST. Together, these findings suggest that motivational priorities, social relationships, and emotional processes may each contribute to understanding wellbeing across adulthood.

However, more positive emotional experiences at older ages should not be interpreted as evidence that older adults are universally better at regulating their emotions. Isaacowitz (2022) reviewed research on ageing and emotion regulation and concluded that existing evidence does not consistently demonstrate an age-related advantage in emotion regulation. Age differences may depend on factors such as the regulation strategy being examined, characteristics of the situation, and how emotion regulation is measured. Therefore, age-related differences in emotional wellbeing cannot simply be explained by assuming that older adults possess superior emotion-regulation abilities.

Overall, SST provides a framework for connecting perceived future time and motivational priorities with social and emotional experiences that may be relevant to wellbeing. However, these relationships are complex, and patterns observed across age groups do not necessarily apply equally to every individual. Understanding wellbeing in later adulthood therefore requires consideration of both the motivational processes proposed by SST and the individual and contextual factors that may influence social and emotional experience.

== '''Limitations of socioemotional selectivity theory''' ==
Although socioemotional selectivity theory provides a useful framework for understanding age-related changes in social and emotional priorities, it does not fully explain all differences in emotional experience across adulthood. SST proposes that perceived future time influences motivational priorities (Carstensen et al., 1999), but evidence for some of the emotional patterns associated with ageing varies according to the conditions in which they are examined. For example, the age-related positivity effect is reliable overall, but its strength varies according to methodological and sample characteristics (Reed et al., 2014). This suggests that age-related emotional patterns cannot be explained by motivational priorities alone.

There is also limited evidence that older adults are consistently better at regulating their emotions. Isaacowitz (2022) found that laboratory and everyday experience-sampling research does not provide consistent evidence of an age-related advantage in emotion regulation. The review also highlights the importance of considering individual differences and context when examining changes in emotion regulation across adulthood. Therefore, although SST offers an important explanation for how perceptions of time may shape social and emotional priorities, it should not be interpreted as a complete explanation of emotional wellbeing in later adulthood (Isaacowitz, 2022).

==Figures==
[[File:Representaciones de los adultos mayores.jpg|thumb|270x270px|Figure 1. Older adults spending time together, illustrating socially meaningful relationships in later adulthood.]]

==Learning features==
{{RoundBoxTop|theme=3}}

'''Case Study: Changing social priorities'''

Maria is 65 and has become more selective about how she spends her social time. Rather than attending a large social gathering, she prefers spending time with a small group of close friends and family.

'''Question:''' How could socioemotional selectivity theory help explain Maria's changing social preferences?

{{RoundBoxBottom}}
==Conclusion==
Socioemotional selectivity theory provides a framework for understanding how changing perceptions of future time may influence social and emotional priorities across adulthood. As future time is perceived as more limited, emotionally meaningful goals and relationships tend to become relatively more important (Carstensen et al., 1999). Consistent with this framework, research suggests that social networks may become more selective across adulthood, with close relationships remaining relatively stable while more minor relationships decline (English &amp; Carstensen, 2014).

Emotional wellbeing also does not necessarily decline with age. Research indicates age-related changes in everyday emotional experience, including greater emotional stability, as well as differences in attention and memory for positive and negative information (Carstensen et al., 2011; Reed et al., 2014). However, these patterns do not mean that ageing automatically leads to better emotional regulation or greater wellbeing. Instead, the evidence suggests that social relationships, motivational priorities, emotional process, and individual and contextual factors all need to be considered when understanding wellbeing across adulthood (Isaacowitz, 2022).

Overall, SST helps explain how changing social and emotional priorities may be relevant to wellbeing in later adulthood, while recognising that chronological age alone does not determine emotional wellbeing.

==See also==
** [https://en.wikipedia.org/wiki/Socioemotional_selectivity_theory? Socioemotional selectivity theory] (Wikipedia)
** [[Emotional self-regulation|Emotion]] (Wikiversity)

==References==
{{Hanging indent|1=

Carstensen, L. L. (2006). The influence of a sense of time on human development. ''Science, 312''(5782), 1913–1915. https://doi.org/10.1126/science.1127488 

Carstensen, L. L., Isaacowitz, D. M., &amp; Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. ''American Psychologist, 54''(3), 165–181. https://doi.org/10.1037/0003-066X.54.3.165

Carstensen, L. L., Turan, B., Scheibe, S., Ram, N., Ersner-Hershfield, H., Samanez-Larkin, G. R., Brooks, K. P., &amp; Nesselroade, J. R. (2011). Emotional experience improves with age: Evidence based on over 10 years of experience sampling. ''Psychology and Aging, 26''(1), 21–33. https://doi.org/10.1037/a0021285

English, T., &amp; Carstensen, L. L. (2014). Selective narrowing of social networks across adulthood is associated with improved emotional experience in daily life. ''International Journal of Behavioral Development'', ''38''(2), 195–202. https://doi.org/10.1177/0165025413515404 

Isaacowitz, D. M. (2022). What do we know about aging and emotion regulation? ''Perspectives on Psychological Science'', ''17''(6), 174569162110598.  https://doi.org/10.1177/17456916211059819

Reed, A. E., Chan, L., &amp; Mikels, J. A. (2014). Meta-analysis of the age-related positivity effect: Age differences in preferences for positive over negative information. ''Psychology and Aging, 29''(1), 1–15. https://doi.org/10.1037/a0035194

}}

==External links==

* [https://www.apa.org/news/press/releases/2019/11/older-adults-social-networks American Psychological Association - Older adults and social wellbeing] 
* [https://lifespan.stanford.edu/research?utm_source Stanford Life-span Development Laboratory – Socioemotional selectivity theory] 

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Ageing]]
[[Category:Motivation and emotion/Book/Emotion]]
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==Overview==
{{RoundBoxTop|theme=3}}Scenario
Imagine two adults at different stages of life deciding how to spend their weekend. A younger adult chooses to attend a large social event to meet new people and form new connections, while an older adult chooses to spend time with a smaller group of close family and long-term friends. Although the older adult may have a smaller social network, these relationships may provide greater emotional meaning and satisfaction (see figure 1)


{{RoundBoxBottom}}'''Key question:''' Why do social priorities change as people age, and how might these changes influence emotional wellbeing?

Socioemotional selectivity theory (SST) provides one explanation for why social and emotional priorities may change across adulthood. SST proposes that people's perceptions of how much time they have remaining influence the goals they prioritise. When future time is perceived as relatively indefinite, long-lasting goals tend to receive greater priority. When future time is perceived as more limited, emotionally meaningful and immediate goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

These motivational changes may help explain age-related differences in social relationships and emotional experiences. Research has found age-related differences in everyday emotional experience, including greater emotional stability with age (Carstensen et al., 2011). While a meta- analysis found evidence of an age-related positivity effect in attention and memory, although its strength varied across study conditions (Reed et al., 2014). Importantly these findings do not mean that ageing automatically leads to better emotional wellbeing. Instead, social relationships, emotional processes, individual differences, and context all need to be considered when examining wellbeing across adulthood. 

{{RoundBoxTop}}
'''Focus questions'''

{{ic|Use a numbered list as shown in Tutorial 2}}

# What is socioemotional selectivity theory, and how does perceived future time influence motivation?
# How do social relationships and priorities change across adulthood?
# How does emotional experience change with age?
# How can social and emotional changes influence wellbeing in older adulthood?
# What are the limitations of socioemotional selectivity theory in explaining age related differences in wellbeing?

{{RoundBoxBottom}}

== '''Socioemotional selectivity and future time perspective''' ==
Socioemotional selectivity theory (SST) proposes that perceptions of future time influence motivation and the goals people prioritise (Carstensen et al., 1999). When the future is perceived as relatively open-ended, people are more likely to prioritise goals such as learning new information, exploring new opportunities, and developing relationships that may provide future benefits. In contrast, when future time is perceived as more limited, emotionally meaningful and present goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

This shift in priorities may influence the social choices people make. When future time is perceived as limited, people may become more selective about how and with who they spend their time, placing greater priority on established relationships that provide emotional meaning. From an SST perspective, changes in social relationships across adulthood may therefore reflect changing motivational priorities rather than simply a loss of interest in social interaction (Carstensen et al., 1999).

Although ageing is often associated with a more limited perception of future time, SST proposes that perceived future time, rather than chronological age alone, plays an important role in shaping social and emotional goals (Carstensen et al., 1999). This distinction is important because it suggests that age-related changes in social priorities may partly reflect changes in how individuals perceive their remaining time. SST therefore provided a theoretical framework for understanding why social priorities may change across adulthood and how these changes could influence emotional experiences and wellbeing.

== '''Changing social relationships across adulthood''' ==
Social networks change across adulthood. English and Carstensen (2014) found that social networks tended to increase during young adulthood before becoming smaller across later adulthood. Importantly, this reduction occurred primarily in more peripheral social relationships, while emotionally close relationships remained relatively stable. This suggests that smaller social networks in later adulthood do not necessarily reflect the loss of close relationships.

This pattern of selective narrowing is consistent with SST. Maintaining close relationships while reducing more peripheral relationships may reflect increasing selectivity in how people use their social time as emotionally meaningful goals become relatively more important (Carstensen et al., 1999).

English and Carstensen (2014) also found that older adults reported more positive and less negative emotional responses to members of their social networks, and that the emotional tone of social networks was associated with everyday emotional experience. These findings suggest that the emotional quality of social relationships may be important when considering wellbeing across adulthood. However, having a smaller social network should not automatically be interpreted as producing greater emotional wellbeing. Instead, the findings suggest that the types and emotional quality of relationships people maintain may be important for understanding social and emotional experiences in later adulthood.

== '''Emotional experience and ageing''' ==
Emotional wellbeing does not necessarily decline with age. Carstensen et al. (2011) examined everyday emotional experiences across adulthood using an experience-sampling method, in which participants reported their emotions at randomly selected times during their daily lives. The study followed participants across multiple measurement periods over approximately 10 years, allowing the researchers to examine both age differences and changes in emotional experience over time.

Carstensen et al. (2011) found that overall emotional wellbeing generally became more positive with age. However, this improvement was not unlimited, with evidence suggesting that gains levelled off in later adulthood. Emotional experiences also became more stable with age, meaning that participants showed less fluctuation in their emotional experiences across everyday life. These findings remained after the researchers accounted for several other factors that could be related to emotional experience, including personality, physical health, verbal fluency, and demographic characteristics.

Emotional experience also became more complex with age. Carstensen et al. (2011) found greater co-occurrence of positive and negative emotions as people grew older, meaning that positive and negative emotions were increasingly likely to be experienced together. The researchers described this mixed emotional experience as ''poignancy''. This finding suggests that improved emotional wellbeing in later adulthood should not be interpreted as older adults simply experiencing more positive and fewer negative emotions.

These findings are broadly consistent with SST because motivational priorities may help explain age-related differences in emotional experience (Carstensen et al., 1999). However, the findings do not demonstrate that ageing itself directly causes better emotional wellbeing. Instead, they provide evidence of age-related changes in several aspects of everyday emotional experience and support examining motivational changes as one possible explanation for these patterns.

== '''The age-related positivity effect''' ==
The age-related positivity effect refers to a relative preference among older adults, compared with younger adults, for positive over negative information in attention and memory (Reed et al., 2014). From an SST perspective, changing motivational priorities may influence how emotional information is attended to and remembered.

Reed et al. (2014) conducted a meta-analysis of 100 empirical studies involving 7,129 participants to examine the reliability of the positivity effect. Overall, the researchers found reliable evidence of an age-related positivity effect. Across the studies, older adults showed a greater preference for positive over negative information, whereas younger adults showed a greater preference for negative over positive information. These findings provide evidence that age-related differences in the processing of emotional information occur across a substantial body of research.

However, the strength of the positivity effect varied across study conditions. Reed et al. (2014) found that the effect was larger when cognitive processing was relatively unconstrained and when studies compared groups with wider age differences. When cognitive processing was constrained by the study task, the positivity effect was smaller. This suggests that the positivity effect is not equally strong across all situations and may depend partly on the conditions under which emotional information is processed.

Overall, the findings are consistent with the idea that motivational changes proposed by SST may contribute to age-related differences in attention and memory for emotional information. However, the meta-analysis does not establish that SST-related motivational changes are the sole cause of the positivity effect. Instead, it demonstrates that the effect is reliable overall while also showing that its strength varies according to methodological and sample characteristics (Reed et al., 2014).

== '''Socioemotional selectivity, emotional regulation, and wellbeing''' ==
Taken together, the research suggests that age-related changes in social and emotional priorities may have important implications for wellbeing. Selective maintenance of close relationships (English &amp; Carstensen, 2014), changes in everyday emotional experience (Carstensen et al., 2011), and age-related differences in attention and memory for emotional information (Reed et al., 2014) are broadly consistent with aspects of SST. Together, these findings suggest that motivational priorities, social relationships, and emotional processes may each contribute to understanding wellbeing across adulthood.

However, more positive emotional experiences at older ages should not be interpreted as evidence that older adults are universally better at regulating their emotions. Isaacowitz (2022) reviewed research on ageing and emotion regulation and concluded that existing evidence does not consistently demonstrate an age-related advantage in emotion regulation. Age differences may depend on factors such as the regulation strategy being examined, characteristics of the situation, and how emotion regulation is measured. Therefore, age-related differences in emotional wellbeing cannot simply be explained by assuming that older adults possess superior emotion-regulation abilities.

Overall, SST provides a framework for connecting perceived future time and motivational priorities with social and emotional experiences that may be relevant to wellbeing. However, these relationships are complex, and patterns observed across age groups do not necessarily apply equally to every individual. Understanding wellbeing in later adulthood therefore requires consideration of both the motivational processes proposed by SST and the individual and contextual factors that may influence social and emotional experience.

== '''Limitations of socioemotional selectivity theory''' ==
Although socioemotional selectivity theory provides a useful framework for understanding age-related changes in social and emotional priorities, it does not fully explain all differences in emotional experience across adulthood. SST proposes that perceived future time influences motivational priorities (Carstensen et al., 1999), but evidence for some of the emotional patterns associated with ageing varies according to the conditions in which they are examined. For example, the age-related positivity effect is reliable overall, but its strength varies according to methodological and sample characteristics (Reed et al., 2014). This suggests that age-related emotional patterns cannot be explained by motivational priorities alone.

There is also limited evidence that older adults are consistently better at regulating their emotions. Isaacowitz (2022) found that laboratory and everyday experience-sampling research does not provide consistent evidence of an age-related advantage in emotion regulation. The review also highlights the importance of considering individual differences and context when examining changes in emotion regulation across adulthood. Therefore, although SST offers an important explanation for how perceptions of time may shape social and emotional priorities, it should not be interpreted as a complete explanation of emotional wellbeing in later adulthood (Isaacowitz, 2022).

==Figures==
{| class=&quot;wikitable&quot;
|+
!Perceived future time
!Goals receiving relatively greater priority 
|-
|More open-ended
|Learning, exploring, new opportunities, and relationships that may provide future benefits
|-
|More limited
|Present and emotionally meaningful goals and relationships
|}
[[File:Representaciones de los adultos mayores.jpg|thumb|270x270px|Figure 1. Older adults spending time together. Socioemotional selectivity theory proposes that emotionally meaningful relationships may receive greater priority when future time is perceived as limited.]]

==Learning features==
{{RoundBoxTop|theme=3}}

'''Case Study: Changing social priorities'''

Maria is 65 and has become more selective about how she spends her social time. Rather than attending a large social gathering, she prefers spending time with a small group of close friends and family.

'''Question:''' How could socioemotional selectivity theory help explain Maria's changing social preferences?

{{RoundBoxBottom}}
==Conclusion==
Socioemotional selectivity theory provides a framework for understanding how changing perceptions of future time may influence social and emotional priorities across adulthood. As future time is perceived as more limited, emotionally meaningful goals and relationships tend to become relatively more important (Carstensen et al., 1999). Consistent with this framework, research suggests that social networks may become more selective across adulthood, with close relationships remaining relatively stable while more minor relationships decline (English &amp; Carstensen, 2014).

Emotional wellbeing also does not necessarily decline with age. Research indicates age-related changes in everyday emotional experience, including greater emotional stability, as well as differences in attention and memory for positive and negative information (Carstensen et al., 2011; Reed et al., 2014). However, these patterns do not mean that ageing automatically leads to better emotional regulation or greater wellbeing. Instead, the evidence suggests that social relationships, motivational priorities, emotional process, and individual and contextual factors all need to be considered when understanding wellbeing across adulthood (Isaacowitz, 2022).

Overall, SST helps explain how changing social and emotional priorities may be relevant to wellbeing in later adulthood, while recognising that chronological age alone does not determine emotional wellbeing.

==See also==
** [https://en.wikipedia.org/wiki/Socioemotional_selectivity_theory? Socioemotional selectivity theory] (Wikipedia)
** [[Emotional self-regulation|Emotion]] (Wikiversity)

==References==
{{Hanging indent|1=

Carstensen, L. L. (2006). The influence of a sense of time on human development. ''Science, 312''(5782), 1913–1915. https://doi.org/10.1126/science.1127488 

Carstensen, L. L., Isaacowitz, D. M., &amp; Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. ''American Psychologist, 54''(3), 165–181. https://doi.org/10.1037/0003-066X.54.3.165

Carstensen, L. L., Turan, B., Scheibe, S., Ram, N., Ersner-Hershfield, H., Samanez-Larkin, G. R., Brooks, K. P., &amp; Nesselroade, J. R. (2011). Emotional experience improves with age: Evidence based on over 10 years of experience sampling. ''Psychology and Aging, 26''(1), 21–33. https://doi.org/10.1037/a0021285

English, T., &amp; Carstensen, L. L. (2014). Selective narrowing of social networks across adulthood is associated with improved emotional experience in daily life. ''International Journal of Behavioral Development'', ''38''(2), 195–202. https://doi.org/10.1177/0165025413515404 

Isaacowitz, D. M. (2022). What do we know about aging and emotion regulation? ''Perspectives on Psychological Science'', ''17''(6), 174569162110598.  https://doi.org/10.1177/17456916211059819

Reed, A. E., Chan, L., &amp; Mikels, J. A. (2014). Meta-analysis of the age-related positivity effect: Age differences in preferences for positive over negative information. ''Psychology and Aging, 29''(1), 1–15. https://doi.org/10.1037/a0035194

}}

==External links==

* [https://www.apa.org/news/press/releases/2019/11/older-adults-social-networks American Psychological Association - Older adults and social wellbeing] 
* [https://lifespan.stanford.edu/research?utm_source Stanford Life-span Development Laboratory – Socioemotional selectivity theory] 

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==Overview==
{{RoundBoxTop|theme=3}}Scenario
Imagine two adults at different stages of life deciding how to spend their weekend. A younger adult chooses to attend a large social event to meet new people and form new connections, while an older adult chooses to spend time with a smaller group of close family and long-term friends. Although the older adult may have a smaller social network, these relationships may provide greater emotional meaning and satisfaction (see figure 1)


{{RoundBoxBottom}}'''Key question:''' Why do social priorities change as people age, and how might these changes influence emotional wellbeing?

Socioemotional selectivity theory (SST) provides one explanation for why social and emotional priorities may change across adulthood. SST proposes that people's perceptions of how much time they have remaining influence the goals they prioritise. When future time is perceived as relatively indefinite, long-lasting goals tend to receive greater priority. When future time is perceived as more limited, emotionally meaningful and immediate goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

These motivational changes may help explain age-related differences in social relationships and emotional experiences. Research has found age-related differences in everyday emotional experience, including greater emotional stability with age (Carstensen et al., 2011). While a meta- analysis found evidence of an age-related positivity effect in attention and memory, although its strength varied across study conditions (Reed et al., 2014). Importantly these findings do not mean that ageing automatically leads to better emotional wellbeing. Instead, social relationships, emotional processes, individual differences, and context all need to be considered when examining wellbeing across adulthood. 

{{RoundBoxTop}}
'''Focus questions'''

{{ic|Use a numbered list as shown in Tutorial 2}}

# What is socioemotional selectivity theory, and how does perceived future time influence motivation?
# How do social relationships and priorities change across adulthood?
# How does emotional experience change with age?
# How can social and emotional changes influence wellbeing in older adulthood?
# What are the limitations of socioemotional selectivity theory in explaining age related differences in wellbeing?

{{RoundBoxBottom}}

== '''Socioemotional selectivity and future time perspective''' ==
Socioemotional selectivity theory (SST) proposes that perceptions of future time influence motivation and the goals people prioritise (Carstensen et al., 1999). When the future is perceived as relatively open-ended, people are more likely to prioritise goals such as learning new information, exploring new opportunities, and developing relationships that may provide future benefits. In contrast, when future time is perceived as more limited, emotionally meaningful and present goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

This shift in priorities may influence the social choices people make. When future time is perceived as limited, people may become more selective about how and with who they spend their time, placing greater priority on established relationships that provide emotional meaning. From an SST perspective, changes in social relationships across adulthood may therefore reflect changing motivational priorities rather than simply a loss of interest in social interaction (Carstensen et al., 1999).

Although ageing is often associated with a more limited perception of future time, SST proposes that perceived future time, rather than chronological age alone, plays an important role in shaping social and emotional goals (Carstensen et al., 1999). This distinction is important because it suggests that age-related changes in social priorities may partly reflect changes in how individuals perceive their remaining time. SST therefore provided a theoretical framework for understanding why social priorities may change across adulthood and how these changes could influence emotional experiences and wellbeing.

== '''Changing social relationships across adulthood''' ==
Social networks change across adulthood. English and Carstensen (2014) found that social networks tended to increase during young adulthood before becoming smaller across later adulthood. Importantly, this reduction occurred primarily in more peripheral social relationships, while emotionally close relationships remained relatively stable. This suggests that smaller social networks in later adulthood do not necessarily reflect the loss of close relationships.

This pattern of selective narrowing is consistent with SST. Maintaining close relationships while reducing more peripheral relationships may reflect increasing selectivity in how people use their social time as emotionally meaningful goals become relatively more important (Carstensen et al., 1999).

English and Carstensen (2014) also found that older adults reported more positive and less negative emotional responses to members of their social networks, and that the emotional tone of social networks was associated with everyday emotional experience. These findings suggest that the emotional quality of social relationships may be important when considering wellbeing across adulthood. However, having a smaller social network should not automatically be interpreted as producing greater emotional wellbeing. Instead, the findings suggest that the types and emotional quality of relationships people maintain may be important for understanding social and emotional experiences in later adulthood.

== '''Emotional experience and ageing''' ==
Emotional wellbeing does not necessarily decline with age. Carstensen et al. (2011) examined everyday emotional experiences across adulthood using an experience-sampling method, in which participants reported their emotions at randomly selected times during their daily lives. The study followed participants across multiple measurement periods over approximately 10 years, allowing the researchers to examine both age differences and changes in emotional experience over time.

Carstensen et al. (2011) found that overall emotional wellbeing generally became more positive with age. However, this improvement was not unlimited, with evidence suggesting that gains levelled off in later adulthood. Emotional experiences also became more stable with age, meaning that participants showed less fluctuation in their emotional experiences across everyday life. These findings remained after the researchers accounted for several other factors that could be related to emotional experience, including personality, physical health, verbal fluency, and demographic characteristics.

Emotional experience also became more complex with age. Carstensen et al. (2011) found greater co-occurrence of positive and negative emotions as people grew older, meaning that positive and negative emotions were increasingly likely to be experienced together. The researchers described this mixed emotional experience as ''poignancy''. This finding suggests that improved emotional wellbeing in later adulthood should not be interpreted as older adults simply experiencing more positive and fewer negative emotions.

These findings are broadly consistent with SST because motivational priorities may help explain age-related differences in emotional experience (Carstensen et al., 1999). However, the findings do not demonstrate that ageing itself directly causes better emotional wellbeing. Instead, they provide evidence of age-related changes in several aspects of everyday emotional experience and support examining motivational changes as one possible explanation for these patterns.

== '''The age-related positivity effect''' ==
The age-related positivity effect refers to a relative preference among older adults, compared with younger adults, for positive over negative information in attention and memory (Reed et al., 2014). From an SST perspective, changing motivational priorities may influence how emotional information is attended to and remembered.

Reed et al. (2014) conducted a meta-analysis of 100 empirical studies involving 7,129 participants to examine the reliability of the positivity effect. Overall, the researchers found reliable evidence of an age-related positivity effect. Across the studies, older adults showed a greater preference for positive over negative information, whereas younger adults showed a greater preference for negative over positive information. These findings provide evidence that age-related differences in the processing of emotional information occur across a substantial body of research.

However, the strength of the positivity effect varied across study conditions. Reed et al. (2014) found that the effect was larger when cognitive processing was relatively unconstrained and when studies compared groups with wider age differences. When cognitive processing was constrained by the study task, the positivity effect was smaller. This suggests that the positivity effect is not equally strong across all situations and may depend partly on the conditions under which emotional information is processed.

Overall, the findings are consistent with the idea that motivational changes proposed by SST may contribute to age-related differences in attention and memory for emotional information. However, the meta-analysis does not establish that SST-related motivational changes are the sole cause of the positivity effect. Instead, it demonstrates that the effect is reliable overall while also showing that its strength varies according to methodological and sample characteristics (Reed et al., 2014).

== '''Socioemotional selectivity, emotional regulation, and wellbeing''' ==
Taken together, the research suggests that age-related changes in social and emotional priorities may have important implications for wellbeing. Selective maintenance of close relationships (English &amp; Carstensen, 2014), changes in everyday emotional experience (Carstensen et al., 2011), and age-related differences in attention and memory for emotional information (Reed et al., 2014) are broadly consistent with aspects of SST. Together, these findings suggest that motivational priorities, social relationships, and emotional processes may each contribute to understanding wellbeing across adulthood.

However, more positive emotional experiences at older ages should not be interpreted as evidence that older adults are universally better at regulating their emotions. Isaacowitz (2022) reviewed research on ageing and emotion regulation and concluded that existing evidence does not consistently demonstrate an age-related advantage in emotion regulation. Age differences may depend on factors such as the regulation strategy being examined, characteristics of the situation, and how emotion regulation is measured. Therefore, age-related differences in emotional wellbeing cannot simply be explained by assuming that older adults possess superior emotion-regulation abilities.

Overall, SST provides a framework for connecting perceived future time and motivational priorities with social and emotional experiences that may be relevant to wellbeing. However, these relationships are complex, and patterns observed across age groups do not necessarily apply equally to every individual. Understanding wellbeing in later adulthood therefore requires consideration of both the motivational processes proposed by SST and the individual and contextual factors that may influence social and emotional experience.

== '''Limitations of socioemotional selectivity theory''' ==
Although socioemotional selectivity theory provides a useful framework for understanding age-related changes in social and emotional priorities, it does not fully explain all differences in emotional experience across adulthood. SST proposes that perceived future time influences motivational priorities (Carstensen et al., 1999), but evidence for some of the emotional patterns associated with ageing varies according to the conditions in which they are examined. For example, the age-related positivity effect is reliable overall, but its strength varies according to methodological and sample characteristics (Reed et al., 2014). This suggests that age-related emotional patterns cannot be explained by motivational priorities alone.

There is also limited evidence that older adults are consistently better at regulating their emotions. Isaacowitz (2022) found that laboratory and everyday experience-sampling research does not provide consistent evidence of an age-related advantage in emotion regulation. The review also highlights the importance of considering individual differences and context when examining changes in emotion regulation across adulthood. Therefore, although SST offers an important explanation for how perceptions of time may shape social and emotional priorities, it should not be interpreted as a complete explanation of emotional wellbeing in later adulthood (Isaacowitz, 2022).

==Figures==
{| class=&quot;wikitable&quot;
|+
!Perceived future time
!Goals receiving relatively greater priority 
|-
|More open-ended
|Learning, exploring, new opportunities, and relationships that may provide future benefits
|-
|More limited
|Present and emotionally meaningful goals and relationships
|}
[[File:Representaciones de los adultos mayores.jpg|thumb|270x270px|Figure 1. Older adults spending time together. Socioemotional selectivity theory proposes that emotionally meaningful relationships may receive greater priority when future time is perceived as limited.]]

==Learning features==


{{RoundBoxTop|theme=3}}

'''Case Study: Changing social priorities'''

Maria is 65 and increasingly prefers spending time with close friends and family rather than attending large social gatherings.
Questions
#How could SST explain Maria's changing social preferences?
#Does Maria's smaller social network necessarily indicate greater emotional wellbeing? Why or why not?{{RoundBoxBottom}}
==Conclusion==
Socioemotional selectivity theory provides a framework for understanding how changing perceptions of future time may influence social and emotional priorities across adulthood. As future time is perceived as more limited, emotionally meaningful goals and relationships tend to become relatively more important (Carstensen et al., 1999). Consistent with this framework, research suggests that social networks may become more selective across adulthood, with close relationships remaining relatively stable while more minor relationships decline (English &amp; Carstensen, 2014).

Emotional wellbeing also does not necessarily decline with age. Research indicates age-related changes in everyday emotional experience, including greater emotional stability, as well as differences in attention and memory for positive and negative information (Carstensen et al., 2011; Reed et al., 2014). However, these patterns do not mean that ageing automatically leads to better emotional regulation or greater wellbeing. Instead, the evidence suggests that social relationships, motivational priorities, emotional process, and individual and contextual factors all need to be considered when understanding wellbeing across adulthood (Isaacowitz, 2022).

Overall, SST helps explain how changing social and emotional priorities may be relevant to wellbeing in later adulthood, while recognising that chronological age alone does not determine emotional wellbeing.

==See also==
** [https://en.wikipedia.org/wiki/Socioemotional_selectivity_theory? Socioemotional selectivity theory] (Wikipedia)
** [[Emotional self-regulation|Emotion]] (Wikiversity)

==References==
{{Hanging indent|1=

Carstensen, L. L. (2006). The influence of a sense of time on human development. ''Science, 312''(5782), 1913–1915. https://doi.org/10.1126/science.1127488 

Carstensen, L. L., Isaacowitz, D. M., &amp; Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. ''American Psychologist, 54''(3), 165–181. https://doi.org/10.1037/0003-066X.54.3.165

Carstensen, L. L., Turan, B., Scheibe, S., Ram, N., Ersner-Hershfield, H., Samanez-Larkin, G. R., Brooks, K. P., &amp; Nesselroade, J. R. (2011). Emotional experience improves with age: Evidence based on over 10 years of experience sampling. ''Psychology and Aging, 26''(1), 21–33. https://doi.org/10.1037/a0021285

English, T., &amp; Carstensen, L. L. (2014). Selective narrowing of social networks across adulthood is associated with improved emotional experience in daily life. ''International Journal of Behavioral Development'', ''38''(2), 195–202. https://doi.org/10.1177/0165025413515404 

Isaacowitz, D. M. (2022). What do we know about aging and emotion regulation? ''Perspectives on Psychological Science'', ''17''(6), 174569162110598.  https://doi.org/10.1177/17456916211059819

Reed, A. E., Chan, L., &amp; Mikels, J. A. (2014). Meta-analysis of the age-related positivity effect: Age differences in preferences for positive over negative information. ''Psychology and Aging, 29''(1), 1–15. https://doi.org/10.1037/a0035194

}}

==External links==

* [https://www.apa.org/news/press/releases/2019/11/older-adults-social-networks American Psychological Association - Older adults and social wellbeing] 
* [https://lifespan.stanford.edu/research?utm_source Stanford Life-span Development Laboratory – Socioemotional selectivity theory] 

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Ageing]]
[[Category:Motivation and emotion/Book/Emotion]]
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      <text bytes="19083" sha1="c4d0wu93on6fuxr7boaj5h9o7k7lt88" xml:space="preserve">{{title|Socioemotional selectivity theory and wellbeing in ageing:&lt;br&gt;How do social and emotional experiences affect wellbeing as people age?}}

==Overview==
{{RoundBoxTop|theme=3}}Scenario
Imagine two adults at different stages of life deciding how to spend their weekend. A younger adult chooses to attend a large social event to meet new people and form new connections, while an older adult chooses to spend time with a smaller group of close family and long-term friends. Although the older adult may have a smaller social network, these relationships may provide greater emotional meaning and satisfaction (see figure 1)


{{RoundBoxBottom}}'''Key question:''' Why do social priorities change as people age, and how might these changes influence emotional wellbeing?

Socioemotional selectivity theory (SST) provides one explanation for why social and emotional priorities may change across adulthood. SST proposes that people's perceptions of how much time they have remaining influence the goals they prioritise. When future time is perceived as relatively indefinite, long-lasting goals tend to receive greater priority. When future time is perceived as more limited, emotionally meaningful and immediate goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

These motivational changes may help explain age-related differences in social relationships and emotional experiences. Research has found age-related differences in everyday emotional experience, including greater emotional stability with age (Carstensen et al., 2011). While a meta- analysis found evidence of an age-related positivity effect in attention and memory, although its strength varied across study conditions (Reed et al., 2014). Importantly these findings do not mean that ageing automatically leads to better emotional wellbeing. Instead, social relationships, emotional processes, individual differences, and context all need to be considered when examining wellbeing across adulthood. 

{{RoundBoxTop}}
'''Focus questions'''

{{ic|Use a numbered list as shown in Tutorial 2}}

# What is socioemotional selectivity theory, and how does perceived future time influence motivation?
# How do social relationships and priorities change across adulthood?
# How does emotional experience change with age?
# How can social and emotional changes influence wellbeing in older adulthood?
# What are the limitations of socioemotional selectivity theory in explaining age related differences in wellbeing?

{{RoundBoxBottom}}

== '''Socioemotional selectivity and future time perspective''' ==
Socioemotional selectivity theory (SST) proposes that perceptions of future time influence motivation and the goals people prioritise (Carstensen et al., 1999). When the future is perceived as relatively open-ended, people are more likely to prioritise goals such as learning new information, exploring new opportunities, and developing relationships that may provide future benefits. In contrast, when future time is perceived as more limited, emotionally meaningful and present goals become relatively more important (Carstensen et al., 1999; Carstensen, 2006).

This shift in priorities may influence the social choices people make. When future time is perceived as limited, people may become more selective about how and with who they spend their time, placing greater priority on established relationships that provide emotional meaning. From an SST perspective, changes in social relationships across adulthood may therefore reflect changing motivational priorities rather than simply a loss of interest in social interaction (Carstensen et al., 1999).

Although ageing is often associated with a more limited perception of future time, SST proposes that perceived future time, rather than chronological age alone, plays an important role in shaping social and emotional goals (Carstensen et al., 1999). This distinction is important because it suggests that age-related changes in social priorities may partly reflect changes in how individuals perceive their remaining time. SST therefore provided a theoretical framework for understanding why social priorities may change across adulthood and how these changes could influence emotional experiences and wellbeing.

== '''Changing social relationships across adulthood''' ==
Social networks change across adulthood. English and Carstensen (2014) found that social networks tended to increase during young adulthood before becoming smaller across later adulthood. Importantly, this reduction occurred primarily in more peripheral social relationships, while emotionally close relationships remained relatively stable. This suggests that smaller social networks in later adulthood do not necessarily reflect the loss of close relationships.

This pattern of selective narrowing is consistent with SST. Maintaining close relationships while reducing more peripheral relationships may reflect increasing selectivity in how people use their social time as emotionally meaningful goals become relatively more important (Carstensen et al., 1999).

English and Carstensen (2014) also found that older adults reported more positive and less negative emotional responses to members of their social networks, and that the emotional tone of social networks was associated with everyday emotional experience. These findings suggest that the emotional quality of social relationships may be important when considering wellbeing across adulthood. However, having a smaller social network should not automatically be interpreted as producing greater emotional wellbeing. Instead, the findings suggest that the types and emotional quality of relationships people maintain may be important for understanding social and emotional experiences in later adulthood.

== '''Emotional experience and ageing''' ==
Emotional wellbeing does not necessarily decline with age. Carstensen et al. (2011) examined everyday emotional experiences across adulthood using an experience-sampling method, in which participants reported their emotions at randomly selected times during their daily lives. The study followed participants across multiple measurement periods over approximately 10 years, allowing the researchers to examine both age differences and changes in emotional experience over time.

Carstensen et al. (2011) found that overall emotional wellbeing generally became more positive with age. However, this improvement was not unlimited, with evidence suggesting that gains levelled off in later adulthood. Emotional experiences also became more stable with age, meaning that participants showed less fluctuation in their emotional experiences across everyday life. These findings remained after the researchers accounted for several other factors that could be related to emotional experience, including personality, physical health, verbal fluency, and demographic characteristics.

Emotional experience also became more complex with age. Carstensen et al. (2011) found greater co-occurrence of positive and negative emotions as people grew older, meaning that positive and negative emotions were increasingly likely to be experienced together. The researchers described this mixed emotional experience as ''poignancy''. This finding suggests that improved emotional wellbeing in later adulthood should not be interpreted as older adults simply experiencing more positive and fewer negative emotions.

These findings are broadly consistent with SST because motivational priorities may help explain age-related differences in emotional experience (Carstensen et al., 1999). However, the findings do not demonstrate that ageing itself directly causes better emotional wellbeing. Instead, they provide evidence of age-related changes in several aspects of everyday emotional experience and support examining motivational changes as one possible explanation for these patterns.

== '''The age-related positivity effect''' ==
The age-related positivity effect refers to a relative preference among older adults, compared with younger adults, for positive over negative information in attention and memory (Reed et al., 2014). From an SST perspective, changing motivational priorities may influence how emotional information is attended to and remembered.

Reed et al. (2014) conducted a meta-analysis of 100 empirical studies involving 7,129 participants to examine the reliability of the positivity effect. Overall, the researchers found reliable evidence of an age-related positivity effect. Across the studies, older adults showed a greater preference for positive over negative information, whereas younger adults showed a greater preference for negative over positive information. These findings provide evidence that age-related differences in the processing of emotional information occur across a substantial body of research.

However, the strength of the positivity effect varied across study conditions. Reed et al. (2014) found that the effect was larger when cognitive processing was relatively unconstrained and when studies compared groups with wider age differences. When cognitive processing was constrained by the study task, the positivity effect was smaller. This suggests that the positivity effect is not equally strong across all situations and may depend partly on the conditions under which emotional information is processed.

Overall, the findings are consistent with the idea that motivational changes proposed by SST may contribute to age-related differences in attention and memory for emotional information. However, the meta-analysis does not establish that SST-related motivational changes are the sole cause of the positivity effect. Instead, it demonstrates that the effect is reliable overall while also showing that its strength varies according to methodological and sample characteristics (Reed et al., 2014).

== '''Socioemotional selectivity, emotional regulation, and wellbeing''' ==
Taken together, the research suggests that age-related changes in social and emotional priorities may have important implications for wellbeing. Selective maintenance of close relationships (English &amp; Carstensen, 2014), changes in everyday emotional experience (Carstensen et al., 2011), and age-related differences in attention and memory for emotional information (Reed et al., 2014) are broadly consistent with aspects of SST. Together, these findings suggest that motivational priorities, social relationships, and emotional processes may each contribute to understanding wellbeing across adulthood.

However, more positive emotional experiences at older ages should not be interpreted as evidence that older adults are universally better at regulating their emotions. Isaacowitz (2022) reviewed research on ageing and emotion regulation and concluded that existing evidence does not consistently demonstrate an age-related advantage in emotion regulation. Age differences may depend on factors such as the regulation strategy being examined, characteristics of the situation, and how emotion regulation is measured. Therefore, age-related differences in emotional wellbeing cannot simply be explained by assuming that older adults possess superior emotion-regulation abilities.

Overall, SST provides a framework for connecting perceived future time and motivational priorities with social and emotional experiences that may be relevant to wellbeing. However, these relationships are complex, and patterns observed across age groups do not necessarily apply equally to every individual. Understanding wellbeing in later adulthood therefore requires consideration of both the motivational processes proposed by SST and the individual and contextual factors that may influence social and emotional experience.

== '''Limitations of socioemotional selectivity theory''' ==
Although socioemotional selectivity theory provides a useful framework for understanding age-related changes in social and emotional priorities, it does not fully explain all differences in emotional experience across adulthood. SST proposes that perceived future time influences motivational priorities (Carstensen et al., 1999), but evidence for some of the emotional patterns associated with ageing varies according to the conditions in which they are examined. For example, the age-related positivity effect is reliable overall, but its strength varies according to methodological and sample characteristics (Reed et al., 2014). This suggests that age-related emotional patterns cannot be explained by motivational priorities alone.

There is also limited evidence that older adults are consistently better at regulating their emotions. Isaacowitz (2022) found that laboratory and everyday experience-sampling research does not provide consistent evidence of an age-related advantage in emotion regulation. The review also highlights the importance of considering individual differences and context when examining changes in emotion regulation across adulthood. Therefore, although SST offers an important explanation for how perceptions of time may shape social and emotional priorities, it should not be interpreted as a complete explanation of emotional wellbeing in later adulthood (Isaacowitz, 2022).

==Figures==
{| class=&quot;wikitable&quot;
|+
!Perceived future time
!Goals receiving relatively greater priority 
|-
|More open-ended
|Learning, exploring, new opportunities, and relationships that may provide future benefits
|-
|More limited
|Present and emotionally meaningful goals and relationships
|}
[[File:Representaciones de los adultos mayores.jpg|thumb|270x270px|Figure 1. Older adults spending time together. Socioemotional selectivity theory proposes that emotionally meaningful relationships may receive greater priority when future time is perceived as limited.]]


==Learning features==


{{RoundBoxTop|theme=}}{{RoundBoxTop|theme=3}}

'''Case Study: Changing social priorities'''

Maria is 65 and increasingly prefers spending time with close friends and family rather than attending large social gatherings.
Questions
#How could SST explain Maria's changing social preferences?
#Does Maria's smaller social network necessarily indicate greater emotional wellbeing? Why or why not?{{RoundBoxBottom}}

{{RoundBoxTop|theme=3}}
'''Test your knowledge'''

'''1. According to SST, what is most important for understanding changes in motivational priorities?'''

A. Chronological age alone&lt;br&gt;
B. Perceived future time&lt;br&gt;
C. Number of social relationships&lt;br&gt;
D. Personality alone

'''Answer:''' B. Perceived future time

'''2. What does research suggest commonly happens to social networks across later adulthood?'''

A. All relationships decline equally&lt;br&gt;
B. Close relationships disappear first&lt;br&gt;
C. More peripheral relationships tend to decline while close relationships remain relatively stable&lt;br&gt;
D. Social networks always become larger

'''Answer:''' C. More peripheral relationships tend to decline while close relationships remain relatively stable

'''3. Which statement best reflects the evidence discussed in this chapter?'''

A. Older adults are always better at regulating their emotions&lt;br&gt;
B. Ageing automatically improves emotional wellbeing&lt;br&gt;
C. The positivity effect is equally strong in all situations&lt;br&gt;
D. Age-related social and emotional patterns can vary across individuals and situations

'''Answer:''' D. Age-related social and emotional patterns can vary across individuals and situations

{{RoundBoxBottom}}
==Conclusion==
Socioemotional selectivity theory provides a framework for understanding how changing perceptions of future time may influence social and emotional priorities across adulthood. As future time is perceived as more limited, emotionally meaningful goals and relationships tend to become relatively more important (Carstensen et al., 1999). Consistent with this framework, research suggests that social networks may become more selective across adulthood, with close relationships remaining relatively stable while more minor relationships decline (English &amp; Carstensen, 2014).

Emotional wellbeing also does not necessarily decline with age. Research indicates age-related changes in everyday emotional experience, including greater emotional stability, as well as differences in attention and memory for positive and negative information (Carstensen et al., 2011; Reed et al., 2014). However, these patterns do not mean that ageing automatically leads to better emotional regulation or greater wellbeing. Instead, the evidence suggests that social relationships, motivational priorities, emotional process, and individual and contextual factors all need to be considered when understanding wellbeing across adulthood (Isaacowitz, 2022).

Overall, SST helps explain how changing social and emotional priorities may be relevant to wellbeing in later adulthood, while recognising that chronological age alone does not determine emotional wellbeing.

==See also==
** [https://en.wikipedia.org/wiki/Socioemotional_selectivity_theory? Socioemotional selectivity theory] (Wikipedia)
** [[Emotional self-regulation|Emotion]] (Wikiversity)

==References==
{{Hanging indent|1=

Carstensen, L. L. (2006). The influence of a sense of time on human development. ''Science, 312''(5782), 1913–1915. https://doi.org/10.1126/science.1127488 

Carstensen, L. L., Isaacowitz, D. M., &amp; Charles, S. T. (1999). Taking time seriously: A theory of socioemotional selectivity. ''American Psychologist, 54''(3), 165–181. https://doi.org/10.1037/0003-066X.54.3.165

Carstensen, L. L., Turan, B., Scheibe, S., Ram, N., Ersner-Hershfield, H., Samanez-Larkin, G. R., Brooks, K. P., &amp; Nesselroade, J. R. (2011). Emotional experience improves with age: Evidence based on over 10 years of experience sampling. ''Psychology and Aging, 26''(1), 21–33. https://doi.org/10.1037/a0021285

English, T., &amp; Carstensen, L. L. (2014). Selective narrowing of social networks across adulthood is associated with improved emotional experience in daily life. ''International Journal of Behavioral Development'', ''38''(2), 195–202. https://doi.org/10.1177/0165025413515404 

Isaacowitz, D. M. (2022). What do we know about aging and emotion regulation? ''Perspectives on Psychological Science'', ''17''(6), 174569162110598.  https://doi.org/10.1177/17456916211059819

Reed, A. E., Chan, L., &amp; Mikels, J. A. (2014). Meta-analysis of the age-related positivity effect: Age differences in preferences for positive over negative information. ''Psychology and Aging, 29''(1), 1–15. https://doi.org/10.1037/a0035194

}}

==External links==

* [https://www.apa.org/news/press/releases/2019/11/older-adults-social-networks American Psychological Association - Older adults and social wellbeing] 
* [https://lifespan.stanford.edu/research?utm_source Stanford Life-span Development Laboratory – Socioemotional selectivity theory] 

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Ageing]]
[[Category:Motivation and emotion/Book/Emotion]]
[[Category:Motivation and emotion/Book/Social]]</text>
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  <page>
    <title>Talk:Motivation and emotion/Book/2026/Self-concept and motivation</title>
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      <parentid>2832145</parentid>
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      <contributor>
        <username>U3254168</username>
        <id>3106320</id>
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      <comment>/* Feedback */ new section</comment>
      <origin>2834601</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="5464" sha1="b958rkzwdz56ab2vrev7qitwizwd30n" xml:space="preserve">== Feedback on chapter clarity  ==

Hi, I really liked how you have used Ash’s swimming scenario throughout the chapter to connect self-concept and motivation to a clear example. The use of psychological theories and research also provides support for the key ideas. One suggestion would be to simplify some of the more detailed sections where several theories and studies are discussed together. This could make the main points clearer and easier to follow and understand.
Well done you have done an amazing job altogether!! [[User:U3253354|U3253354]] ([[User talk:U3253354|discuss]] • [[Special:Contributions/U3253354|contribs]]) 02:36, 25 August 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
# See earlier comment about [[#heading casing|heading casing]]
&lt;!-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
# There may be too many sub-headings given that the plan already exceeds the maximum word count for a full chapter e.g., consider simplifying the &quot;understanding self-concept&quot; section (i.e., summarise and link to other resources).
# Good to see the intervention section; but this content could be probably be condensed e.g., into some case studies/feature boxes to highlight activities to try
&lt;!-- Alignment with focus questions --&gt;
# Good alignment between between sub-title, focus questions, and top-level headings. Consider closer alignment (e.g., by using the focus questions as headings)
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&lt;!-- Overview--&gt;
# Excellent – Scenario, image, evocative description of the problem/topic, and focus questions
&lt;!-- Scenario --&gt;
# A scenario or case study is presented in a feature box with an image at the start of this section
&lt;!-- Description --&gt;
# A clear description of the problem/topic is planned or presented
# Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios)
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# Develop closer alignment between the sub-title, focus questions, and top-level headings
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&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Excellent – key points are well developed for each section
# The scope is excellent (i.e., not too little/narrow or too big/broad)
# However, it is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title
&lt;!-- Theory and research --&gt;
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# What are the practical, take-home messages? (address the focus questions)
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&lt;!-- Creation --&gt;
# Well done on creating and uploading your own image! {{smile}}
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&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Promising use of scenarios/examples/case studies
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&lt;!-- Overall --&gt;
# Excellent
&lt;!-- Systematic reviews --&gt;
# Well done on identifying relevant systematic reviews and/or meta-analyses
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&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
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&lt;!-- Link to book chapter --&gt;
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-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:38, 28 August 2026 (UTC)

== Quiz Template ==

I liked your chapter draft, and while reading it, I noticed you don't include a quiz template as a learning option. I added a draft one for you based on your introductory scenario and what I read. Good luck [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 00:41, 8 September 2026 (UTC)

== Feedback ==
This is looking really good Pepper! I was only really able to make one miniscule edit. I really enjoyed the section on self-handicapping, which would be interesting to compare with self-fulfilling prophecies (though I appreciate this is beyond the scope of your book chapter). Well done! [[User:U3254168|U3254168]] ([[User talk:U3254168|discuss]] • [[Special:Contributions/U3254168|contribs]]) 02:30, 27 September 2026 (UTC)</text>
      <sha1>b958rkzwdz56ab2vrev7qitwizwd30n</sha1>
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      <format>text/x-wiki</format>
      <text bytes="5464" sha1="kfk38vlqfsf1x7rrim6145ge1qnmrn8" xml:space="preserve">== Feedback on chapter clarity  ==

Hi, I really liked how you have used Ash’s swimming scenario throughout the chapter to connect self-concept and motivation to a clear example. The use of psychological theories and research also provides support for the key ideas. One suggestion would be to simplify some of the more detailed sections where several theories and studies are discussed together. This could make the main points clearer and easier to follow and understand.
Well done you have done an amazing job altogether!! [[User:U3253354|U3253354]] ([[User talk:U3253354|discuss]] • [[Special:Contributions/U3253354|contribs]]) 02:36, 25 August 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
# See earlier comment about [[#heading casing|heading casing]]
&lt;!-- Heading structure --&gt;
&lt;!-- 2-level --&gt;
# Well developed [[Motivation and emotion/Assessment/Major project/Structure|2-level heading structure]]. Meaningful headings clearly relate directly to the core topic.
# There may be too many sub-headings given that the plan already exceeds the maximum word count for a full chapter e.g., consider simplifying the &quot;understanding self-concept&quot; section (i.e., summarise and link to other resources).
# Good to see the intervention section; but this content could be probably be condensed e.g., into some case studies/feature boxes to highlight activities to try
&lt;!-- Alignment with focus questions --&gt;
# Good alignment between between sub-title, focus questions, and top-level headings. Consider closer alignment (e.g., by using the focus questions as headings)
|3=
&lt;!-- Overview--&gt;
# Excellent – Scenario, image, evocative description of the problem/topic, and focus questions
&lt;!-- Scenario --&gt;
# A scenario or case study is presented in a feature box with an image at the start of this section
&lt;!-- Description --&gt;
# A clear description of the problem/topic is planned or presented
# Use 3rd person point of view for main body text (except 1st/2nd person point of view can work within feature boxes for scenarios)
&lt;!-- Focus questions --&gt;
# Promising focus questions
# Develop closer alignment between the sub-title, focus questions, and top-level headings
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Excellent – key points are well developed for each section
# The scope is excellent (i.e., not too little/narrow or too big/broad)
# However, it is unlikely that all planned aspects can be reasonably covered within the book chapter word count, so be selective and concentrate on the most important aspects which address the question in the sub-title
&lt;!-- Theory and research --&gt;
# Promising balance of theory and research
&lt;!-- Citations --&gt;
# Excellent use of citations
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Excellent - Relevant figure(s) presented, captioned, and cited
&lt;!-- Creation --&gt;
# Well done on creating and uploading your own image! {{smile}}
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Promising use of scenarios/examples/case studies
&lt;!-- Tables --&gt;
# Promising use of table(s); I suggest using a table to summarise the relation between SC and M (i.e., directly address the topic) (rather than on general SC info)
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Excellent
&lt;!-- Systematic reviews --&gt;
# Well done on identifying relevant systematic reviews and/or meta-analyses
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## capitalisation
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Excellent
## Use alphabetical order
&lt;!-- External links --&gt;
# External links
## Very good
## Use [[w:Letter case#Sentence casing|sentence casing]]
&lt;!-- User page --&gt;
# Excellent
&lt;!-- Description about self --&gt;
# Excellent description about self provided
&lt;!-- Links to profile(s) --&gt;
# Link(s) provided to professional profile(s)
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
&lt;!-- Social contribution --&gt;
# Excellent – at least three different types of contributions with direct link(s) to evidence
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 23:38, 28 August 2026 (UTC)

== Quiz Template ==

I liked your chapter draft, and while reading it, I noticed you don't include a quiz template as a learning option. I added a draft one for you based on your introductory scenario and what I read. Good luck [[User:StretchBeyond|StretchBeyond]] ([[User talk:StretchBeyond|discuss]] • [[Special:Contributions/StretchBeyond|contribs]]) 00:41, 8 September 2026 (UTC)

== Feedback ==
This is looking really good Pepper! I was only really able to make one minuscule edit. I really enjoyed the section on self-handicapping, which would be interesting to compare with self-fulfilling prophecies (though I appreciate this is beyond the scope of your book chapter). Well done! [[User:U3254168|U3254168]] ([[User talk:U3254168|discuss]] • [[Special:Contributions/U3254168|contribs]]) 02:30, 27 September 2026 (UTC)</text>
      <sha1>kfk38vlqfsf1x7rrim6145ge1qnmrn8</sha1>
    </revision>
  </page>
  <page>
    <title>Talk:Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being</title>
    <ns>1</ns>
    <id>331509</id>
    <revision>
      <id>2834596</id>
      <parentid>2833131</parentid>
      <timestamp>2026-09-27T02:10:44Z</timestamp>
      <contributor>
        <username>U3254168</username>
        <id>3106320</id>
      </contributor>
      <comment>/* Feedback */ new section</comment>
      <origin>2834596</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9706" sha1="n13fvos43przk7tbs6qo0vxn3jf2l8f" xml:space="preserve">== Overview scenario ==

Hey there!

Super interesting topic you have chosen, as well as an awesome start to hook your readers in. The only additional suggestion I would make is to place your scenario into a feature box, to make it really stand out. Other than that, great start. [[User:LMM26|LMM26]] ([[User talk:LMM26|discuss]] • [[Special:Contributions/LMM26|contribs]]) 13:59, 25 August 2026 (UTC)

== User page == 
 
Hi there, 

Interesting topic.

I have a small suggestion regarding your page. It might be better to create a separate user page for your personal information and social contributions, rather than including it on the same page as your book chapter. This would help keep the book chapter page focused and organised.

Thanks and all the best.--[[User:P U3270518|P U3270518]] ([[User talk:P U3270518|discuss]] • [[Special:Contributions/P U3270518|contribs]]) 11:26, 3 September 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
# Remove bold from headings (use default heading styles)
&lt;!-- Heading structure --&gt;
&lt;!-- 1-level --&gt;
# Basic [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – would benefit from further development (e.g., consider using subheadings)
# The stand-alone research section isn't needed; instead, integrate research into the other sections
# The emphasis appears to be on social aspects, but also consider other theoretical (e.g., physiological, emotional, cognitive)
&lt;!-- Alignment with focus questions --&gt;
# Excellent alignment between sub-title, focus questions, and heading structure
|3=
&lt;!-- Overview--&gt;
# Good
&lt;!-- Scenario --&gt;
# A basic scenario is presented. The planned scenario is somewhat abstract and lacking in viscerality. Consider providng a more user-friendly scenario.
# I moved an image into the feature box to help attract reader interest
&lt;!-- Description --&gt;
# A promising description of the problem/topic is planned or presented
# Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections.
&lt;!-- Style --&gt;
# Use present, rather than future, tense
&lt;!-- Focus questions --&gt;
# Develop closer alignment between the sub-title and the focus questions
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Promising development
# Highlight the most relevant theories and synthesise the best research on the topic
# Focus on providing an integrative review of the most relevant theories and research on the topic, rather than describing individual study after individual study
# The proposed chapter overly emphasises research and insufficiently emphasises theory
# Provide more detailed edit summaries
&lt;!-- Scope --&gt;
# It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title
&lt;!-- Writing style --&gt;
# The writing style is generally clear but could be simplified or made more concise
&lt;!-- Citations --&gt;
# Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# Overly focused on research; insufficiently focused on thoery
# At risk of being overly detailed
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) are presented and captioned
&lt;!-- Cite --&gt;
# Cite each figure at least once in the main text using APA style (e.g., see Figure 1)
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also link to [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Excellent use of scenarios/examples/case studies
# Promising use of scenarios/examples/case studies
# Keep scenarios brief 
# Basic use of scenario/example/case study
# Placeholder use of scenarios/examples/case studies
# Make the relevance of the scenario to the topic more clear
# Consider incorporating additional scenarios, examples, or case studies to illustrate key concepts. These could build on the Overview scenario or introduce new real-world situations in the main body of the chapter to demonstrate how the concepts apply in practice.
&lt;!-- Quiz --&gt;
# Consider including quiz question(s) about the take-home messages (instead of the key points feature boxes)
&lt;!-- Tables --&gt;
# Excellent use of [[Motivation and emotion/Wikiversity/Tables|table(s)]]
# Add table captions
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# Well done on identifying relevant systematic reviews and/or meta-analyses
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## capitalisation
## [[Help:Wikitext quick reference|italicisation]]
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Insufficient
## One of two link types provided
### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]]
## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Use internal link style as shown in Tutorial 2
## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters)
## Use alphabetical order
## Move academic link into References and cite
&lt;!-- External links --&gt;
# External links
## Basic
## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Use [[w:Letter case#Sentence casing|sentence casing]]
## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Include source in brackets after link
|9=
&lt;!-- User page --&gt;
# Used effectively
&lt;!-- Description about self --&gt;
# Description about self provided
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making:
#* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]]
#* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]]
# To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click &quot;compare selected revisions&quot;, and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]].
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 08:17, 10 September 2026 (UTC)

== Feedback  ==
Hey, I think you chose a really interesting topic and could have taken it in a lot of directions such as it being from the motivation of the children themselves, their parents, educators, etc. I thought the opening scenario was a great way of introducing outdoor play and showing that it can involve autonomy, social interaction, emotional challenges and problem solving rather than simply physical activity. I also liked that you acknowledge early on that emotional well being is not a single outcome and can include emotional dysregulation, social, emotional competence and positive/negative affect. One suggestion I would make for the Overview is to condense some of the research detail and move it into the later Research section. For example, the Overview currently includes specific sample sizes, study methods and mediation analysis. Replacing some of this detail with a shorter explanation of why outdoor play may influence emotional well being could make the Overview more accessible to a general reader. [[User:Reillyu3280706|Reillyu3280706]] ([[User talk:Reillyu3280706|discuss]] • [[Special:Contributions/Reillyu3280706|contribs]]) 08:52, 14 September 2026 (UTC)

== Feedback ==
Hi there,

I think your topic is really interesting, and I really enjoyed how your conclusion brough everything together. I also liked your section on working memory and your quizzes throughout to test understanding. I have made some comments in italic square brackets throughout for your consideration where you may need to insert a reference or where information is repetitive, and made grammatical corrections throughout. I also noticed that you link the definition to emotion regulation multiple times, you might want to consider only having the link the first time you mention it. I suggest that before submitting, you read it aloud to yourself to check grammar and clarity. 

I hope this was helpful! [[User:U3254168|U3254168]] ([[User talk:U3254168|discuss]] • [[Special:Contributions/U3254168|contribs]]) 02:10, 27 September 2026 (UTC)</text>
      <sha1>n13fvos43przk7tbs6qo0vxn3jf2l8f</sha1>
    </revision>
    <revision>
      <id>2834597</id>
      <parentid>2834596</parentid>
      <timestamp>2026-09-27T02:11:27Z</timestamp>
      <contributor>
        <username>U3254168</username>
        <id>3106320</id>
      </contributor>
      <comment>/* Feedback */</comment>
      <origin>2834597</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="9707" sha1="fr2obe68trsopipbldivs8o5pnaf0wz" xml:space="preserve">== Overview scenario ==

Hey there!

Super interesting topic you have chosen, as well as an awesome start to hook your readers in. The only additional suggestion I would make is to place your scenario into a feature box, to make it really stand out. Other than that, great start. [[User:LMM26|LMM26]] ([[User talk:LMM26|discuss]] • [[Special:Contributions/LMM26|contribs]]) 13:59, 25 August 2026 (UTC)

== User page == 
 
Hi there, 

Interesting topic.

I have a small suggestion regarding your page. It might be better to create a separate user page for your personal information and social contributions, rather than including it on the same page as your book chapter. This would help keep the book chapter page focused and organised.

Thanks and all the best.--[[User:P U3270518|P U3270518]] ([[User talk:P U3270518|discuss]] • [[Special:Contributions/P U3270518|contribs]]) 11:26, 3 September 2026 (UTC)

&lt;!-- Official topic development feedback --&gt;
{{METF/2026
|1=
&lt;!-- Title --&gt;
# Title and subtitle are correctly worded and use [[w:Letter case#Sentence casing|sentence casing]]
|2=
&lt;!-- Headings --&gt;
# See earlier comment about [[#heading casing|heading casing]]
# Remove bold from headings (use default heading styles)
&lt;!-- Heading structure --&gt;
&lt;!-- 1-level --&gt;
# Basic [[Motivation and emotion/Assessment/Major project/Structure|1-level heading structure]] – would benefit from further development (e.g., consider using subheadings)
# The stand-alone research section isn't needed; instead, integrate research into the other sections
# The emphasis appears to be on social aspects, but also consider other theoretical (e.g., physiological, emotional, cognitive)
&lt;!-- Alignment with focus questions --&gt;
# Excellent alignment between sub-title, focus questions, and heading structure
|3=
&lt;!-- Overview--&gt;
# Good
&lt;!-- Scenario --&gt;
# A basic scenario is presented. The planned scenario is somewhat abstract and lacking in viscerality. Consider providng a more user-friendly scenario.
# I moved an image into the feature box to help attract reader interest
&lt;!-- Description --&gt;
# A promising description of the problem/topic is planned or presented
# Simplify/abbreviate the description of the problem/topic. Move detail into subsequent sections.
&lt;!-- Style --&gt;
# Use present, rather than future, tense
&lt;!-- Focus questions --&gt;
# Develop closer alignment between the sub-title and the focus questions
|4=
&lt;!-- Key points--&gt;
&lt;!-- Overall --&gt;
# Promising development
# Highlight the most relevant theories and synthesise the best research on the topic
# Focus on providing an integrative review of the most relevant theories and research on the topic, rather than describing individual study after individual study
# The proposed chapter overly emphasises research and insufficiently emphasises theory
# Provide more detailed edit summaries
&lt;!-- Scope --&gt;
# It may be that all planned aspects cannot be reasonably covered within the book chapter word count, so be selective and concentrate on key aspects that address the question in the sub-title
&lt;!-- Writing style --&gt;
# The writing style is generally clear but could be simplified or made more concise
&lt;!-- Citations --&gt;
# Tip: Rather than starting with an author name and citation, start with the more interesting part (i.e., the substance) and put the citation at the end or mid-way through the sentence
&lt;!-- Conclusion --&gt;
# Conclusion is underway
# Overly focused on research; insufficiently focused on thoery
# At risk of being overly detailed
# What are the practical, take-home messages? (address the focus questions)
|5=
&lt;!-- Figure --&gt;
# Relevant figure(s) are presented and captioned
&lt;!-- Cite --&gt;
# Cite each figure at least once in the main text using APA style (e.g., see Figure 1)
|6=
&lt;!-- Learning feature --&gt;
&lt;!-- Interwiki links ---&gt;
# Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]]. Also link to [[Motivation and emotion/Book|book chapters]]
&lt;!-- Scenarios/examples/case studies --&gt;
# Excellent use of scenarios/examples/case studies
# Promising use of scenarios/examples/case studies
# Keep scenarios brief 
# Basic use of scenario/example/case study
# Placeholder use of scenarios/examples/case studies
# Make the relevance of the scenario to the topic more clear
# Consider incorporating additional scenarios, examples, or case studies to illustrate key concepts. These could build on the Overview scenario or introduce new real-world situations in the main body of the chapter to demonstrate how the concepts apply in practice.
&lt;!-- Quiz --&gt;
# Consider including quiz question(s) about the take-home messages (instead of the key points feature boxes)
&lt;!-- Tables --&gt;
# Excellent use of [[Motivation and emotion/Wikiversity/Tables|table(s)]]
# Add table captions
|7=
&lt;!-- References --&gt;
&lt;!-- Overall --&gt;
# Very good
&lt;!-- Systematic reviews --&gt;
# Well done on identifying relevant systematic reviews and/or meta-analyses
&lt;!-- APA style --&gt;
# Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]:
## capitalisation
## [[Help:Wikitext quick reference|italicisation]]
|8=
&lt;!-- Resources --&gt;
&lt;!-- See also --&gt;
# See also
## Insufficient
## One of two link types provided
### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]]
## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Use internal link style as shown in Tutorial 2
## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters)
## Use alphabetical order
## Move academic link into References and cite
&lt;!-- External links --&gt;
# External links
## Basic
## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Use [[w:Letter case#Sentence casing|sentence casing]]
## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]])
## Include source in brackets after link
|9=
&lt;!-- User page --&gt;
# Used effectively
&lt;!-- Description about self --&gt;
# Description about self provided
&lt;!-- Links to profile(s) --&gt;
# Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks.
&lt;!-- Link to book chapter --&gt;
# A link to the book chapter is provided
|10=
&lt;!-- Social contribution --&gt;
# One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making:
#* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]]
#* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]]
# To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click &quot;compare selected revisions&quot;, and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 2]].
}}
-- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 08:17, 10 September 2026 (UTC)

== Feedback  ==
Hey, I think you chose a really interesting topic and could have taken it in a lot of directions such as it being from the motivation of the children themselves, their parents, educators, etc. I thought the opening scenario was a great way of introducing outdoor play and showing that it can involve autonomy, social interaction, emotional challenges and problem solving rather than simply physical activity. I also liked that you acknowledge early on that emotional well being is not a single outcome and can include emotional dysregulation, social, emotional competence and positive/negative affect. One suggestion I would make for the Overview is to condense some of the research detail and move it into the later Research section. For example, the Overview currently includes specific sample sizes, study methods and mediation analysis. Replacing some of this detail with a shorter explanation of why outdoor play may influence emotional well being could make the Overview more accessible to a general reader. [[User:Reillyu3280706|Reillyu3280706]] ([[User talk:Reillyu3280706|discuss]] • [[Special:Contributions/Reillyu3280706|contribs]]) 08:52, 14 September 2026 (UTC)

== Feedback ==
Hi there,

I think your topic is really interesting, and I really enjoyed how your conclusion brought everything together. I also liked your section on working memory and your quizzes throughout to test understanding. I have made some comments in italic square brackets throughout for your consideration where you may need to insert a reference or where information is repetitive, and made grammatical corrections throughout. I also noticed that you link the definition to emotion regulation multiple times, you might want to consider only having the link the first time you mention it. I suggest that before submitting, you read it aloud to yourself to check grammar and clarity. 

I hope this was helpful! [[User:U3254168|U3254168]] ([[User talk:U3254168|discuss]] • [[Special:Contributions/U3254168|contribs]]) 02:10, 27 September 2026 (UTC)</text>
      <sha1>fr2obe68trsopipbldivs8o5pnaf0wz</sha1>
    </revision>
  </page>
  <page>
    <title>David Ricardo/An Essay on Profits</title>
    <ns>0</ns>
    <id>331787</id>
    <revision>
      <id>2834653</id>
      <parentid>2830558</parentid>
      <timestamp>2026-09-27T08:57:11Z</timestamp>
      <contributor>
        <username>Dick Bos</username>
        <id>24466</id>
      </contributor>
      <comment>corr link Eatwell etc</comment>
      <origin>2834653</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="3489" sha1="by7x5v7n8yz0voup4g4qzp8b0snmi8n" xml:space="preserve">{|
| {{pad|600px}}
|“It is doubtful whether it is possible&lt;br /&gt;to understand the Principles without&lt;br /&gt;knowledge of the contents of the Essay.”&lt;br /&gt;(O’Brien 1975, p. 139).
|}

This resource gives information on '''[[David Ricardo]]'s''' '''''An Essay on the Influence of a Low Price of Corn on the Profits of Stock''''' (often abridged to '''''(An) Essay on Profits''''').

Two years before the publication of the first edition of his Magnum Opus, ''On the Principles of Political Economy and Taxation'' (often abridged to ''(The) Principles''), in 1815, Ricardo published a pamphlet entitled ''An Essay on the Influence of a Low Price of Corn on the Profits of Stock''.

Full title:
:::''An Essay on the Influence of a Low Price of Corn on the Profits of Stock; Shewing the Inexpediency of Restrictions on Importation; With Remarks on Mr. Malthus' Two Last Publications: &quot;An Inquiry into the Nature and Progress of Rent;&quot; and &quot;The Grounds of an Opinion on the Policy of Restricting the Importation of Foreign Corn.&quot;''&lt;ref name=Essay1&gt;{{cite book 
| last = Ricardo | first = David
| date = 1815
| title =  An Essay on the Influence of a Low Price of Corn on the Profits of Stock
| location = London
| publisher = John Murray
}}&lt;br /&gt;
We will use two important editions:
* 1815: 2nd edition, online available at [[Image:wikisource-logo.svg|16x16px]] Wikisource: [[:s:en:An Essay on the Influence of a Low Price of Corn on the Profits of Stock|An Essay on Profits (2nd ed.)]]
* 1962: in the ''Works and Correspondence of David Ricardo,'' edited by Piero Sraffa, with the collaboration of Maurice Dobb, Volume 4 (Pamphlets and Papers, 1815-1823), pp. 9-41. With note by P. Sraffa, p. 1-8. available to borrow at [https://archive.org/details/workscorresponde0004rica The Internet Archive] after (free) subscription.&lt;/ref&gt;

Opinions among Ricardo scholars differ as to the precise significance of this “Essay on Profits”. Among other things, there are subtle differences regarding the interpretation of the main variable under investigation,&lt;ref&gt;According to Hollander 1973, p. 273, “the main variable under investigation in the Essay (…) is the general rate of profit”.&lt;br /&gt;According to Stigler 1952, pp. 201–202, the Essay contains “two main elements of the Ricardian system: the theory of rent and the dominant influence of diminishing returns in agriculture upon the rate of profit.”&lt;br /&gt;According to Eatwell 1975, p. 186, the Essay is “the first complete statement of a theory of distribution based on the concept of surplus; that is to say, of a deductive relationship between wages and profits”.&lt;/ref&gt; and there are disagreements about the relationship between the “Essay” and the “Principles”.&lt;ref&gt;Compare, for example, the discussion between Hollander and Eatwell on the significance of the &quot;corn model&quot; in Hollander 1973 and 1975, and Eatwell 1975.&lt;/ref&gt;

In the ''Essay on Profits'' Ricardo presents a comprehensive theory of ground rent within the context of a &quot;corn model&quot;.&lt;ref&gt;This model is set out on pages 10 to 18 of the ''Essay on Profits.'' From page 18 onwards, the grain is (suddenly) assigned a price.&lt;/ref&gt;

== Footnotes ==
{{references}}

== Sources ==
* {{cite journal
| last = Eatwell | first = John | author-link = w:en:John Eatwell
| date = 1975
| title = The Interpretation of Ricardo's Essay on Profits
| journal = Economica
| volume = XLII
| pp = 182–187
}}
* Hollander 1973
* Hollander 1975
* O'Brien 1975
* Stigler 1952</text>
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  <page>
    <title>User:The Citer/sandbox</title>
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        <id>3110681</id>
      </contributor>
      <minor />
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      <model>wikitext</model>
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      <text bytes="208" sha1="16frz9whg4hsu5rbdqwo17jostmbtxs" xml:space="preserve">My template storage!
==Templates==
[[File:|thumb|300x300px|[Insert_text_here]]]
==Text==
–
==Purpose==
It's a storage space so I don't have to copy text in source editor; I just can copy it in reading mode.</text>
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  <page>
    <title>Streptophytes</title>
    <ns>0</ns>
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      <contributor>
        <username>The Citer</username>
        <id>3110681</id>
      </contributor>
      <comment>Added more classes.</comment>
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      <text bytes="10282" sha1="96ctptkdjshmvej9mqidxphc8xp1a53" xml:space="preserve">[[File:Diversity of plants (Streptophyta) version 2.png|thumb|500x500px]]
Streptophyta (/strɛpˈtɒfɪtə, ˈstrɛptoʊfaɪtə/), informally the streptophytes (/ˈstrɛptəfaɪts/, from the Greek strepto 'twisted', for the morphology of the sperm of some members), is a clade of plants. The composition of the clade varies considerably between authors, but the definition employed here includes land plants and all green algae except the Chlorophyta and the more basal Prasinodermophyta.&lt;ref name=Jeffrey1967&gt;{{cite journal | author = Jeffrey C | year = 1967 | title = The origin and differentiation of the Archegoniate land plants: A second contribution | journal = Kew Bull. | volume = 21 | issue = 2| pages = 335–349 | doi=10.2307/4108533| jstor = 4108533 | bibcode = 1967KewBu..21..335J }}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Sánchez-Baracaldo|first1=Patricia|last2=Raven|first2=John A.|last3=Pisani|first3=Davide|last4=Knoll|first4=Andrew H.|date=2017-09-12|title=Early photosynthetic eukaryotes inhabited low-salinity habitats|journal=Proceedings of the National Academy of Sciences|volume=114|issue=37|pages=E7737–E7745|doi=10.1073/pnas.1620089114|url=https://research-information.bristol.ac.uk/ws/files/132985852/pnas.1620089114.sapp.pdf|pmid=28808007|pmc=5603991|bibcode=2017PNAS..114E7737S |doi-access=free}}&lt;/ref&gt;
==Information==
Name Meaning: Twisted plant

English Common Name: Streptophytes

Major distinguishing characteristics: 

Approximate number of species described: &gt;350,000
==Classification==
The composition of Streptophyta and similar groups (Streptophytina, [[Plant_Divisions_(Phyla)/Charophyta|Charophyta]]) varies in each classification.&lt;ref&gt;{{Cite web |title=Die Schwestergruppe der Landpflanzen |trans-title=The sister group of land plants |url=https://www.protisten.de/german/docs/Phylogeny_in_Streptophyta.pdf |access-date=7 November 2023 |website=www.protisten.de |language=de}}&lt;/ref&gt;{{citation needed|reason=cited source is in German. An English-language source is required|date=September 2026}} Some authors include only the Charales and Embryophyta (e.g., Streptophyta,&lt;ref name=Jeffrey1967/&gt;&lt;ref name=Adletal2012&gt;{{cite journal |author=Adl, S.M.; Simpson, A.G.B.; Lane, C.E.; Lukeš, J.; Bass, D.; Bowser, S.S.; Brown, M.W.; Burki, F.; Dunthorn, M mentioned as source without citation.; Hampl, V.; Heiss, A.; Hoppenrath, M.; Lara, E.; le Gall, L.; Lynn, D.H.; McManus, H.; Mitchell, E.A.D.; Mozley-Stanridge, S.E.; Parfrey, L.W.; Pawlowski, J.; Rueckert, S.; Shadwick, L.; Schoch, C.L.; Smirnov, A.; Spiegel, F.W. |date=2012 |title=The revised classification of Eukaryotes |journal=Journal of Eukaryotic Microbiology |volume=59 |issue=5 |pages=429–514 |doi=10.1111/j.1550-7408.2012.00644.x| pmc=3483872|pmid=23020233 }}&lt;/ref&gt; Streptophytina&lt;ref name=&quot;Lewis&amp;McCourt-2004&quot;/&gt;); others include more groups (e.g., Charophyta,&lt;ref name=&quot;Lewis&amp;McCourt-2004&quot;/&gt;&lt;!-- Karol et al. 2009--&gt;&lt;ref name=Adletal2012/&gt; Streptophyta,&lt;ref name=Bremer1985&gt;{{cite journal |author=Bremer, K. |date=1985 |title=Summary of green plant phylogeny and classification |journal=Cladistics |volume=1 |issue=4 |pages=369–385 |doi=10.1111/j.1096-0031.1985.tb00434.x |pmid=34965683 }}&lt;/ref&gt;&lt;!-- de Reviers 2002; --&gt;&lt;ref name=Leliaert-2012&gt;{{cite journal  |last1=Leliaert |first1=Frederik |last2=Smith |first2=David R. |last3=Moreau |first3=Hervé |last4=Herron |first4=Matthew D. |last5=Verbruggen |first5=Heroen |last6=Delwiche |first6=Charles F. |last7=De Clerck |first7=Olivier |title=Phylogeny and Molecular Evolution of the Green Algae |date=2012 |journal=Critical Reviews in Plant Sciences |volume=31 |issue=1 |pages=1–46 |bibcode=2012CRvPS..31....1L |doi=10.1080/07352689.2011.615705 |url=http://www.vliz.be/imisdocs/publications/248853.pdf }}&lt;/ref&gt; Streptobionta&lt;ref&gt;{{cite book|last1=Kenrick|first1=Paul|last2=Crane|first2=Peter|title=The Origin and Early Diversification of Land Plants: A Cladistic Study|date=1997|publisher=[[Smithsonian Institution Press]]|location=Washington, D.C. |isbn=9781560987291}}&lt;/ref&gt;); some authors use this broader definition, but exclude the Embryophyta (e.g., Charophyta,&lt;ref name=&quot;Cavalier-Smith1993&quot;&gt;{{cite book|author=Cavalier-Smith, T. |date=1993| chapter=The origin, losses and gains of chloroplasts. |title=Origins of plastids |pages=291–348 |publisher=Springer US}}&lt;/ref&gt;&lt;ref name=Leliaert-2012/&gt; Charophyceae{{citation needed|reason=Mattox &amp; Stewart, 1984 mentioned as source without citation|date=April 2024}}, Streptophycophytes{{citation needed|reason=de Reviers, 2002 meantion as source without citation|date=April 2024}}). The clade Streptophyta includes both unicellular and multicellular organisms. Streptophyta contains the freshwater charophyte green algae and all land plants that reproduce sexually by conjugation. ''Mesostigma viride'', a unicellular green flagellate alga may be a basal Streptophyte.&lt;ref name=Liang2020&gt;{{cite journal |last1=Liang |first1=Z |last2=Geng |first2=Y |last3=Ji |first3=C |last4=Du |first4=H |last5=Wong |first5=CE |last6=Zhang |first6=Q |last7=Yu |first7=H |date=2020 |title=''Mesostigma viride'' genome and transcriptome provide insights into the origin and evolution of Streptophyta |journal=Advanced Science |volume=7 |issue=1 |doi=10.1002/advs.2019018501901850 |doi-broken-date=11 August 2026 |doi-access=free }}&lt;/ref&gt;&lt;ref name=Nedelcu2006&gt;{{cite journal |last1=Nedelcu |first1=AM |last2=Borza |first2=T |last3=Lee |first3=RW |date=2006 |title=A land plant–specific multigene family in the unicellular ''Mesostigma'' argues for its close relationship to Streptophyta |journal=Molecular Biology and Evolution |volume=23 |issue=5 |pages=1011–1015 |doi=10.1093/molbev/msj108 |pmid=16476689 }}&lt;/ref&gt; 
==Phylogeny==
Below is a reconstruction of '''Streptophyta''' relationships, based on genomic data.&lt;ref&gt;{{Cite journal|author1=Linzhou Li|author2=Sibo Wang|author3=Hongli Wang|author4=Sunil Kumar Sahu|author5=Birger Marin|author6=Haoyuan Li|author7=Yan Xu|author8=Hongping Liang|author9=Zhen Li|author10=Shifeng Chen|author11=Tanja Reder|date=22 June 2020|title=The genome of Prasinoderma coloniale unveils the existence of a third phylum within green plants|journal=Nature Ecology &amp; Evolution|volume=4|issue=9|pages=1220–1231|doi=10.1038/s41559-020-1221-7|pmc=7455551|pmid=32572216|doi-access=free|author22=Yves Van de Peer|author23=Michael Melkonian|author24=Huan Liu|author21=Xin Liu|author20=Xun Xu|author19=Gane Ka-Shu Wong|author17=Huanming Yang|author16=Hongli Du|author15=Barbara Melkonian|author14=Morten Petersen|author13=Sebastian Wittek|author12=Zehra Çebi|author18=Jian Wang|bibcode=2020NatEE...4.1220L }}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Puttick|first1=Mark N.|last2=Morris|first2=Jennifer L.|last3=Williams|first3=Tom A.|last4=Cox|first4=Cymon J.|last5=Edwards|first5=Dianne|last6=Kenrick|first6=Paul|last7=Pressel|first7=Silvia|last8=Wellman|first8=Charles H.|last9=Schneider|first9=Harald|date=2018|title=The Interrelationships of Land Plants and the Nature of the Ancestral Embryophyte|journal=Current Biology|volume=28|issue=5|pages=733–745.e2|doi=10.1016/j.cub.2018.01.063|pmid=29456145|doi-access=free|bibcode=2018CBio...28E.733P |hdl=1983/ad32d4da-6cb3-4ed6-add2-2415f81b46da|hdl-access=free}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Sánchez-Baracaldo|first1=Patricia|last2=Raven|first2=John A.|last3=Pisani|first3=Davide|last4=Knoll|first4=Andrew H.|date=2017-09-12|title=Early photosynthetic eukaryotes inhabited low-salinity habitats|journal=Proceedings of the National Academy of Sciences|volume=114|issue=37|pages=E7737–E7745|doi=10.1073/pnas.1620089114|url=https://research-information.bristol.ac.uk/ws/files/132985852/pnas.1620089114.sapp.pdf|pmid=28808007|pmc=5603991|bibcode=2017PNAS..114E7737S |doi-access=free}}&lt;/ref&gt; (Warning, this phylogenetic picture needs to be improved (See [[Talk:Streptophytes|talk]]).)

{{clade
  |1=Mesostigmatophyceae [[File:Mesostigma viride 534857918.jpg|60px]]`
|2={{clade
      |1=Chlorokybophyceae [[File:Chlorokybus atmophyticus.jpg|60px]]
|2={{clade
|1=''Streptofilum'' [[File:Streptofilum capillatum.pdf|60px]]
  |2={{clade
    |1=Klebsormidiophyceae [[File:Klebsormidium bilatum Belgium (14759117646).jpg|60px]]
    |label2=Phragmoplastophyta
    |2={{clade
      |1=Charophyceae (Stoneworts &amp; musk grasses) [[File:CharaFragilis.jpg|60px]]
      |2={{clade
          |1=Zygnematophyceae (desmids, water silk etc.) [[File:The freshwater alga Spirogyra.jpg|60px]]
        |2={{clade
        |1=Coleochaetophyceae [[File:Spirogyra-bgiu.jpg|60px]]          |2=Embryophytes [[File:GINKGOBAUM-2.jpg|60px]]
           }}
         }}
       }}
     }}
   }}
}}}}

==Diversity==
There are many species of Streptophytes. These are just the phyla:
===Anthocerotophytes===
[[File:Dendroceros.jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Anthocerotophyta]]&lt;br&gt;
Name Meaning: Anthoceros-like plant

English Common Name: Hornworts

Major distinguishing characteristics: Horn-shaped sporophytes, no vascular system

Approximate number of species described: 100-300

Classes: Anthocerotopsida, Leiosporocerotopsida
===Bryophytes===
[[File:Tionesta-ac-moss2.jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Bryophyta]]&lt;br&gt;
Name Meaning: Bryum-like plant, moss plant

English Common Name: Moss

Major distinguishing characteristics: Persistent branched sporophytes, no vascular system

Approximate number of species described: 12,000

Classes: Andreaeobryopsida,
Andreaeopsida, Bryopsida, Oedipodiopsida, Sphagnopsida, Takakiopsida, Tetraphidopsida

===Chlorophytes===
[[File:Bulletin de l'Acadmie impriale des sciences de St.-Ptersbourg (20431048865).jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Bryophyta]]&lt;br&gt;
Name Meaning: Yellow-green plant

English Common Name: Chlorophytes

Major distinguishing characteristics: mainly autotrophs with exceptions and have the same chlorophyll a and b pigments as &quot;higher&quot; plant divisions

Approximate number of species described: 8,000
Classes: Chlorodendrophyceae, Chlorophyceae, Chloropicophyceae, †Chuariophyceae, Mamiellophyceae, Nephroselmidophyceae, Pedinophyceae, Picocystophyceae, Pyramimonadophyceae, Trebouxiophyceae, Ulvophyceae
==References==
[[Category:Plants]]
[[Category:Taxonomy]]
[[Category:Botany]]
[[Category:Biology]]</text>
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Streptophyta (/strɛpˈtɒfɪtə, ˈstrɛptoʊfaɪtə/), informally the streptophytes (/ˈstrɛptəfaɪts/, from the Greek strepto 'twisted', for the morphology of the sperm of some members), is a clade of plants. The composition of the clade varies considerably between authors, but the definition employed here includes land plants and all green algae except the Chlorophyta and the more basal Prasinodermophyta.&lt;ref name=Jeffrey1967&gt;{{cite journal | author = Jeffrey C | year = 1967 | title = The origin and differentiation of the Archegoniate land plants: A second contribution | journal = Kew Bull. | volume = 21 | issue = 2| pages = 335–349 | doi=10.2307/4108533| jstor = 4108533 | bibcode = 1967KewBu..21..335J }}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Sánchez-Baracaldo|first1=Patricia|last2=Raven|first2=John A.|last3=Pisani|first3=Davide|last4=Knoll|first4=Andrew H.|date=2017-09-12|title=Early photosynthetic eukaryotes inhabited low-salinity habitats|journal=Proceedings of the National Academy of Sciences|volume=114|issue=37|pages=E7737–E7745|doi=10.1073/pnas.1620089114|url=https://research-information.bristol.ac.uk/ws/files/132985852/pnas.1620089114.sapp.pdf|pmid=28808007|pmc=5603991|bibcode=2017PNAS..114E7737S |doi-access=free}}&lt;/ref&gt;
==Information==
Name Meaning: Twisted plant

English Common Name: Streptophytes

Major distinguishing characteristics: 

Approximate number of species described: &gt;350,000
==Classification==
The composition of Streptophyta and similar groups (Streptophytina, [[Plant_Divisions_(Phyla)/Charophyta|Charophyta]]) varies in each classification.&lt;ref&gt;{{Cite web |title=Die Schwestergruppe der Landpflanzen |trans-title=The sister group of land plants |url=https://www.protisten.de/german/docs/Phylogeny_in_Streptophyta.pdf |access-date=7 November 2023 |website=www.protisten.de |language=de}}&lt;/ref&gt;{{citation needed|reason=cited source is in German. An English-language source is required|date=September 2026}} Some authors include only the Charales and Embryophyta (e.g., Streptophyta,&lt;ref name=Jeffrey1967/&gt;&lt;ref name=Adletal2012&gt;{{cite journal |author=Adl, S.M.; Simpson, A.G.B.; Lane, C.E.; Lukeš, J.; Bass, D.; Bowser, S.S.; Brown, M.W.; Burki, F.; Dunthorn, M mentioned as source without citation.; Hampl, V.; Heiss, A.; Hoppenrath, M.; Lara, E.; le Gall, L.; Lynn, D.H.; McManus, H.; Mitchell, E.A.D.; Mozley-Stanridge, S.E.; Parfrey, L.W.; Pawlowski, J.; Rueckert, S.; Shadwick, L.; Schoch, C.L.; Smirnov, A.; Spiegel, F.W. |date=2012 |title=The revised classification of Eukaryotes |journal=Journal of Eukaryotic Microbiology |volume=59 |issue=5 |pages=429–514 |doi=10.1111/j.1550-7408.2012.00644.x| pmc=3483872|pmid=23020233 }}&lt;/ref&gt; Streptophytina&lt;ref name=&quot;Lewis&amp;McCourt-2004&quot;/&gt;); others include more groups (e.g., Charophyta,&lt;ref name=&quot;Lewis&amp;McCourt-2004&quot;/&gt;&lt;!-- Karol et al. 2009--&gt;&lt;ref name=Adletal2012/&gt; Streptophyta,&lt;ref name=Bremer1985&gt;{{cite journal |author=Bremer, K. |date=1985 |title=Summary of green plant phylogeny and classification |journal=Cladistics |volume=1 |issue=4 |pages=369–385 |doi=10.1111/j.1096-0031.1985.tb00434.x |pmid=34965683 }}&lt;/ref&gt;&lt;!-- de Reviers 2002; --&gt;&lt;ref name=Leliaert-2012&gt;{{cite journal  |last1=Leliaert |first1=Frederik |last2=Smith |first2=David R. |last3=Moreau |first3=Hervé |last4=Herron |first4=Matthew D. |last5=Verbruggen |first5=Heroen |last6=Delwiche |first6=Charles F. |last7=De Clerck |first7=Olivier |title=Phylogeny and Molecular Evolution of the Green Algae |date=2012 |journal=Critical Reviews in Plant Sciences |volume=31 |issue=1 |pages=1–46 |bibcode=2012CRvPS..31....1L |doi=10.1080/07352689.2011.615705 |url=http://www.vliz.be/imisdocs/publications/248853.pdf }}&lt;/ref&gt; Streptobionta&lt;ref&gt;{{cite book|last1=Kenrick|first1=Paul|last2=Crane|first2=Peter|title=The Origin and Early Diversification of Land Plants: A Cladistic Study|date=1997|publisher=[[Smithsonian Institution Press]]|location=Washington, D.C. |isbn=9781560987291}}&lt;/ref&gt;); some authors use this broader definition, but exclude the Embryophyta (e.g., Charophyta,&lt;ref name=&quot;Cavalier-Smith1993&quot;&gt;{{cite book|author=Cavalier-Smith, T. |date=1993| chapter=The origin, losses and gains of chloroplasts. |title=Origins of plastids |pages=291–348 |publisher=Springer US}}&lt;/ref&gt;&lt;ref name=Leliaert-2012/&gt; Charophyceae{{citation needed|reason=Mattox &amp; Stewart, 1984 mentioned as source without citation|date=April 2024}}, Streptophycophytes{{citation needed|reason=de Reviers, 2002 meantion as source without citation|date=April 2024}}). The clade Streptophyta includes both unicellular and multicellular organisms. Streptophyta contains the freshwater charophyte green algae and all land plants that reproduce sexually by conjugation. ''Mesostigma viride'', a unicellular green flagellate alga may be a basal Streptophyte.&lt;ref name=Liang2020&gt;{{cite journal |last1=Liang |first1=Z |last2=Geng |first2=Y |last3=Ji |first3=C |last4=Du |first4=H |last5=Wong |first5=CE |last6=Zhang |first6=Q |last7=Yu |first7=H |date=2020 |title=''Mesostigma viride'' genome and transcriptome provide insights into the origin and evolution of Streptophyta |journal=Advanced Science |volume=7 |issue=1 |doi=10.1002/advs.2019018501901850 |doi-broken-date=11 August 2026 |doi-access=free }}&lt;/ref&gt;&lt;ref name=Nedelcu2006&gt;{{cite journal |last1=Nedelcu |first1=AM |last2=Borza |first2=T |last3=Lee |first3=RW |date=2006 |title=A land plant–specific multigene family in the unicellular ''Mesostigma'' argues for its close relationship to Streptophyta |journal=Molecular Biology and Evolution |volume=23 |issue=5 |pages=1011–1015 |doi=10.1093/molbev/msj108 |pmid=16476689 }}&lt;/ref&gt; 
==Phylogeny==
Below is a reconstruction of '''Streptophyta''' relationships, based on genomic data.&lt;ref&gt;{{Cite journal|author1=Linzhou Li|author2=Sibo Wang|author3=Hongli Wang|author4=Sunil Kumar Sahu|author5=Birger Marin|author6=Haoyuan Li|author7=Yan Xu|author8=Hongping Liang|author9=Zhen Li|author10=Shifeng Chen|author11=Tanja Reder|date=22 June 2020|title=The genome of Prasinoderma coloniale unveils the existence of a third phylum within green plants|journal=Nature Ecology &amp; Evolution|volume=4|issue=9|pages=1220–1231|doi=10.1038/s41559-020-1221-7|pmc=7455551|pmid=32572216|doi-access=free|author22=Yves Van de Peer|author23=Michael Melkonian|author24=Huan Liu|author21=Xin Liu|author20=Xun Xu|author19=Gane Ka-Shu Wong|author17=Huanming Yang|author16=Hongli Du|author15=Barbara Melkonian|author14=Morten Petersen|author13=Sebastian Wittek|author12=Zehra Çebi|author18=Jian Wang|bibcode=2020NatEE...4.1220L }}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Puttick|first1=Mark N.|last2=Morris|first2=Jennifer L.|last3=Williams|first3=Tom A.|last4=Cox|first4=Cymon J.|last5=Edwards|first5=Dianne|last6=Kenrick|first6=Paul|last7=Pressel|first7=Silvia|last8=Wellman|first8=Charles H.|last9=Schneider|first9=Harald|date=2018|title=The Interrelationships of Land Plants and the Nature of the Ancestral Embryophyte|journal=Current Biology|volume=28|issue=5|pages=733–745.e2|doi=10.1016/j.cub.2018.01.063|pmid=29456145|doi-access=free|bibcode=2018CBio...28E.733P |hdl=1983/ad32d4da-6cb3-4ed6-add2-2415f81b46da|hdl-access=free}}&lt;/ref&gt;&lt;ref&gt;{{Cite journal|last1=Sánchez-Baracaldo|first1=Patricia|last2=Raven|first2=John A.|last3=Pisani|first3=Davide|last4=Knoll|first4=Andrew H.|date=2017-09-12|title=Early photosynthetic eukaryotes inhabited low-salinity habitats|journal=Proceedings of the National Academy of Sciences|volume=114|issue=37|pages=E7737–E7745|doi=10.1073/pnas.1620089114|url=https://research-information.bristol.ac.uk/ws/files/132985852/pnas.1620089114.sapp.pdf|pmid=28808007|pmc=5603991|bibcode=2017PNAS..114E7737S |doi-access=free}}&lt;/ref&gt; (Warning, this phylogenetic picture needs to be improved (See [[Talk:Streptophytes|talk]]).)

{{clade
  |1=Mesostigmatophyceae [[File:Mesostigma viride 534857918.jpg|60px]]`
|2={{clade
      |1=Chlorokybophyceae [[File:Chlorokybus atmophyticus.jpg|60px]]
|2={{clade
|1=''Streptofilum'' [[File:Streptofilum capillatum.pdf|60px]]
  |2={{clade
    |1=Klebsormidiophyceae [[File:Klebsormidium bilatum Belgium (14759117646).jpg|60px]]
    |label2=Phragmoplastophyta
    |2={{clade
      |1=Charophyceae (Stoneworts &amp; musk grasses) [[File:CharaFragilis.jpg|60px]]
      |2={{clade
          |1=Zygnematophyceae (desmids, water silk etc.) [[File:The freshwater alga Spirogyra.jpg|60px]]
        |2={{clade
        |1=Coleochaetophyceae [[File:Spirogyra-bgiu.jpg|60px]]          |2=Embryophytes [[File:GINKGOBAUM-2.jpg|60px]]
           }}
         }}
       }}
     }}
   }}
}}}}

==Diversity==
There are many species of Streptophytes. These are just the phyla:
===Anthocerotophytes===
[[File:Dendroceros.jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Anthocerotophyta]]&lt;br&gt;
Name Meaning: Anthoceros-like plant

English Common Name: Hornworts

Major distinguishing characteristics: Horn-shaped sporophytes, no vascular system

Approximate number of species described: 100-300

Classes: Anthocerotopsida, Leiosporocerotopsida
===Bryophytes===
[[File:Tionesta-ac-moss2.jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Bryophyta]]&lt;br&gt;
Name Meaning: Bryum-like plant, moss plant

English Common Name: Moss

Major distinguishing characteristics: Persistent branched sporophytes, no vascular system

Approximate number of species described: 12,000

Classes: Andreaeobryopsida,
Andreaeopsida, Bryopsida, Oedipodiopsida, Sphagnopsida, Takakiopsida, Tetraphidopsida

===Chlorophytes===
[[File:Bulletin de l'Acadmie impriale des sciences de St.-Ptersbourg (20431048865).jpg|thumb|200x200px]]
Main article: [[Plant Divisions (Phyla)/Chlorophyta]]&lt;br&gt;
Name Meaning: Yellow-green plant

English Common Name: Chlorophytes

Major distinguishing characteristics: mainly autotrophs with exceptions and have the same chlorophyll a and b pigments as &quot;higher&quot; plant divisions

Approximate number of species described: 8,000
Classes: Chlorodendrophyceae, Chlorophyceae, Chloropicophyceae, †Chuariophyceae, Mamiellophyceae, Nephroselmidophyceae, Pedinophyceae, Picocystophyceae, Pyramimonadophyceae, Trebouxiophyceae, Ulvophyceae

==References==
[[Category:Plants]]
[[Category:Taxonomy]]
[[Category:Botany]]
[[Category:Biology]]</text>
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    <title>Plant Divisions (Phyla)/Chlorophyta</title>
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      <text bytes="1629" sha1="pie3aduwf9l2sk1n5guyn72h5psvep4" xml:space="preserve">[[File:Haeckel Siphoneae.jpg|thumb|300x300px|right|Diversity of chorophytes.]]
'''Chlorophyta'''{{Sfn|Margulis|Chapman|2009|p=200}} or  '''chlorophytes''' is a major division of green algae,\ and is sister taxon to the other major division [[Plant_Divisions_(Phyla)/Charophyta|Charophyta]], a paraphyletic group of predominantly freshwater green algae, which form the monophyletic clade: [[Streptophytes|Streptophyta]] after including all Embryophytes as well as the proposed basal clade Prasinodermophyta. Chlorophytes are eukaryotic organisms composed of cells with a variety of coverings or walls, and usually a single green chloroplast in each cell.{{Sfn|Adl|Bass|Lane|Lukeš|2019|p=36}} Most groups are unicellular.
==Information==
Name Meaning: Yellow-green plant

English Common Name: Chlorophytes

Major distinguishing characteristics: mainly autotrophs with exceptions and have the same chlorophyll a and b pigments as &quot;higher&quot; plant divisions

Approximate number of species described: 8,000
==Evolutionary History==
''Proterocladus antiquus'' is believed to be one of the oldest examples of a multicellular chlorophyte, being 1000my old. It is currently classified as a member of order Cladophorales, class Ulvophyceae.{{Sfn|Tang|Pang|Yuan|Xiao|2020}} In 2023, a study calculated the molecular age of green algae as calibrated by this fossil. The study estimated the origin of Chlorophyta within the [[Wikipedia:Mesoproterozoic|Mesoproterozoic]] era, at around 2.04–1.23 billion years ago.{{Sfn|Yang|Ma|Wang|Tian|2023}}
==References==
[[Category:Plants]]
[[Category:Taxonomy]]
[[Category:Botany]]
[[Category:Biology]]</text>
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    <revision>
      <id>2834570</id>
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        <username>The Citer</username>
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      <comment>Added Classes!</comment>
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      <text bytes="1839" sha1="s7csjh5i9ab4x64a6geinr1yrcait4d" xml:space="preserve">[[File:Haeckel Siphoneae.jpg|thumb|300x300px|right|Diversity of chorophytes.]]
'''Chlorophyta'''{{Sfn|Margulis|Chapman|2009|p=200}} or  '''chlorophytes''' is a major division of green algae,\ and is sister taxon to the other major division [[Plant_Divisions_(Phyla)/Charophyta|Charophyta]], a paraphyletic group of predominantly freshwater green algae, which form the monophyletic clade: [[Streptophytes|Streptophyta]] after including all Embryophytes as well as the proposed basal clade Prasinodermophyta. Chlorophytes are eukaryotic organisms composed of cells with a variety of coverings or walls, and usually a single green chloroplast in each cell.{{Sfn|Adl|Bass|Lane|Lukeš|2019|p=36}} Most groups are unicellular.
==Information==
Name Meaning: Yellow-green plant

English Common Name: Chlorophytes

Major distinguishing characteristics: mainly autotrophs with exceptions and have the same chlorophyll a and b pigments as &quot;higher&quot; plant divisions

Approximate number of species described: 8,000
==Evolutionary History==
''Proterocladus antiquus'' is believed to be one of the oldest examples of a multicellular chlorophyte, being 1000my old. It is currently classified as a member of order Cladophorales, class Ulvophyceae.{{Sfn|Tang|Pang|Yuan|Xiao|2020}} In 2023, a study calculated the molecular age of green algae as calibrated by this fossil. The study estimated the origin of Chlorophyta within the [[Wikipedia:Mesoproterozoic|Mesoproterozoic]] era, at around 2.04–1.23 billion years ago.{{Sfn|Yang|Ma|Wang|Tian|2023}}
==Classes==
*Chlorodendrophyceae
*Chlorophyceae
*Chloropicophyceae
*†Chuariophyceae
*Mamiellophyceae
*Nephroselmidophyceae
*Pedinophyceae
*Picocystophyceae
*Pyramimonadophyceae
*Trebouxiophyceae
*Ulvophyceae
==References==
[[Category:Plants]]
[[Category:Taxonomy]]
[[Category:Botany]]
[[Category:Biology]]</text>
      <sha1>s7csjh5i9ab4x64a6geinr1yrcait4d</sha1>
    </revision>
    <revision>
      <id>2834574</id>
      <parentid>2834570</parentid>
      <timestamp>2026-09-26T23:41:16Z</timestamp>
      <contributor>
        <username>The Citer</username>
        <id>3110681</id>
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      <minor />
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      <text bytes="1868" sha1="ks593e1ijibvccx2yz95hbz4cftobr4" xml:space="preserve">[[File:Haeckel Siphoneae.jpg|thumb|300x300px|right|Diversity of chorophytes.]]
'''Chlorophyta'''{{Sfn|Margulis|Chapman|2009|p=200}} or  '''chlorophytes''' is a major division of green algae,\ and is sister taxon to the other major division [[Plant_Divisions_(Phyla)/Charophyta|Charophyta]], a paraphyletic group of predominantly freshwater green algae, which form the monophyletic clade: [[Streptophytes|Streptophyta]] after including all Embryophytes as well as the proposed basal clade Prasinodermophyta. Chlorophytes are eukaryotic organisms composed of cells with a variety of coverings or walls, and usually a single green chloroplast in each cell.{{Sfn|Adl|Bass|Lane|Lukeš|2019|p=36}} Most groups are unicellular.
==Information==
Name Meaning: Yellow-green plant

English Common Name: Chlorophytes

Major distinguishing characteristics: mainly autotrophs with exceptions and have the same chlorophyll a and b pigments as &quot;higher&quot; plant divisions

Approximate number of species described: 8,000
==Evolutionary History==
''Proterocladus antiquus'' is believed to be one of the oldest examples of a multicellular chlorophyte, being 1000my old. It is currently classified as a member of order Cladophorales, class Ulvophyceae.{{Sfn|Tang|Pang|Yuan|Xiao|2020}} In 2023, a study calculated the molecular age of green algae as calibrated by this fossil. The study estimated the origin of Chlorophyta within the [[Wikipedia:Mesoproterozoic|Mesoproterozoic]] era, at around 2.04–1.23 billion years ago.{{Sfn|Yang|Ma|Wang|Tian|2023}}
==Classes==
Chlorodendrophyceae – Chlorophyceae – Chloropicophyceae – †Chuariophyceae – Mamiellophyceae – Nephroselmidophyceae – Pedinophyceae – Picocystophyceae – Pyramimonadophyceae – Trebouxiophyceae – Ulvophyceae
==References==
[[Category:Plants]]
[[Category:Taxonomy]]
[[Category:Botany]]
[[Category:Biology]]</text>
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      <comment>{{Information
|Description=LCal.9A: Recursion (20260923 - 20260922)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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      <text bytes="263" sha1="34wpjy3rhuagz94gc9ue0ja81vg0nxa" xml:space="preserve">== Summary ==
{{Information
|Description=LCal.9A: Recursion (20260923 - 20260922)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
}}

== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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      <comment>{{Information
|Description=LCal.9A: Recursion (20260924 - 20260923)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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      <text bytes="263" sha1="mezoyphz0s5uaxrdyof86wk232kzee1" xml:space="preserve">== Summary ==
{{Information
|Description=LCal.9A: Recursion (20260924 - 20260923)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
}}

== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
      <sha1>mezoyphz0s5uaxrdyof86wk232kzee1</sha1>
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    <title>File:LCal.9A.Recursion.20260925.pdf</title>
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        <id>21186</id>
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      <comment>{{Information
|Description=LCal.9A: Recursion (20260925 - 20260924)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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      <text bytes="263" sha1="s3od1ns7zcenfo6tb9njx272w2swh0d" xml:space="preserve">== Summary ==
{{Information
|Description=LCal.9A: Recursion (20260925 - 20260924)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
}}

== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
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        <id>21186</id>
      </contributor>
      <comment>{{Information
|Description=LCal.9A: Recursion (20260926 - 20260925)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
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      <text bytes="263" sha1="978fapsrqqmovql9j8onxvk8bpxetrd" xml:space="preserve">== Summary ==
{{Information
|Description=LCal.9A: Recursion (20260926 - 20260925)
|Source={{own|Young1lim}}
|Date=2026-09-26
|Author=Young W. Lim
|Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}
}}

== Licensing ==
{{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}}</text>
      <sha1>978fapsrqqmovql9j8onxvk8bpxetrd</sha1>
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  <page>
    <title>User talk:Huisartsen1</title>
    <ns>3</ns>
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      <timestamp>2026-09-27T04:20:34Z</timestamp>
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        <username>MathXplore</username>
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      </contributor>
      <comment>advert1 ([[m:User:ZbVl/VD|Vandoom]])</comment>
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== 2026-09-27 ==
&lt;div class=&quot;mw-content-ltr&quot; dir=&quot;ltr&quot; style=&quot;text-align: left&quot; lang=&quot;en&quot;&gt;[[File:Information.svg|25px|alt=Information icon]] Hello. Apologies for writing this in English, but I wanted to let you know that one or more of [[Special:Contributions/Huisartsen1|your recent contributions]] have been undone because they appeared to be promotional. [[:m:en:WP:SOAPBOX|Advertising or using &lt;span style=&quot;white-space:nowrap&quot;&gt;Wikiversity&lt;/span&gt; as a &quot;soapbox&quot;]] are not permitted. Take a look at the welcome pages to learn more about &lt;span style=&quot;white-space:nowrap&quot;&gt;Wikiversity&lt;/span&gt;. Thanks. &lt;/div&gt;&lt;!-- Glow-advert1 @ 1790482830337.6s --&gt;&lt;nowiki&gt;&lt;/nowiki&gt; [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 04:20, 27 September 2026 (UTC)</text>
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