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Fitz EB, Stecuła DA, Hitt MP, Saunders KL. Objective numeracy exacerbates framing effects from decision-making under political risk. Sci Rep 2024; 14:10473. [PMID: 38714748 PMCID: PMC11076582 DOI: 10.1038/s41598-024-61099-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Accepted: 04/30/2024] [Indexed: 05/10/2024] Open
Abstract
While Prospect Theory helps to explain decision-making under risk, studies often base frames on hypothetical events and fail to acknowledge that many individuals lack the ability and motivation to engage in complex thinking. We use an original survey of US adults (N = 2813) to test Prospect Theory in the context of the May 2023 debt ceiling negotiations in the US Congress and assess whether objective numeracy moderates framing effects. We hypothesize and find evidence to suggest that most respondents are risk-averse to potential gains and risk-accepting to potential losses; however, high numerates are more risk-averse and risk-accepting to gains and losses, respectively, than low numerates. We also find that need for cognition interacts with numeracy to moderate framing effects for prospective losses, such that higher need for cognition attenuates risk-acceptance among low numerates and exacerbates risk-acceptance among high numerates. Our results are robust to a range of other covariates and in models accounting for the interaction between political knowledge and need for cognition, indicating joint moderating effects from two knowledge domains similarly conditioned by the desire to engage in effortful thinking. Our findings demonstrate that those who can understand and use objective information may remain subjectively persuaded by certain policy frames.
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Affiliation(s)
- Erin B Fitz
- Department of Political Science, Colorado State University, Fort Collins, USA.
| | - Dominik A Stecuła
- School of Communication and Department of Political Science, The Ohio State University, Columbus, USA
| | - Matthew P Hitt
- Department of Political Science, Colorado State University, Fort Collins, USA
| | - Kyle L Saunders
- Department of Political Science, Colorado State University, Fort Collins, USA
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2
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Putnam AL, Yamashiro JK, Tekin E, Roediger HL. Collective overclaiming is related to collective narcissism and numeracy. Mem Cognit 2024; 52:840-851. [PMID: 38169036 DOI: 10.3758/s13421-023-01504-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2023] [Indexed: 01/05/2024]
Abstract
When asked to estimate how much their state or nation has contributed to history, people typically provide unreasonably large estimates, claiming that their group has contributed much more to history than nongroup members would estimate, demonstrating collective overclaiming. Why does such overclaiming occur? In the current study we examined factors that might predict collective overclaiming. Participants from 12 U.S. states estimated how much their home state contributed to U.S. history, completed measures of collective narcissism and numeracy, and rated the importance of 60 specific historical events. There was a positive relationship between collective overclaiming and collective narcissism, a negative relationship between collective overclaiming and numeracy, and a positive relationship between collective overclaiming and the importance ratings of the specific events. Together, these results indicate that overclaiming is partially and positively related to collective narcissism and negatively related to people's ability to work with numbers. We conclude that collective overclaiming is likely determined by several factors, including the availability heuristic and ego protection mechanisms, in addition to collective narcissism and relative innumeracy.
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Affiliation(s)
| | | | - Eylul Tekin
- Washington University in St. Louis, St. Louis, MO, USA
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3
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Vromans RD, Bol N, van Wezel MMC, Krahmer EJ. "R" you getting this? Factors contributing to the public's understanding, evaluation, and use of basic reproduction numbers for infectious diseases. BMC Public Health 2024; 24:1209. [PMID: 38693508 PMCID: PMC11064422 DOI: 10.1186/s12889-024-18669-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 04/19/2024] [Indexed: 05/03/2024] Open
Abstract
BACKGROUND We (1) examined the effects of evaluative labels and visual aids on people's understanding, evaluation, and use of the COVID-19 reproduction number (or "r-number"), (2) examined whether people's perceived susceptibility and (intended) adherence to preventive measures changed after being exposed to the r-number, and (3) explored whether these effects and changes depended on people's numeracy skills. METHODS In an online experiment, participants from a large Dutch representative sample (N = 1,168) received information about the COVID-19 r-number displayed on the corona dashboard of the Dutch Ministry of Health, Welfare and Sport. The r-number was either presented with or without a categorical line display (i.e., evaluative label) and with or without an icon-based tree diagram (i.e., visual aid) explaining how the number works. Regarding people's use of the statistic, we measured perceived susceptibility to COVID-19 and adherence (intention) to five preventive measures before and after exposure to the r-number. After exposure, we also measured participants' understanding, perceived usefulness, affective and cognitive evaluation, and objective numeracy. RESULTS About 56% of participants correctly interpreted the r-number, with highly numerate people having better understanding than less numerate people. Information about the r-number was perceived as more useful when presented with a visual aid. There were no differences across experimental conditions in people's understanding, affective, and cognitive evaluations. Finally, independent of experimental conditions, intention to adhere to preventive measures was higher after seeing the r-number, but only among highly numerate people. CONCLUSIONS Although evaluative labels and visual aids did not facilitate people's understanding and evaluation of the r-number, our results show that the statistic is perceived as useful and may be used to stimulate adherence to preventive measures. Policy makers and public health communicators are advised to clearly explain why they are giving these numbers to - especially - the less numerate people, but also how people could use them for behavior change to combat the spread of virus during a pandemic.
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Affiliation(s)
- Ruben D Vromans
- Department of Communication and Cognition, Tilburg center for Cognition and Communication, Tilburg School of Humanities and Digital Sciences, Tilburg University, P.O. Box 90153, Tilburg, 5037 LE, The Netherlands.
| | - Nadine Bol
- Department of Communication and Cognition, Tilburg center for Cognition and Communication, Tilburg School of Humanities and Digital Sciences, Tilburg University, P.O. Box 90153, Tilburg, 5037 LE, The Netherlands
| | - Marloes M C van Wezel
- Department of Communication and Cognition, Tilburg center for Cognition and Communication, Tilburg School of Humanities and Digital Sciences, Tilburg University, P.O. Box 90153, Tilburg, 5037 LE, The Netherlands
| | - Emiel J Krahmer
- Department of Communication and Cognition, Tilburg center for Cognition and Communication, Tilburg School of Humanities and Digital Sciences, Tilburg University, P.O. Box 90153, Tilburg, 5037 LE, The Netherlands
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Schwizer Ashkenazi S, Roell M, McCaskey U, Cachia A, Borst G, O'Gorman Tuura R, Kucian K. Are numerical abilities determined at early age? A brain morphology study in children and adolescents with and without developmental dyscalculia. Dev Cogn Neurosci 2024; 67:101369. [PMID: 38642426 PMCID: PMC11046253 DOI: 10.1016/j.dcn.2024.101369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 02/17/2024] [Accepted: 03/17/2024] [Indexed: 04/22/2024] Open
Abstract
The intraparietal sulcus (IPS) has been associated with numerical processing. A recent study reported that the IPS sulcal pattern was associated with arithmetic and symbolic number abilities in children and adults. In the present study, we evaluated the link between numerical abilities and the IPS sulcal pattern in children with Developmental Dyscalculia (DD) and typically developing children (TD), extending previous analyses considering other sulcal features and the postcentral sulcus (PoCS). First, we confirm the longitudinal sulcal pattern stability of the IPS and the PoCS. Second, we found a lower proportion of left sectioned IPS and a higher proportion of a double-horizontal IPS shape bilaterally in DD compared to TD. Third, our analyses revealed that arithmetic is the only aspect of numerical processing that is significantly related to the IPS sulcal pattern (sectioned vs not sectioned), and that this relationship is specific to the left hemisphere. And last, correlation analyses of age and arithmetic in children without a sectioned left IPS indicate that although they may have an inherent disadvantage in numerical abilities, these may improve with age. Thus, our results indicate that only the left IPS sulcal pattern is related to numerical abilities and that other factors co-determine numerical abilities.
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Affiliation(s)
- Simone Schwizer Ashkenazi
- Neuropsychology, Dept. of Psychology, University of Zurich, Zurich, Switzerland; Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland.
| | - Margot Roell
- Université de Paris, LaPsyDÉ, CNRS, Paris F-75005, France
| | - Ursina McCaskey
- Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland; Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Arnaud Cachia
- Université de Paris, LaPsyDÉ, CNRS, Paris F-75005, France; Université de Paris, Imaging biomarkers for brain development and disorders, UMR INSERM 1266, GHU Paris Psychiatrie & Neurosciences, Paris F-75005, France
| | - Gregoire Borst
- Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland
| | - Ruth O'Gorman Tuura
- Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland; Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland; Zurich Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland
| | - Karin Kucian
- Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland; Children's Research Center, University Children's Hospital Zurich, Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and Swiss Federal Institute of Technology Zurich, Zurich, Switzerland
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Misunas C, Soler-Hampejsek E, Kangwana B, Haberland NA. Do adolescent girls' education and friendships have independent effects on early pregnancy? Results of a mediation analysis from a longitudinal cohort study in Nairobi, Kenya. SSM Popul Health 2024; 25:101618. [PMID: 38426033 PMCID: PMC10901828 DOI: 10.1016/j.ssmph.2024.101618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Revised: 01/16/2024] [Accepted: 01/30/2024] [Indexed: 03/02/2024] Open
Abstract
Background Few studies have examined whether the effect of education on pregnancy and childbearing is due to the academic skills acquired or the social environment that schooling provides. This paper explores whether adolescent girls' learning skills, school enrollment, grade attainment, and friendships affect risk of pregnancy, and whether friendships mediate the relationship between education and pregnancy. Methods We draw on three waves of longitudinal data on adolescent girls aged 11-15 in Kibera, an informal settlement in Nairobi, Kenya between years 2015-2019. We use fixed effects regression models to estimate effects of girls' learning skills, school attendance, grade attainment, and friendships on their probability of experiencing a pregnancy. We conduct mediation analyses to assess whether friendships mediate the relationship between education and pregnancy. Results By round one (2015), 0.1 % of girls reported having experienced a pregnancy; by round three (2019), 6.3 %. Even after adjusting for friendships, we find that attending school decreases probability of pregnancy by nine percentage points; an additional year of schooling decreases probability of pregnancy by three percentage points; and a one standard deviation increase in numeracy decreases probability of pregnancy by one percentage point. Having any male friends who do not attend school increases girls' probability of experiencing a pregnancy by four percentage points; this association remains after adjusting for girls' education. However, out-of-school girls are far more likely to report out-of-school male friends. We find no evidence that other types of friendships affect girls' probability of becoming pregnant. Conclusion We find significant protective effects of school attendance, higher grade attainment and numeracy skills on girls' pregnancy, and that having close friendships with out-of-school males increases girls' probability of pregnancy. We did not find evidence of meaningful mediation, suggesting that the protective effects of school attendance and learning remain regardless of any risk they may face from their friendships.
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Gomez EM, Woods SP, Beltran-Najera I. Successful Aging is Associated with Better Health Literacy in Older Adults with HIV Disease. AIDS Behav 2024; 28:811-819. [PMID: 37792230 DOI: 10.1007/s10461-023-04183-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/15/2023] [Indexed: 10/05/2023]
Abstract
People with HIV (PWH) are susceptible to neurocognitive, physical, and mental health problems that may decrease their likelihood of experiencing successful aging. This cross-sectional, retrospective study estimated the extent to which health literacy is associated with successful aging among 116 older PWH and 60 persons without HIV. Successful aging was defined using indicators of biological health, cognitive efficiency, mental health, and productivity. Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine, Newest Vital Sign, Brief Health Literacy Screening, and Beliefs Related to Medication Adherence. A series of logistic regressions covarying for education showed that better health literacy was associated with a higher frequency of successful aging among older PWH. Older PWH were approximately three times less likely to experience successful aging as compared to older adults without HIV. Future studies may examine whether improving health literacy among younger PWH increases the likelihood of successful aging.
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Affiliation(s)
- Elliott Michael Gomez
- Department of Psychology, University of Houston, Houston, TX, United States of America
| | - Steven Paul Woods
- Department of Psychology, University of Houston, Houston, TX, United States of America.
- Department of Psychology, University of Houston, 3695 Cullen Boulevard ,126 Heyne Building (Ste. 239d), 77004-5022, 713-743-6415, Houston, TX, United States of America.
| | - Ilex Beltran-Najera
- Department of Psychology, University of Houston, Houston, TX, United States of America
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Conica M, Nixon E, Quigley J. Talk outside the box: Parents' decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood. J Exp Child Psychol 2023; 236:105746. [PMID: 37540920 DOI: 10.1016/j.jecp.2023.105746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/06/2023] [Accepted: 07/12/2023] [Indexed: 08/06/2023]
Abstract
Children's literacy and numeracy skills are fundamental for early academic performance and later academic success, mental health, and employment prospects in adulthood. Given that parents play a key role in promoting child development, identifying early parenting behaviors that predict literacy and numeracy skills is a research imperative. Emerging evidence suggests that parental use of decontextualized language (DL)-talk that requires cognitive abstraction and transcends the here and now-predicts children's literacy skills. However, its relation to numeracy remains underexplored. Accordingly, the current study examined how DL during interaction with children in infancy (T1) and preschool years (T2) relates to child literacy and numeracy in middle childhood (T3). Participants were 26 Irish mother-father-child triads (16 female children). At T1 and T2, participants engaged in 5-min interactions that were coded for DL. At T3, child literacy and numeracy were assessed using the Wechsler Intelligence Scale for Children-Fourth Edition and teacher report of child scores on national standardized tests. Controlling for child age and contextualized utterances, child reading in middle childhood was negatively related to maternal and child DL in infancy but was positively related to DL during preschool years, suggesting that the benefits of DL may become apparent later in development. Mothers', fathers', and children's DL during preschool years was also positively linked with child numeracy in middle childhood. Thus, embedding DL in conversation with children may have positive domain-specific and cross-domain effects on children's literacy and numeracy performance. Findings provide incentive for future research to examine relations between DL and children's school performance across a wider range of developmental domains.
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Affiliation(s)
- Mirela Conica
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland.
| | - Elizabeth Nixon
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland
| | - Jean Quigley
- School of Psychology, Trinity College Dublin, Dublin 2, Ireland
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Minty-Walker C, Pettigrew J, Hunt L, Rylands L, Wilson NJ. Nurse education leaders' perspectives on the teaching of numeracy to undergraduate nursing students: A qualitative research study. Nurse Educ Pract 2023; 72:103754. [PMID: 37619287 DOI: 10.1016/j.nepr.2023.103754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 08/09/2023] [Accepted: 08/17/2023] [Indexed: 08/26/2023]
Abstract
AIM The aim of this study was to explore the perspectives of nurse education leaders of Australian undergraduate nursing degrees on the teaching of nursing numeracy and how the Australian Nursing & Midwifery Accreditation Standards influence curriculum development. BACKGROUND Nurses' numeracy skills are reportedly deficient worldwide, posing a significant threat to patient safety. This is an issue for the education of undergraduate nurses and thus for the nursing profession. The international literature reveals a heterogeneous blend of learning approaches, but it is unclear which approaches are best suited to improve the numerical calculation ability of nurses. In the Australian context, there are no accreditation standards referring to numeracy, therefore, it is important to discover how nurse education leaders' design and implement the teaching of numeracy. DESIGN A qualitative approach using thematic analysis was employed. The setting was Australian universities that delivered an accredited undergraduate nursing degree leading to nursing registration. METHODS Purposive sampling was used to recruit 17 nurse education leaders of Australian undergraduate nursing degrees. Individual, semi-structured virtual interviews were conducted between November 2022 and January 2023. Interview data were analysed using Braun and Clarke's (2006) six phases of thematic analysis. FINDINGS Five themes emerged from the analysis: (i) indistinct accreditation standards, (ii) teaching basic maths for clinical applications, (iii) a range of bespoke teaching approaches (iv) we're nurses, not numeracy educators and (v) assumptions about an unprepared cohort. CONCLUSION The leaders of undergraduate nursing degrees assumed that nursing students would have proficiency in numeracy skills on entering university. However, this was not the case, hence numeracy was an essential skill that needed to be taught to the undergraduate nursing students. Lack of direction from the accreditation council led to the existence of various curricula and an array of approaches to teaching numeracy and medication calculations, which challenged nursing academics who did not consider themselves numeracy educators. This study makes a novel contribution to knowledge, teaching and practice in undergraduate nursing numeracy curricula.
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Affiliation(s)
- Christine Minty-Walker
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Jim Pettigrew
- Office of the Pro Vice-Chancellor (Learning Futures), Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Leanne Hunt
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Leanne Rylands
- School of Computer, Data and Mathematical Sciences, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
| | - Nathan J Wilson
- School of Nursing & Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia
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Slavik CE, Yiannakoulias N, Wilton R, Scott F. An Exploratory Study on the Impacts of Individual Skills and Health Information Exposure on Perceptions of Cancer Control and Expert Competence. J Cancer Educ 2023; 38:1584-1591. [PMID: 37103679 DOI: 10.1007/s13187-023-02303-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/21/2023] [Indexed: 06/19/2023]
Abstract
People's perceptions of control over their risk of cancer, and their perceptions of health experts' abilities to manage cancer risks, shape their beliefs about the effectiveness of expert-recommended cancer-preventive behaviors and actions. The aims of this exploratory study were to investigate the impact of individual skills and sources of health information on (i) internal locus of cancer control (ILOC) and (ii) perceived expert competence. Using a cross-sectional survey (n = 172), we collected data on individual health expertise, numeracy, health literacy, amounts of health information received from various sources, ILOC for cancer prevention and perceived expert competence (i.e., believing that health experts have the knowledge to correctly estimate cancer risks). Significant associations between health expertise and ILOC, and between health literacy and ILOC, were not observed in this study (OR = 2.15, 95%CI = 0.96-5.98; OR = 1.78, 95%CI = 0.97-3.63, respectively). Participants who received more health information from the news were more likely to perceive experts as competent (OR = 1.86, 95%CI = 1.06-3.57). Logistic regression analyses suggested that higher levels of health literacy among individuals with lower numeracy may promote ILOC but discourage expert competence beliefs. Analyses by gender suggested females with low educational attainment and lower numeracy may especially benefit from educational interventions to improve health literacy and promote ILOC. Our findings build off existing literature that point to a possible interaction between numeracy and health literacy. This research, with follow up work, may have practical implications for health educators aiming to promote specific cancer beliefs that lead to the uptake of expert-recommended cancer-preventive behaviors.
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Affiliation(s)
- Catherine E Slavik
- School of Earth, Environment and Society, General Sciences Building, McMaster University, 1280 Main Street West, Hamilton, ON, L8S 4K1, Canada.
| | - Niko Yiannakoulias
- School of Earth, Environment and Society, McMaster University, Hamilton, Canada
| | - Robert Wilton
- School of Earth, Environment and Society, McMaster University, Hamilton, Canada
| | - Fran Scott
- Department of Health, Aging & Society, McMaster University, Hamilton, Canada
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Kakinohana RK, Pilati R. Differences in decisions affected by cognitive biases: examining human values, need for cognition, and numeracy. Psicol Reflex Crit 2023; 36:26. [PMID: 37676441 PMCID: PMC10485213 DOI: 10.1186/s41155-023-00265-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 08/10/2023] [Indexed: 09/08/2023] Open
Abstract
A better understanding of factors that can affect preferences and choices may contribute to more accurate decision-making. Several studies have investigated the effects of cognitive biases on decision-making and their relationship with cognitive abilities and thinking dispositions. While studies on behaviour, attitude, personality, and health worries have examined their relationship with human values, research on cognitive bias has not investigated its relationship to individual differences in human values. The purpose of this study was to explore individual differences in biased choices, examining the relationships of the human values self-direction, conformity, power, and universalism with the anchoring effect, the framing effect, the certainty effect, and the outcome bias, as well as the mediation of need for cognition and the moderation of numeracy in these relationships. We measured individual differences and within-participant effects with an online questionnaire completed by 409 Brazilian participants, with an age range from 18 to 80 years, 56.7% female, and 43.3% male. The cognitive biases studied consistently influenced choices and preferences. However, the biases showed distinct relationships with the individual differences investigated, indicating the involvement of diverse psychological mechanisms. For example, people who value more self-direction were less affected only by anchoring. Hence, people more susceptible to one bias were not similarly susceptible to another. This can help in research on how to weaken or strengthen cognitive biases and heuristics.
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Affiliation(s)
- Regis K Kakinohana
- Institute of Psychology, University of Brasilia, Brasilia, DF, 72910-000, Brazil.
| | - Ronaldo Pilati
- Institute of Psychology, University of Brasilia, Brasilia, DF, 72910-000, Brazil
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Chen CC, Jang S, Piazza M, Hyde DC. Characterizing exact arithmetic abilities before formal schooling. Cognition 2023; 238:105481. [PMID: 37182405 DOI: 10.1016/j.cognition.2023.105481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 03/07/2023] [Accepted: 05/03/2023] [Indexed: 05/16/2023]
Abstract
Children appear to have some arithmetic abilities before formal instruction in school, but the extent of these abilities as well as the mechanisms underlying them are poorly understood. Over two studies, an initial exploratory study of preschool children in the U.S. (N = 207; Age = 2.89-4.30 years) and a pre-registered replication of preschool children in Italy (N = 130; Age = 3-6.33 years), we documented some basic behavioral signatures of exact arithmetic using a non-symbolic subtraction task. Furthermore, we investigated the underlying mechanisms by analyzing the relationship between individual differences in exact subtraction and assessments of other numerical and non-numerical abilities. Across both studies, children performed above chance on the exact non-symbolic arithmetic task, generally showing better performance on problems involving smaller quantities compared to those involving larger quantities. Furthermore, individual differences in non-verbal approximate numerical abilities and exact cardinal number knowledge were related to different aspects of subtraction performance. Specifically, non-verbal approximate numerical abilities were related to subtraction performance in older but not younger children. Across both studies we found evidence that cardinal number knowledge was related to performance on subtraction problems where the answer was zero (i.e., subtractive negation problems). Moreover, subtractive negation problems were only solved above chance by children who had a basic understanding of cardinality. Together these finding suggest that core non-verbal numerical abilities, as well as emerging knowledge of symbolic numbers provide a basis for some, albeit limited, exact arithmetic abilities before formal schooling.
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Affiliation(s)
- Chi-Chuan Chen
- Department of Psychology, University of Illinois at Urbana-Champaign, USA
| | - Selim Jang
- Department of Psychology, University of Illinois at Urbana-Champaign, USA
| | - Manuela Piazza
- Center for Mind/Brain Sciences (CiMEC), University of Trento, Italy
| | - Daniel C Hyde
- Department of Psychology, University of Illinois at Urbana-Champaign, USA; Neuroscience Program, University of Illinois at Urbana-Champaign, USA.
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Lange EMS, Kim J, Klumpner TT, McCarthy RJ, Wong CA, Thakkar K, Toledo P. Association between breakthrough labor pain, patient-controlled epidural analgesia use, and numeracy: A pilot observational study. Midwifery 2023; 124:103730. [PMID: 37302247 DOI: 10.1016/j.midw.2023.103730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 04/04/2023] [Accepted: 05/12/2023] [Indexed: 06/13/2023]
Abstract
OBJECTIVE Labor analgesia can be maintained with a continuous epidural infusion, supplemented by patient-controlled epidural boluses. patient-controlled epidural boluses use and timing require numeric understanding, as patients need to understand when they can administer supplemental boluses, lockout intervals, and total doses. We hypothesized that women with lower numeric literacy have a higher rate of provider-administered supplemental boluses for breakthrough pain because they do not understand the concept behind patient-controlled epidural boluses. DESIGN Pilot observational study SETTING: Labor and Delivery Suite PARTICIPANTS: Nulliparous, English-speaking patients with singleton, vertex pregnancies admitted for postdates (gestational age ≥ 41 weeks) induction of labor requesting neuraxial labor analgesia. INTERVENTIONS Combined spinal-epidural labor analgesia was initiated with intrathecal fentanyl and epidural analgesia was maintained using continuous epidural infusion with patient-controlled epidural boluses. MEASUREMENTS AND FINDINGS Numeric literacy was assessed using the Lipkus 7-item expanded numeracy test. Patients were stratified by whether or not they required supplemental provider-administered analgesia and patient-controlled epidural boluses use patterns were evaluated. A total of 89 patients completed the study. There were no demographic differences between patients who required supplemental analgesia compared with those who did not. Patients that required supplemental analgesia were more likely to request and receive patient-controlled epidural boluses (P<0.001). Hourly bupivacaine requirement was higher in women with breakthrough pain. There were no differences in numeric literacy between the two groups. KEY CONCLUSIONS Patients who required treatment of breakthrough pain had higher patient-controlled epidural boluses demands-to-delivery ratio. Numeric literacy was not correlated with the need for provider-administered supplemental boluses. IMPLICATIONS FOR PRACTICE Easy to understand scripts on how to use patient-controlled epidural boluses allows for understanding of patient-controlled epidural boluses use.
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Affiliation(s)
- Elizabeth M S Lange
- Department of Anesthesiology, Emory University School of Medicine, Clifton Atlanta, GA 1364, United States.
| | - Jennifer Kim
- Formerly of the Department of Anesthesiology, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
| | - Thomas T Klumpner
- Department of Anesthesiology, University of Michigan, 1540 E. Hospital Dr, Ann Arbor, MI 48109, United States
| | - Robert J McCarthy
- Department of Anesthesiology, Rush University, 1653 W. Congress Parkway, Chicago, IL 60612, United States
| | - Cynthia A Wong
- Department of Anesthesiology, University of Iowa Roy J. and Lucille A. Carver College of Medicine, 200 Hawkins Drive, 6618 John Colloton Pavilion, Iowa City, IA 52242, United States
| | - Kavisha Thakkar
- School of Medicine, University of Connecticut, 200 Academic Way, Farmington, CT 06032, United States
| | - Paloma Toledo
- Department of Anesthesiology, University of Medicine, Miller School of Medicine, 1611 NW 112th Ave, C-301, Miami, FL 33136, United States
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13
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Woods SP, Teixeira AL, Martins LB, Fries GR, Colpo GD, Rocha NP. Accelerated epigenetic aging in older adults with HIV disease: associations with serostatus, HIV clinical factors, and health literacy. GeroScience 2023; 45:2257-2265. [PMID: 36820957 PMCID: PMC10651616 DOI: 10.1007/s11357-023-00759-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 02/18/2023] [Indexed: 02/24/2023] Open
Abstract
The prevalence of older persons with HIV (PWH) disease has increased considerably in the last 20 years, but our understanding of biological factors of aging and their clinical correlates among PWH remains limited. Study participants were 149 persons aged 50 and older, including 107 PWH and 42 seronegatives. All participants completed a blood draw, research medical evaluation, structured psychiatric interview, neurocognitive assessment, questionnaires, and measures of health literacy. Four epigenetic clocks were generated from stored blood samples using standardized laboratory methods. In regression models adjusting for sex and smoking status, PWH had significantly higher epigenetic aging acceleration values than seronegatives on all four indicators. Within the PWH sample, higher levels of epigenetic aging acceleration were moderately associated with lower current CD4 count, AIDS diagnoses, higher scores on the Veterans Aging Cohort Study Index, and lower telomere values. Higher epigenetic aging acceleration indices were also associated with lower health literacy among PWH. PWH experience accelerated aging as measured by a series of epigenetic clocks, which may be linked to immune compromise and risk of all-cause mortality. Health literacy may be a modifiable target for mitigating the risk of accelerated aging among older PWH.
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Affiliation(s)
- Steven Paul Woods
- Department of Psychology, University of Houston, 3695 Cullen Blvd., 126 Heyne Bldg. (Ste. 239d), Houston, Texas, 77004, USA.
| | - Antonio L Teixeira
- Department of Psychiatry & Behavioral Science, University of Texas Health Sciences Center at Houston, 1941 East Rd., Houston, Texas, 77054, USA
| | - Lais B Martins
- Department of Psychiatry & Behavioral Science, University of Texas Health Sciences Center at Houston, 1941 East Rd., Houston, Texas, 77054, USA
| | - Gabriel R Fries
- Department of Psychiatry & Behavioral Science, University of Texas Health Sciences Center at Houston, 1941 East Rd., Houston, Texas, 77054, USA
| | - Gabriela D Colpo
- Department of Neurology, University of Texas Health Sciences Center at Houston, 6431 Fannin St., Houston, Texas, 77030, USA
| | - Natalia P Rocha
- Department of Neurology, University of Texas Health Sciences Center at Houston, 6431 Fannin St., Houston, Texas, 77030, USA
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14
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Poole BJ, Phillips NL, Killer BL, Gilmore C, Lah S. Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis. Neuropsychol Rev 2023:10.1007/s11065-023-09600-8. [PMID: 37490196 DOI: 10.1007/s11065-023-09600-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2022] [Accepted: 05/25/2023] [Indexed: 07/26/2023]
Abstract
Mathematics incorporates a broad range of skills, which includes basic early numeracy skills, such as subitizing and basic counting to more advanced secondary skills including mathematics calculation and reasoning. The aim of this review was to undertake a detailed investigation of the severity and pattern of early numeracy and secondary mathematics skills in people with epilepsy. Searches were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Twenty adult studies and 67 child studies were included in this review. Overall, meta-analyses revealed significant moderate impairments across all mathematics outcomes in both adults (g= -0.676), and children (g= -0.593) with epilepsy. Deficits were also observed for specific mathematics outcomes. For adults, impairments were found for mathematics reasoning (g= -0.736). However, two studies found that mathematics calculation was not significantly impaired, and an insufficient number of studies examined early numeracy skills in adults. In children with epilepsy, significant impairments were observed for each mathematics outcome: early numeracy (g= -0.383), calculation (g= -0.762), and reasoning (g= -0.572). The gravity of impairments also differed according to the site of seizure focus for children and adults, suggesting that mathematics outcomes were differentially vulnerable to the location of seizure focus.
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Affiliation(s)
- Belinda J Poole
- School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia
| | - Natalie L Phillips
- School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia
| | - Brittany L Killer
- School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Suncica Lah
- School of Psychology, University of Sydney, Sydney, NSW, 2006, Australia.
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15
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Tricoche L, Pélisson D, Longo L, Koun E, Poisson A, Prado J, Meunier M. Task-independent neural bases of peer presence effect on cognition in children and adults. Neuroimage 2023; 277:120247. [PMID: 37385049 DOI: 10.1016/j.neuroimage.2023.120247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Revised: 06/19/2023] [Accepted: 06/22/2023] [Indexed: 07/01/2023] Open
Abstract
There is ample behavioral evidence that others' mere presence can affect any behavior in human and non-human animals, generally facilitating the expression of mastered responses while impairing the acquisition of novel ones. Much less is known about i) how the brain orchestrates the modulation of such a wide array of behaviors by others' presence and ii) when these neural underpinnings mature during development. To address these issues, fMRI data were collected in children and adults alternately observed and unobserved by a familiar peer. Subjects performed a numerosity comparison task and a phonological comparison task. While the former involves number-processing brain areas, the latter involves language-processing areas. Consistent with previous behavioral findings, adults' and children's performance improved in both tasks when observed by a peer. Across all participants, task-specific brain regions showed no reliable change in activity under peer observation. Rather, we found task-independent changes in domain-general brain regions typically involved in mentalizing, reward, and attention. Bayesian analyses singled out the attention network as the exception to the close child-adult resemblance of peer observation neural substrates. These findings suggest that i) social facilitation of some human education-related skills is primarily orchestrated by domain-general brain networks, rather than by task-selective substrates, and ii) apart from attention, peer presence neural processing is largely mature in children.
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Affiliation(s)
- Leslie Tricoche
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Denis Pélisson
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Léa Longo
- EDUWELL team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Eric Koun
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France
| | - Alice Poisson
- Unité des pathologies du sommeil et équipe de recherche AESIO Santé unité de Saint Etienne, Clinique médico chirurgicale mutualiste, Saint Etienne, France
| | - Jérôme Prado
- EDUWELL team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France.
| | - Martine Meunier
- IMPACT team, Lyon Neuroscience Research Center, INSERM, U1028; CNRS, UMR5292; University Lyon, F-69000, France.
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16
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Lynch K, Lee M, Loeb S. An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic. Early Child Res Q 2023; 64:255-265. [PMID: 37056356 PMCID: PMC10076510 DOI: 10.1016/j.ecresq.2023.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 03/16/2023] [Accepted: 04/04/2023] [Indexed: 05/29/2023]
Abstract
The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children (N = 336 assessed at fall baseline; N = 237-250 assessed in spring depending on outcome; fall baseline sample: mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.
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Affiliation(s)
- Kathleen Lynch
- Department of Educational Psychology, Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT U-3064, United States
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17
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Novita S, Anindhita V, Wijayanti PAK, Santoso LAB, La Batavee H, Tampubolon AFJ, Syafitri AN. Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments. Int J Early Child 2023:1-18. [PMID: 37360192 PMCID: PMC10025054 DOI: 10.1007/s13158-023-00356-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/02/2023] [Indexed: 06/28/2023]
Abstract
Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.
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Affiliation(s)
- Shally Novita
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | - Vidya Anindhita
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | - Puspita Adhi Kusuma Wijayanti
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | | | - Hellen La Batavee
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | | | - Ajeng Nuranti Syafitri
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
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18
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Prager EO, Ernst JR, Mazzocco MMM, Carlson SM. Executive function and mathematics in preschool children: Training and transfer effects. J Exp Child Psychol 2023; 232:105663. [PMID: 36948040 DOI: 10.1016/j.jecp.2023.105663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2022] [Revised: 02/11/2023] [Accepted: 02/14/2023] [Indexed: 03/22/2023]
Abstract
Identifying the underpinnings of mathematics proficiency is relevant for all societies. A growing literature supports a relation between executive function (EF) and mathematics across a wide age range, but causal links are not well understood. In the current study, typically developing preschool children (N = 104) were randomly assigned to one of four training conditions: EF, Number, EF + Number, or an active Control. They participated in three brief training sessions and pretest and posttest sessions measuring EF and mathematics skills. EF training improved EF skills on a task similar to the training but did not extend to an untrained EF task. In addition, the EF training improved number skills but not general mathematics skills. The EF + Number training improved number and general mathematics skills but not EF skills. The EF + Number training did not yield significantly greater benefits for EF and mathematics beyond other training conditions. Finally, differential training effects emerged, such that children with lower pretest EF skills had greater EF benefits on only the trained EF skill. In addition, children from lower versus higher socioeconomic households had greater gains in numerical skills following EF training. No training condition improved verbal knowledge, suggesting that results were specific to the targeted skills. These results extend prior findings on the effectiveness of improving EF and mathematical skills through short-term trainings during early childhood.
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Affiliation(s)
| | - Jasmine R Ernst
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Stephanie M Carlson
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
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19
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Matchanova A, Woods SP, Neighbors C, Medina LD, Podell K, Beltran-Najera I, Alex C, Babicz MA, Thompson JL. Are accuracy discernment and sharing of COVID-19 misinformation associated with older age and lower neurocognitive functioning? Curr Psychol 2023:1-13. [PMID: 37359606 PMCID: PMC9991876 DOI: 10.1007/s12144-023-04464-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/23/2023] [Indexed: 03/10/2023]
Abstract
The online proliferation of COVID-19 misinformation led to adverse health and societal consequences. This study investigated possible differences in COVID-19 headline accuracy discernment and online sharing of COVID-19 misinformation between older and younger adults, as well as the role of individual differences in global cognition, health literacy and verbal IQ. Fifty-two younger (18-35 years old) and fifty older adults (age 50 and older) completed a neurocognitive battery, health literacy and numeracy measures, and self-report questionnaires via telephone. Participants also completed a social media headline-sharing experiment (Pennycook et al., Psychological science, 31(7), 770-780, 2020) in which they were presented with true and false COVID-19 headlines about which they indicated: 1) the likelihood that they would share the story on social media; and 2) the factual accuracy of the story. A repeated measures multivariate analysis of variance controlling for gender and race/ethnicity showed no effects of age (p = .099) but a significant interaction between actual COVID-19 headline accuracy and the likelihood of sharing (p < .001), such that accuracy was more strongly related to sharing false headlines (r = -.64) versus true headlines (r = -.43). Moreover, a higher likelihood of sharing false COVID-19 headlines was associated with lower verbal IQ and numeracy skills in older adults (rs = -.51--.40) and with lower verbal IQ, numeracy, and global cognition in younger adults (rs = -.66--.60). Findings indicate that headline accuracy judgements, numeracy, and verbal IQ are important contributors to sharing COVID-19 misinformation in both older and younger adults. Future work might examine the benefits of psychoeducation for improving health and science literacy for COVID-19. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-023-04464-w.
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Affiliation(s)
- Anastasia Matchanova
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
| | - Steven Paul Woods
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
| | - Clayton Neighbors
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
| | - Luis D. Medina
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
| | - Kenneth Podell
- Department of Neurology, Methodist Hospital, Houston, TX USA
| | - Ilex Beltran-Najera
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
| | | | - Michelle A. Babicz
- Mental Health and Behavioral Science Service, James A. Haley Veterans’ Hospital, Tampa, FL USA
| | - Jennifer L. Thompson
- Department of Psychology, University of Houston, 3695 Cullen Blvd, 126 Heyne Bldg (Ste. 239d), Houston, TX 77004 USA
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20
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Cosso J, Finders JK, Duncan RJ, Schmitt SA, Purpura DJ. The home numeracy environment and children's math skills: The moderating role of parents' math anxiety. J Exp Child Psychol 2023; 227:105578. [PMID: 36403295 DOI: 10.1016/j.jecp.2022.105578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 10/10/2022] [Accepted: 10/11/2022] [Indexed: 11/18/2022]
Abstract
Evidence suggests that parents' math anxiety moderates the association between parents' help in mathematics homework and first graders' mathematics skills. Understanding whether similar associations are evident in younger children, in regard to the home numeracy environment (HNE) is essential, given that early math skills are strong predictors of later academic outcomes, and children's skills prior to kindergarten are fostered principally by their parents. Thus, the purpose of this study was to examine the association and interaction between the HNE and parents' math anxiety related to preschool children's numeracy performance. Participants were 121 parent-child dyads. Results from hierarchical multiple regression models demonstrated that parents' math anxiety and the HNE, included as separate predictors of children's math skills, were not statistically significant. However, the interaction between HNE and parents' math anxiety was statistically significant, such that the positive association between HNE and children's numeracy skills emerged when parents felt less anxious about math. These findings highlight the importance of accounting for parents' math anxiety when exploring the home influences on children's numeracy skills.
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Affiliation(s)
- Jimena Cosso
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, 16803, USA.
| | - Jennifer K Finders
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | - Robert J Duncan
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | | | - David J Purpura
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
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21
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Congelosi PD, Carroll MC, Wong SL. Numeracy levels influence shared decision-making and surgical outcomes: A scoping review of the literature. Am J Surg 2023:S0002-9610(23)00003-X. [PMID: 36623965 DOI: 10.1016/j.amjsurg.2023.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 12/18/2022] [Accepted: 01/03/2023] [Indexed: 01/06/2023]
Abstract
BACKGROUND Health literacy has been widely studied with regard to medical decision-making and health care access, however research regarding numeracy - the ability to comprehend and attach meaning to numbers - is more limited. METHODS A scoping review following PRISMA guidelines was conducted. We screened 132 abstracts and 12 studies were included in the analysis. RESULTS Surgical population numeracy ranged from 47 to 86.1%. We found heterogeneity in the scales used to measure numeracy and the cutoff values used to define adequate numeracy. Low numeracy was shown to influence the accuracy of patients' responses to quality of life measures used to determine surgical outcomes and was associated with patient overestimation of pre-operative risk. Adequate numeracy was correlated with improved outcomes 2-4 years after bariatric surgery. CONCLUSIONS Patient numeracy is generally poor and has important implications for pre-operative risk understanding, accuracy of health measurement tools and long-term surgical outcomes.
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22
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Poole BJ, Lah S. Difficulties with mathematics experienced by adults with epilepsy in daily life: An online study. Epilepsy Behav 2023; 138:109000. [PMID: 36446269 DOI: 10.1016/j.yebeh.2022.109000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 10/17/2022] [Accepted: 11/12/2022] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Mathematics encompass a variety of skills, broadly grouped into basic numeracy to complex secondary mathematical skills. In children with epilepsy difficulties with mathematics are common and related to a multicomponent working memory capacity. Little is known about mathematical skills of adults with epilepsy in daily life. Hence, we aimed to compare basic and secondary mathematical skills of adults with epilepsy to controls, examine relations between mathematical skills and working memory, and explored relationships between mathematical skills and epilepsy variables (age of onset, seizure frequency, and anti-seizure medication). METHODS Eighty four people with epilepsy and 86 healthy controls completed questionnaires on their subjective experience of using mathematics and working memory skills in daily life: The Dyscalculia Checklist (DC) and Working Memory Questionnaire (WMQ; including attention, storage, and executive scales), respectively. Questionnaires also collected demographic and epilepsy variables. RESULTS Adults with epilepsy reported greater difficulties in basic and secondary mathematical skills on the DC compared with controls. Only one epilepsy variable, a younger age of epilepsy onset, related to higher DC scores (greater mathematical difficulties), but was not significantly related in regression analyses. Instead, the WMQ explained 33% of the variance on the DC; the poorer storage and attention (but not executive) on the WMQ were associated with the higher DC score, when demographic and epilepsy variables were accounted for. SIGNIFICANCE Adults with epilepsy reported significant difficulties with mathematics in daily life, which were not explained by epilepsy variables but by poor working memory. While our findings suggest that daily difficulties with mathematics may be comorbid with epilepsy rather than epilepsy related, it is important to be cognizant of mathematical difficulties experienced by patients with epilepsy as they have potential to impact understanding of numerical information provided in patient care, such as risks associated with different epilepsy treatments.
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Affiliation(s)
- Belinda J Poole
- School of Psychology, University of Sydney, Sydney, NSW, Australia.
| | - Suncica Lah
- School of Psychology, University of Sydney, Sydney, NSW, Australia.
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23
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Thomas DP, Hopwood B, Hatisaru V, Hicks D. Gender differences in reading and numeracy achievement across the school years. Aust Educ Res 2022:1-26. [PMID: 36310915 PMCID: PMC9589813 DOI: 10.1007/s13384-022-00583-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 10/03/2022] [Indexed: 06/16/2023]
Abstract
Developing students' reading and numeracy skills remain key goals of contemporary schooling. In Australia, the National Assessment Program - Literacy and Numeracy (NAPLAN) tests have assessed these skills since 2008. Previous research found a significant gender gap in favour of females for the NAPLAN writing test, yet no study has examined whether gender gaps exist for reading and numeracy or their developmental pattern across the school years. Given the educational and public interest in NAPLAN and its considerable costs, it is important to understand what these tests reveal about student outcomes. The paper presents the first investigation of patterns of male and female student achievement on the NAPLAN reading and numeracy tests from 2008 to 2021. It applies the equivalent year level technique to explain the pedagogical significance of NAPLAN achievement and compares the findings with the writing gender gap to present a fuller picture of male and female achievement.
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Affiliation(s)
- Damon P. Thomas
- School of Education, University of Queensland, Brisbane, QLD 4072 Australia
| | - Belinda Hopwood
- School of Education, University of Tasmania, Launceston, TAS 7248 Australia
| | - Vesife Hatisaru
- School of Education, University of Tasmania, Launceston, TAS 7248 Australia
| | - David Hicks
- School of Education, University of Tasmania, Launceston, TAS 7248 Australia
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24
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Maass K, Zehetmeier S, Weihberger A, Flößer K. Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study. ZDM 2022; 55:133-145. [PMID: 36274986 PMCID: PMC9579571 DOI: 10.1007/s11858-022-01440-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
In this paper, we discuss the theoretical background of mathematical modelling and its connection to citizenship education. Citizenship education in this context means that young people are equipped with competencies to respond as responsible citizens in situations relevant for society. To outline the connection between mathematical modelling and citizenship education in theory, we discuss the aims of mathematical modelling, modelling competences and the connection between numeracy and modelling. Based on these reflections we present an extended modelling cycle that specifically highlights modelling steps relevant to citizenship education. To show how the theoretical connection between mathematical modelling and citizenship education can be used in teaching practice, we describe three different examples of modelling tasks and analyse them with the help of the extended modelling cycle. We argue that the three tasks support different learning aims in relation to citizenship education and require modellers to carry out different steps of the extended modelling cycle. As an example of context, we used the pandemic caused by COVID-19, as it affected the quality of human life greatly, as all students in the Western world experienced.
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Affiliation(s)
- Katja Maass
- International Centre for STEM Education (ICSE), University of Education Freiburg, Freiburg, Kunzenweg 21, 79117 Freiburg, Germany
| | - Stefan Zehetmeier
- Institute of Instructional and School Development, University of Klagenfurt, Sterneckstraße 15, 9020 Klagenfurt, Austria
| | - Anika Weihberger
- International Centre for STEM Education (ICSE), University of Education Freiburg, Freiburg, Kunzenweg 21, 79117 Freiburg, Germany
| | - Katharina Flößer
- International Centre for STEM Education (ICSE), University of Education Freiburg, Freiburg, Kunzenweg 21, 79117 Freiburg, Germany
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Shlobin NA, Huang J, Lam S. Health Literacy in Neurosurgery: A Scoping Review. World Neurosurg 2022; 166:71-87. [PMID: 35835323 DOI: 10.1016/j.wneu.2022.07.023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 07/05/2022] [Accepted: 07/06/2022] [Indexed: 12/15/2022]
Abstract
OBJECTIVE Low health literacy is prevalent and associated with suboptimal health outcomes. In neurosurgery, social determinants of health are increasingly recognized as factors underpinning outcomes, as well as access to and use of care. We conducted a scoping review to delineate the scope of existing literature regarding health literacy in the field and facilitate future research. METHODS A scoping review was conducted using the PubMed, Embase, and Scopus databases. Titles and abstracts were screened for relevance. Studies meeting prespecified inclusion criteria underwent full text review. Relevant data were extracted. RESULTS Of 5056 resultant articles, 57 manuscripts were included. Thirty-seven studies (64.9%) investigated personal health literacy, while the remaining 20 (35.1%) investigated organizational health literacy. Domains of health literacy investigated were science (36, 63.2%), fundamental (20, 35.1%), and civic (1, 1.7%). No studies investigated numeracy. Recall among patients after discussions with neurosurgeons is low. Patient perspectives are often erroneous. Patient informational needs are often unmet. Written patient educational materials are written at a level too complex for the average patients. Videos are mostly of poor quality. Multimodal audiovisual interventions, eBooks, models, and virtual reality are shown to be effective methods for promoting recall. CONCLUSIONS Studies examining health literacy in neurosurgery primarily focus on the topic indirectly, most often via written educational materials and recall after educational interventions. Increasing awareness of health literacy among neurosurgeons, assessing health literacy, and incorporating health literacy-informed counseling approaches are warranted to improve patient care.
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Affiliation(s)
- Nathan A Shlobin
- Department of Neurological Surgery, Northwestern University Feinberg School of Medicine, Division of Pediatric Neurosurgery, Ann and Robert H. Lurie Children's Hospital, Chicago, Illinois, USA
| | - Jonathan Huang
- Department of Neurological Surgery, Northwestern University Feinberg School of Medicine, Division of Pediatric Neurosurgery, Ann and Robert H. Lurie Children's Hospital, Chicago, Illinois, USA
| | - Sandi Lam
- Department of Neurological Surgery, Northwestern University Feinberg School of Medicine, Division of Pediatric Neurosurgery, Ann and Robert H. Lurie Children's Hospital, Chicago, Illinois, USA.
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Shoots-Reinhard B, Lawrence ER, Schulkin J, Peters E. Excluding numeric side-effect information produces lower vaccine intentions. Vaccine 2022; 40:4262-9. [PMID: 35697576 DOI: 10.1016/j.vaccine.2022.06.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 05/27/2022] [Accepted: 06/01/2022] [Indexed: 11/21/2022]
Abstract
Encouraging vaccine uptake is important to reducing the impact of infectious disease. However, negative attitudes and vaccine hesitancy, due in part to worry about side effects, are obstacles to achieving high vaccination rates. Provided vaccine information sheets typically include a list of side effects without numeric information about their likelihoods, but providing such numbers may yield benefits. We investigated the effect of providing numeric information about side-effect likelihood (e.g., "1%") and verbal labels (e.g., "uncommon") on intentions to get a hypothetical vaccine, reasons for the vaccination decision, and risk overestimation. In a diverse, online, convenience sample (N = 595), providing numeric information increased vaccine intentions-70% of those who received numeric information were predicted to be moderately or extremely likely to vaccinate compared to only 54% of those who did not receive numeric information (p<.001), controlling for age, gender, race, education, and political ideology. Participants receiving numeric information also were less likely to overestimate side-effect likelihood. Verbal labels had additional benefits when included with numeric information, particularly among the vaccine hesitant. For these participants, verbal labels increased vaccine intentions when included with numeric information (but not in its absence). Among the vaccine-hesitant, 43% of those provided numeric information and verbal labels were predicted to be moderately or extremely likely to get vaccinated vs. only 24% of those given a list of side effects (p<.001). We conclude that the standard practice of not providing numeric information about side-effect likelihood leads to a less-informed public who is less likely to vaccinate.
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Lopez KD, Yao Y, Cho H, Santos FCD, Madandola OO, Bjarnadottir RI, Macieira TGR, Garcia AL, Priola KJB, Wolf J, Bian J, Wilkie DJ, Keenan GM. Conducting a representative national randomized control trial of tailored clinical decision support for nurses remotely: Methods and implications. Contemp Clin Trials 2022; 118:106712. [PMID: 35235823 DOI: 10.1016/j.cct.2022.106712] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 01/12/2022] [Accepted: 02/16/2022] [Indexed: 01/22/2023]
Abstract
Clinical Decision Support (CDS) systems, patient specific evidence delivered to clinicians via the electronic health record (EHR) at the right time and in the right format, has the potential to improve patient outcomes. Unfortunately, outcomes of CDS research are mixed. A potential cause lies in its testing. Many CDS are implemented in practice without sufficient testing, potentially leading to patient harm. When testing is conducted, most research has focused on "what" evidence to provide with little attention to the impact of the CDS display format (e.g., textual, graphical) on the user. In an adequately powered randomized control trial with 220 hospital based registered nurses, we will compare 4 randomly assigned CDS format groups (text, text table, text graphs, tailored to subject's graph literacy score) for effects on decision time and simulated patient outcomes. We recruit using state based professional registries, which allows access to participants from multiple institutions across the nation. We use online survey software (REDCap) for efficient study workflow including screening, informed consent documentation, pre-experiment demographic data collection including a graph literacy questionnaire used in randomization. The CDS prototype is accessed via a web app and the simulation-based experiment is conducted remotely at a subject's local computer using video-conferencing software. Also included are 6 post intervention surveys to assess cognitive workload, usability, numeracy, format preference, CDS utilization rationale, and CDS interpretation. Our methods are replicable and scalable for testing of health information technologies and have the potential to improve the safety and effectiveness of these technologies across disciplines.
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Soler-Hampejsek E, Kangwana B, Austrian K, Amin S, Psaki SR. Education, Child Marriage, and Work Outcomes Among Young People in Rural Malawi. J Adolesc Health 2021; 69:S57-S64. [PMID: 34809901 DOI: 10.1016/j.jadohealth.2021.09.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 09/13/2021] [Accepted: 09/14/2021] [Indexed: 10/19/2022]
Abstract
PURPOSE School attainment has increased and gender gaps narrowed in many settings without commensurate declines in child marriage and with persistent gender gaps in work. This paper investigates whether child marriage changes young people's ability to translate education into paid work in rural Malawi. METHODS Using data from a longitudinal study of adolescents in rural Malawi followed through young adulthood, individual-level fixed-effects regressions that account for time-invariant factors were used to investigate differences in child marriage status on the extent to which grade attainment, reading, and numeracy skills lead to higher participation in paid work and reduce participation in unpaid work. Gender differences in these relationships were explored. RESULTS Prevalence of child marriage is high for young women (53% vs. 6% for men), and participation in paid work low (7% vs. 42% for men). Attainment of six grades among young married women and nine grades among young married men was associated with paid work irrespective of child marriage. Reading with comprehension in two languages was associated with paid work for young men married as adults (coefficient = .27, p ≤ .01). Numeracy was associated with paid work among unmarried young women (coefficient = .04, p ≤ .01). Negative associations between grade attainment and unpaid work were found for young women married at ages 16-17 and unmarried, while positive associations were found for young unmarried men. CONCLUSIONS The relationship between education and work among young people in Malawi is compromised by related challenges of poor learning and continued high levels of child and young adult marriage.
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Affiliation(s)
| | | | | | - Sajeda Amin
- Poverty, Gender and Youth Program, Population Council, New York, New York
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Baten J, Llorca-Jaña M. Inequality, low-intensity immigration and human capital formation in the regions of Chile, 1820-1939. Econ Hum Biol 2021; 43:101030. [PMID: 34171763 DOI: 10.1016/j.ehb.2021.101030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 06/08/2021] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
This article traces inequality and numeracy development in the regions of Chile during the 19th and early 20th century. Inequality, measured with anthropometric methods, was associated with a lower speed of human capital formation. Not all talents received the necessary education to make full use of their talent for the regional economy, especially in the south in the early period. However, Chile became slightly less unequal over time and more numerate during the late 19th century. In addition, we study the correlates of low-intensity immigration in Chile. Regions with a relatively high share of North European migrants developed faster in terms of numeracy.
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Schonger M, Sele D. Intuition and exponential growth: bias and the roles of parameterization and complexity. Math Semesterber 2021; 68:221-235. [PMID: 34795462 PMCID: PMC8386158 DOI: 10.1007/s00591-021-00306-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 07/26/2021] [Indexed: 11/26/2022]
Abstract
Exponential growth bias is the phenomenon that humans intuitively underestimate exponential growth. This article reports on an experiment where treatments differ in the parameterization of growth: Exponential growth is communicated to one group in terms of growth rates, and in terms of doubling times to the other. Exponential growth bias is much smaller when doubling times are employed. Considering that in many applications, individuals face a choice between different growth rates, rather than between exponential growth and zero growth, we ask a question where growth is reduced from high to low. Subjects vastly underestimate the effect of this reduction, though less so in the parameterization using doubling times. The answers to this question are more severely biased than one would expect from the answers to the exponential growth questions. These biases emerge despite the sample being highly educated and exhibiting awareness of exponential growth bias. Implications for teaching, the usefulness of heuristics, and policy are discussed.
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Affiliation(s)
- Martin Schonger
- Lucerne University of Applied Sciences and Arts, Lucerne, Switzerland
- Swiss Federal Institute of Technology Zurich, Zurich, Switzerland
| | - Daniela Sele
- Swiss Federal Institute of Technology Zurich, Zurich, Switzerland
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Tiede KE, Henninger F, Kieslich PJ. Revisiting the Open Sampling format: Improving risky choices through a novel graphical representation. Psychon Bull Rev 2021. [PMID: 34731442 DOI: 10.3758/s13423-021-02018-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/23/2021] [Indexed: 11/08/2022]
Abstract
When making risky choices, people often fall short of the norm of expected value (EV) maximization. Previous research has shown that presenting options in the Open Sampling (OSa) format, a 10-by-10 matrix of randomly arranged outcomes, can improve choices and reduce decision times. First, the current research aims to replicate and extend the findings on the OSa format. To this end, we compare OSa to the common description-based format as well as further graphical representations, and investigate the resulting accordance with EV maximization and decision time. Second, we study whether people lower (vs. higher) in numeracy, the ability to use probabilistic and mathematical concepts, particularly benefit from a graphical representation of options. We conducted five high-powered studies (total N = 1,575) in which participants chose repeatedly between two risky gambles, using different populations and gamble-problem sets. Overall, we could not find a benefit of the OSa format in terms of EV accordance in any of the five studies. However, three studies also tested a novel variant of the OSa format with grouped outcomes and found that it consistently improved EV accordance compared with all other formats. All graphical formats led to faster decisions without harming decision quality. The effects of presentation format were not moderated by numeracy in three of the four studies that assessed numeracy. In conclusion, our research introduces a new presentation format which consistently improves risky choices and can also be used to communicate risks in applied contexts such as medical decision making.
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Ten Braak D, Lenes R, Purpura DJ, Schmitt SA, Størksen I. Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. J Exp Child Psychol 2022; 214:105306. [PMID: 34655996 DOI: 10.1016/j.jecp.2021.105306] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 09/10/2021] [Accepted: 09/14/2021] [Indexed: 11/22/2022]
Abstract
A robust association between young children's early mathematical proficiency and later academic achievement is well established. Less is known about the mechanisms through which early mathematics skills may contribute to later mathematics and especially reading achievement. Using a parallel multiple mediator model, the current study investigated whether executive function (integration of working memory, inhibition, and cognitive flexibility) can explain the relations between early mathematics skills and elementary school mathematics and reading achievement. Data in this longitudinal study were collected from 243 children during the last year of early childhood education and care (kindergarten ages 5 and 6 years), 1 year later in first grade, and 5 years later when the children were in fifth grade. Background variables (maternal education, age, sex, and immigrant status), kindergarten baseline skills, and mediating effects of first-grade mathematics, phonological awareness, vocabulary, and possible omitted variables were controlled. Results showed that first-grade executive function mediated the effects of kindergarten mathematics on fifth-grade mathematics and on reading achievement. These findings suggest that executive function may work as a mechanism that may help to explain the frequently found strong association between children's early mathematics skills and later mathematics and reading achievement.
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Becker M, Litkowski EC, Duncan RJ, Schmitt SA, Elicker J, Purpura DJ. Parents' math anxiety and mathematics performance of pre-kindergarten children. J Exp Child Psychol 2021; 214:105302. [PMID: 34624707 DOI: 10.1016/j.jecp.2021.105302] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 09/01/2021] [Accepted: 09/08/2021] [Indexed: 10/20/2022]
Abstract
Prior research demonstrates that individuals' math anxiety may be negatively related to their mathematics performance. However, little research has examined how caregivers' math anxiety is associated with children's mathematics performance prior to kindergarten. The purpose of this study was to investigate the relation between parents' math anxiety and the change in children's mathematics performance during the preschool year. Participants were 310 preschool-age children (155 female; 4.12-5.78 years of age, M = 5.20 years, SD = 0.29). Structural equation modeling results demonstrated that parents' math anxiety was significantly negatively related to change in children's mathematics performance during the pre-kindergarten year when controlling for fall mathematics performance and demographics. Moreover, multigroup path analyses revealed that this association did not differ for male versus female children.
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Edward JS, Rayens MK, Zheng X, Vanderpool RC. The association of health insurance literacy and numeracy with financial toxicity and hardships among colorectal cancer survivors. Support Care Cancer 2021; 29:5673-5680. [PMID: 33594514 PMCID: PMC8368090 DOI: 10.1007/s00520-021-06036-9] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2020] [Accepted: 01/28/2021] [Indexed: 11/29/2022]
Abstract
PURPOSE In this study, we examined the association of financial hardship measured by material financial burden and financial toxicity with health insurance literacy and numeracy among colorectal cancer survivors. The lack of evidence on the impact of cost-related health literacy, specifically health insurance literacy and numeracy, on financial toxicity among cancer survivors warrants further research. METHODS Between January and November 2019, we used a cross-sectional research design to collect surveys from 104 colorectal cancer survivors (diagnosed within last 5 years) from the Kentucky Cancer Registry. Survey items assessed health insurance literacy (measured by confidence and behaviors in choosing and using health insurance), numeracy, material financial burden, and financial toxicity, in addition to socio-demographic variables. Survey data were subsequently linked to the participant's cancer registry record. Data were analyzed using descriptive, bivariate, and multiple linear regression analyses. RESULTS The mean financial toxicity score was 24.5, with scores ranging from 3 to 43 (higher scores indicating greater financial toxicity). Eighty percent of participants indicated they had experienced one or more material burdens related to their cancer. The majority had adequate health insurance (79%); however, the majority also had low numeracy (84%). After controlling for socio-demographic covariates, significant predictors of greater financial toxicity were high material burden scores, low health insurance literacy, and low numeracy. CONCLUSIONS Findings indicate the need to develop programs and interventions aimed at improving health insurance literacy and numeracy as a strategy for reducing financial toxicity and hardships among colorectal cancer survivors.
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Affiliation(s)
- Jean S Edward
- College of Nursing and Markey Cancer Center, University of Kentucky, 751 Rose St., Room 557, Lexington, KY, 40536, USA.
| | - Mary Kay Rayens
- College of Nursing and Markey Cancer Center, University of Kentucky, 751 Rose St., Room 557, Lexington, KY, 40536, USA
| | - Xiaomei Zheng
- Appalachian Career Training in Oncology (ACTION) Program, University of Kentucky, 800 Rose Street, Lexington, KY, 40536, USA
| | - Robin C Vanderpool
- College of Public Health, University of Kentucky, 111 Washington Ave, Lexington, KY, 40536, USA
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Shoots-Reinhard B, Goodwin R, Bjälkebring P, Markowitz DM, Silverstein MC, Peters E. Ability-related political polarization in the COVID-19 pandemic. Intelligence 2021; 88:101580. [PMID: 34566199 PMCID: PMC8455947 DOI: 10.1016/j.intell.2021.101580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 07/08/2021] [Accepted: 08/07/2021] [Indexed: 11/10/2022]
Abstract
In two large-scale longitudinal datasets (combined N = 5761), we investigated ability-related political polarization in responses to the COVID-19 pandemic. We observed more polarization with greater ability in emotional responses, risk perceptions, and product-purchase intentions across five waves of data collection with a diverse, convenience sample from February 2020 through July 2020 (Study 1, N = 1267). Specifically, more liberal participants had more negative emotional responses and greater risk perceptions of COVID-19 than conservative participants. Compared to conservatives, liberal participants also interpreted quantitative information as indicating higher COVID-19 risk and sought COVID-related news more from liberal than conservative news media. Of key importance, we also compared verbal and numeric cognitive abilities for their independent capacity to predict greater polarization. Although measures of numeric ability, such as objective numeracy, are often used to index ability-related polarization, ideological differences were more pronounced among those higher in verbal ability specifically. Similar results emerged in secondary analysis of risk perceptions in a nationally representative longitudinal dataset (Study 2, N = 4494; emotions and purchase intentions were not included in this dataset). We further confirmed verbal-ability-related polarization findings on non-COVID policy attitudes (i.e., weapons bans and Medicare-for-all) measured cross-sectionally. The present Study 2 documented ability-related polarization emerging over time for the first time (rather than simply measuring polarization in existing beliefs). Both studies demonstrated verbal ability measures as the most robust predictors of ability-related polarization. Together, these results suggest that polarization may be a function of the amount and/or application of verbal knowledge rather than selective application of quantitative reasoning skills.
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Affiliation(s)
- Brittany Shoots-Reinhard
- Department of Psychology, The Ohio State University, USA.,Center for Science Communication Research, School of Journalism and Communication, University of Oregon, USA
| | - Raleigh Goodwin
- Center for Science Communication Research, School of Journalism and Communication, University of Oregon, USA.,Department of Psychology, University of Oregon, USA
| | | | - David M Markowitz
- Center for Science Communication Research, School of Journalism and Communication, University of Oregon, USA
| | - Michael C Silverstein
- Center for Science Communication Research, School of Journalism and Communication, University of Oregon, USA.,Department of Psychology, University of Oregon, USA
| | - Ellen Peters
- Center for Science Communication Research, School of Journalism and Communication, University of Oregon, USA
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Benda NC, Yang Z, Li H, Zhang T, Ancker JS. Lower objectively and subjectively assessed numeracy are both associated with poorer self-rated health. BMC Res Notes 2021; 14:321. [PMID: 34419167 PMCID: PMC8379725 DOI: 10.1186/s13104-021-05737-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Accepted: 08/11/2021] [Indexed: 11/18/2022] Open
Abstract
Objective To compare an objective with a subjective numeracy assessment for association with self-reported health status, where numeracy refers to “the degree to which individuals have the capacity to access, process, interpret, communicate, and act on numerical, quantitative, graphical, biostatistical, and probabilistic health information needed to make effective health decisions” Results We completed a secondary analysis of two population-based surveys, the Empire State Poll (n = 763) and the Program for the International Assessment of Adult Competencies (PIAAC; n = 2609). The first survey assessed numeracy with a 3-item subjective instrument. The second assessed numeracy with more than 20 math problems. Both used the same measure for self-reported health status. Lower numeracy, whether subjectively or objectively assessed, was associated with worse self-reported health, even after controlling for education and other sociodemographic confounders. The odds ratios for the association were very similar (0.91 and 0.90 respectively). A lengthy objective numeracy assessment and a brief self-report assessment had similar associations with health status. A brief self-report measure of numeracy has similar properties to a lengthy objective assessment and is likely to be more feasible to use to screen patients in practice. Supplementary Information The online version contains supplementary material available at 10.1186/s13104-021-05737-y.
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Affiliation(s)
- Natalie C Benda
- Department of Population Health Sciences, Weill Cornell Medicine, 425 E 61 stStreet, Suite 301, New York, NY, 10065, USA.
| | - Zihan Yang
- Department of Population Health Sciences, Weill Cornell Medicine, 425 E 61 stStreet, Suite 301, New York, NY, 10065, USA
| | - Haojia Li
- Department of Population Health Sciences, Weill Cornell Medicine, 425 E 61 stStreet, Suite 301, New York, NY, 10065, USA
| | - Tianran Zhang
- Department of Population Health Sciences, Weill Cornell Medicine, 425 E 61 stStreet, Suite 301, New York, NY, 10065, USA
| | - Jessica S Ancker
- Department of Population Health Sciences, Weill Cornell Medicine, 425 E 61 stStreet, Suite 301, New York, NY, 10065, USA.,Department of Biomedical Informatics, Vanderbilt University Medical Center, 2525 West End Ave., Rm, Nashville, TN, 14122, USA
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Abstract
Covariation information can be used to infer whether a causal link plausibly exists between two dichotomous variables, and such judgments of contingency are central to many critical and everyday decisions. However, individuals do not always interpret and integrate covariation information effectively, an issue that may be compounded by limited numeracy skills, and they often resort to the use of heuristics, which can result in inaccurate judgments. This experiment investigated whether presenting covariation information in a composite bar chart increased accuracy of contingency judgments, and whether it can mitigate errors driven by low numeracy skills. Participants completed an online questionnaire, which consisted of an 11-item numeracy scale and three covariation problems that varied in level of difficulty, involving a fictitious fertilizer and its impact on whether a plant bloomed or not. Half received summary covariation information in a composite bar chart, and half in a 2 × 2 matrix that summarized event frequencies. Viewing the composite bar charts increased accuracy of individuals both high and low in numeracy, regardless of problem difficulty, resulted in more consistent judgments that were closer to the normatively correct value, and increased the likelihood of detecting the correct direction of association. Findings are consistent with prior work, suggesting that composite bar charts are an effective way to improve covariation judgment and have potential for use in the domain of health risk communication.
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Gunderson EA, Hildebrand L. Relations among spatial skills, number line estimation, and exact and approximate calculation in young children. J Exp Child Psychol 2021; 212:105251. [PMID: 34333360 DOI: 10.1016/j.jecp.2021.105251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 06/25/2021] [Accepted: 07/02/2021] [Indexed: 10/20/2022]
Abstract
Decades of research have established that spatial skills correlate with numerical skills. However, because both spatial and numerical skills are multidimensional, we sought to determine how specific spatial skills relate to specific numeracy skills. We used a cohort-sequential design, assessing a large diverse sample of students (N = 612, initially in pre-kindergarten [pre-K]-3rd grade, 4-9 years of age) at four time points spanning 2 years. We examined how initial levels of five spatial skills (visuospatial working memory [VSWM], mental transformation, mental rotation, proportional reasoning, and analog magnitude system [AMS] acuity) related to initial levels and growth rates in exact and approximate calculation skills, and we further investigated number line estimation as a potential mediator. We found unique patterns of relations between spatial skills and numeracy. Initial levels of mental rotation, proportional reasoning, and AMS acuity related to initial levels of exact calculation skill; initial levels of AMS acuity related to initial levels of approximate calculation; and initial levels of proportional reasoning related to initial levels of number line estimation. VSWM and mental transformation did not relate to numeracy skills after controlling for other spatial skills. Initial levels of number line estimation related to both exact and approximate calculation after controlling for spatial skills. Notably, neither spatial skills nor number line estimation predicted growth in exact or approximate calculation skills. These results indicate that there is specificity in the time-invariant relations between spatial skills and numeracy, and they suggest that researchers and educators should treat spatial skills and numeracy as multidimensional constructs with complex and unique interrelations.
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Affiliation(s)
| | - Lindsey Hildebrand
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, MA 02467, USA
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Garrido D, Petrova D, Cokely E, Carballo G, Garcia-Retamero R. Parental Risk Literacy is Related to Quality of Life in Spanish Families of Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 51:2475-2484. [PMID: 33000393 DOI: 10.1007/s10803-020-04733-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Families of children with autism spectrum disorder (ASD) often experience much more negative perceptions of their family quality of life (FQoL). To investigate key factors that may shape these experiences, we conducted a case-control study of sixty-one Spanish families (29 with a child with ASD) using a broad psychosocial assessment (e.g., ASD severity, social support, demographics), including the first direct test of the relationship between FQoL and parental risk literacy (i.e., the ability to evaluate and understand risk, as measured by numeracy). Results revealed that numeracy was associated with differences in perceived FQoL among families of children with ASD (R2 = .10), a finding that held across several models statistically controlling for the influence of other variables. Findings suggest that parental risk literacy skills may generally be associated with differences in decision making vulnerabilities (e.g., risk evaluation and interpretation) that influence family outcomes including FQoL.
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Affiliation(s)
- Dunia Garrido
- Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain.
| | - Dafina Petrova
- Escuela Andaluza de Salud Pública, Granada, Spain
- Cancer Epidemiology Group, Instituto de Investigación Biosanitaria Ibs.GRANADA, Granada, Spain
- CIBER of Epidemiology and Public Health (CIBERESP), Madrid, Spain
| | - Edward Cokely
- University of Oklahoma, Norman, OK, USA
- Harding Center for Risk Literacy, Max Planck Institute for Human Development, Berlin, Germany
| | - Gloria Carballo
- Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain
| | - Rocio Garcia-Retamero
- Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain
- Harding Center for Risk Literacy, Max Planck Institute for Human Development, Berlin, Germany
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Byrd N, Białek M. Your health vs. my liberty: Philosophical beliefs dominated reflection and identifiable victim effects when predicting public health recommendation compliance during the COVID-19 pandemic. Cognition 2021; 212:104649. [PMID: 33756152 PMCID: PMC8599940 DOI: 10.1016/j.cognition.2021.104649] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 02/23/2021] [Accepted: 02/24/2021] [Indexed: 12/16/2022]
Abstract
In response to crises, people sometimes prioritize fewer specific identifiable victims over many unspecified statistical victims. How other factors can explain this bias remains unclear. So two experiments investigated how complying with public health recommendations during the COVID19 pandemic depended on victim portrayal, reflection, and philosophical beliefs (Total N = 998). Only one experiment found that messaging about individual victims increased compliance compared to messaging about statistical victims-i.e., "flatten the curve" graphs-an effect that was undetected after controlling for other factors. However, messaging about flu (vs. COVID19) indirectly reduced compliance by reducing perceived threat of the pandemic. Nevertheless, moral beliefs predicted compliance better than messaging and reflection in both experiments. The second experiment's additional measures revealed that religiosity, political preferences, and beliefs about science also predicted compliance. This suggests that flouting public health recommendations may be less about ineffective messaging or reasoning than philosophical differences.
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Affiliation(s)
- Nick Byrd
- Stevens Institute of Technology, Carnegie Mellon University, USA.
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41
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Sanders M, Tobin JN, Cassells A, Carroll J, Holder T, Thomas M, Luque A, Fiscella K. Can a brief peer-led group training intervention improve health literacy in persons living with HIV? Results from a randomized controlled trial. Patient Educ Couns 2021; 104:1176-1182. [PMID: 33221117 DOI: 10.1016/j.pec.2020.10.031] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 10/13/2020] [Accepted: 10/24/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE The goal of this study was to determine if a 6-week, peer-led intervention improves health literacy and numeracy among people living with HIV (PLWH). METHODS We used a randomized controlled trial with repeated measurements, which included six, 90-minute, group-based training sessions. We recruited PLWH participants (n = 359) from safety-net practices in the New York City Metropolitan area and Rochester, NY. Participants were randomly assigned (1:1) to an intervention group (n = 180) or a control group (n = 179). Outcome measures were collected at baseline, eight weeks post-baseline, and at six months using the Brief Estimate of Health Knowledge and Action-HIV (BEHKA-HIV), the Electronic Health Literacy Scale (eHEALS), the Rapid Estimate of Adult Literacy (REALM), and the Newest Vital Sign (NVS). RESULTS The intervention group had statistically significant improvements in eHealth literacy and BEHKA-HIV compared to the control group. There were no statistically significant changes in general health literacy or numeracy in either group. The intervention had the greatest impact on participants with the lowest levels of eHealth literacy at baseline. CONCLUSION The intervention had a positive impact on participants' HIV health literacy and eHealth literacy. PRACTICE IMPLICATIONS Our findings have implications for broadening the function of peer-workers in the health care continuum.
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Affiliation(s)
- Mechelle Sanders
- Department of Family Medicine, University of Rochester Medical Center, Rochester, USA.
| | - Jonathan N Tobin
- Clinical Directors Network, Inc. (CDN), New York, USA; Center for Clinical and Translational Science, The Rockefeller University, New York, USA
| | | | - Jennifer Carroll
- Department of Family Medicine, University of Colorado, Aurora, USA
| | - Tameir Holder
- Clinical Directors Network, Inc. (CDN), New York, USA
| | - Marie Thomas
- Department of Family Medicine, University of Rochester Medical Center, Rochester, USA
| | - Amneris Luque
- Department of Internal Medicine, Infectious Diseases and Geographic Medicine, University of Texas Southwestern Medical Center, Dallas, USA
| | - Kevin Fiscella
- Department of Family Medicine, University of Rochester Medical Center, Rochester, USA
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Mulas I, Ruiu M, Fastame MC. The role of cognitive reserve as mediator for addition and multiplication skills in late adulthood. Aging Clin Exp Res 2021; 33:1377-1382. [PMID: 32557230 DOI: 10.1007/s40520-020-01632-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 06/09/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND The role played by cognitive reserve for the maintenance of numeracy skills in late adulthood is still not sufficiently explored. AIMS This study mainly investigated whether cognitive reserve (i.e., vocabulary) mediates on the relationship between non-verbal reasoning and addition and multiplication skills of older individuals. Moreover, the impact of schooling and gender on written calculation was examined, controlling for the effect of cognitive decline. METHODS One hundred and six 68-94-year-old participants completed a battery of tests assessing numeracy, executive functions, and cognitive reserve skills. RESULTS Significant correlations were found between age, cognitive reserve, numeracy, and executive functions measures. Besides, mediation analyses indicated that cognitive reserve and non-verbal reasoning explain 23% and 29% of the variance in written addition and multiplication conditions, respectively. Finally, more educated individuals performed better numeracy tasks, whereas the solution of additions and multiplications was not impact by gender. CONCLUSIONS Cognitive reserve impacts numeracy in late adulthood.
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Affiliation(s)
- Ilaria Mulas
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis 1, 09123, Cagliari, Italy
- Department of Mechanical, Chemical and Materials Engineering, University of Cagliari, Via Is Mirrionis 1, 09123, Cagliari, Italy
| | - Marilena Ruiu
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis 1, 09123, Cagliari, Italy
| | - Maria Chiara Fastame
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis 1, 09123, Cagliari, Italy.
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Davis KW, Roter DL, Schmidlen T, Scheinfeldt LB, Klein WMP. Testing a best practices risk result format to communicate genetic risks. Patient Educ Couns 2021; 104:936-943. [PMID: 33131927 PMCID: PMC8053732 DOI: 10.1016/j.pec.2020.10.021] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2020] [Revised: 08/09/2020] [Accepted: 10/15/2020] [Indexed: 05/09/2023]
Abstract
OBJECTIVE To investigate the effect of a genetic report format using risk communication "best-practices" on risk perceptions, in part to reduce risk overestimates. METHODS Adults (N = 470) from the Coriell Personalized Medicine Collaborative (CPMC) were randomized to a 2 × 2 experimental design to receive a hypothetical "personalized" genetic risk result for leukemia (relative risk = 1.5 or 2.5) through either the standard CPMC report (N = 232) or an enriched report informed by best practices (N = 238). A one-time, online survey assessed numeracy and risk perceptions including "feelings of risk" and a numerical estimate. RESULTS Regardless of numeracy, participants who received the enriched report had fewer overestimates of their lifetime risk estimate (LRE; odds ratio = 0.19, p < .001) and lower feelings of risk on two of three measures (p < .001). Participants with higher numeracy scores had fewer overestimates of LRE (OR = 0.66, p < .001) and lower feelings of risk on two out of three measures (p ≤ .01); the interaction between numeracy and report format was non-significant. CONCLUSION The enriched report produced more accurate LRE and lower risk perceptions regardless of numeracy level, suggesting the enriched format was helpful to individuals irrespective of numeracy ability. PRACTICE IMPLICATIONS Best practice elements in risk reports may help individuals form more accurate risk perceptions.
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Affiliation(s)
- Kyle W Davis
- Lineagen, Inc., Salt Lake City, UT, USA; Social and Behavioral Research Branch, National Human Genome Research Institute, NIH, Bethesda, USA.
| | - Debra L Roter
- Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University, Baltimore, USA
| | - Tara Schmidlen
- Geisinger, Genomic Medicine Institute, Danville, USA; Coriell Institute for Medical Research, Camden, USA
| | | | - William M P Klein
- Social and Behavioral Research Branch, National Human Genome Research Institute, NIH, Bethesda, USA; Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University, Baltimore, USA; Behavioral Research Program, National Cancer Institute, NIH, Bethesda, USA
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Sabates R, Carter E, Stern JMB. Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana. Int J Educ Dev 2021; 82:102377. [PMID: 36570641 PMCID: PMC9758600 DOI: 10.1016/j.ijedudev.2021.102377] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 02/01/2021] [Accepted: 02/18/2021] [Indexed: 05/31/2023]
Abstract
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
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Affiliation(s)
- Ricardo Sabates
- University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, United Kingdom
| | - Emma Carter
- University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, United Kingdom
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45
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Qu C, Szkudlarek E, Brannon EM. Approximate multiplication in young children prior to multiplication instruction. J Exp Child Psychol 2021; 207:105116. [PMID: 33677334 DOI: 10.1016/j.jecp.2021.105116] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Revised: 12/23/2020] [Accepted: 01/21/2021] [Indexed: 01/29/2023]
Abstract
Prior work indicates that children have an untrained ability to approximately calculate using their approximate number system (ANS). For example, children can mentally double or halve a large array of discrete objects. Here, we asked whether children can perform a true multiplication operation, flexibly attending to both the multiplier and multiplicand, prior to formal multiplication instruction. We presented 5- to 8-year-olds with nonsymbolic multiplicands (dot arrays) or symbolic multiplicands (Arabic numerals) ranging from 2 to 12 and with nonsymbolic multipliers ranging from 2 to 8. Children compared each imagined product with a visible comparison quantity. Children performed with above-chance accuracy on both nonsymbolic and symbolic approximate multiplication, and their performance was dependent on the ratio between the imagined product and the comparison target. Children who could not solve any single-digit symbolic multiplication equations (e.g., 2 × 3) on a basic math test were nevertheless successful on both our approximate multiplication tasks, indicating that children have an intuitive sense of multiplication that emerges independent of formal instruction about symbolic multiplication. Nonsymbolic multiplication performance mediated the relation between children's Weber fraction and symbolic math abilities, suggesting a pathway by which the ANS contributes to children's emerging symbolic math competence. These findings may inform future educational interventions that allow children to use their basic arithmetic intuition as a scaffold to facilitate symbolic math learning.
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Affiliation(s)
- Chuyan Qu
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA.
| | - Emily Szkudlarek
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Elizabeth M Brannon
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA
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Albrechtsen RD, Goodman MS, Bather JR, Kaphingst KA. Impact of numeracy preferences on information needs for genome sequencing results. Patient Educ Couns 2021; 104:467-472. [PMID: 33036816 PMCID: PMC7965229 DOI: 10.1016/j.pec.2020.09.032] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2019] [Revised: 09/05/2020] [Accepted: 09/22/2020] [Indexed: 05/30/2023]
Abstract
OBJECTIVE This study investigated how self-reported numeracy ability and preferences predict preferences for the amount and types of information provided about genome sequencing results among 1080 women diagnosed with breast cancer at age 40 or younger. METHODS Participants reported their level of interest in 14 topics related to genome sequencing results on a survey. We calculated a Participant Information Needs (PIN) value based on the number of topics for which a participant wanted "a lot" of information. Numeracy was assessed using the Subjective Numeracy Scale. Analyses examined associations between the numeracy ability and preferences subscales, information needs for individual content topics, and PIN. RESULTS Higher preference for numeric data was correlated with increased PIN (β = 0.60, p < 0.01), while numeric ability was not correlated (β=0.16, p = 0.22). Family composition and knowledge about sequencing benefits were also significant covariates. Patients most preferred information on topics related to disease risk and health implications. CONCLUSION There may be utility in separating numeracy ability and preferences into two components in future research in order to investigate how numeracy impacts the return of genetic testing results. PRACTICE IMPLICATIONS These data suggest that numeracy preferences may be important to inform strategies for the return of genetic results.
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Affiliation(s)
| | - Melody S Goodman
- New York University School of Global Public Health, 715 Broadway, New York, NY, USA
| | - Jemar R Bather
- Harvard T.H. Chan School of Public Health, 677 Huntington Ave, Boston, MA, USA
| | - Kimberly A Kaphingst
- Huntsman Cancer Institute, 2000 Circle of Hope Dr, Salt Lake City, UT, USA; Department of Communication, University of Utah, 255 Central Campus Dr, Salt Lake City, UT, USA.
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Maessen S, Schaughency E, Dawes P, Galland B. Emergent academic skills growth in New Zealand pre-school children undergoing treatment for sleep disordered breathing: a case-control pilot study. Sleep Med 2021; 80:77-85. [PMID: 33581386 DOI: 10.1016/j.sleep.2021.01.027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 01/15/2021] [Accepted: 01/18/2021] [Indexed: 02/06/2023]
Abstract
OBJECTIVES The main objective of this study was to explore the feasibility and treatment sensitivity of measures of preschool oral language and emergent literacy and numeracy for assessing developing skills of preschool children with sleep disordered breathing (SDB) in New Zealand following adenotonsillectomy. METHODS Eight preschool children aged 3 years 1 month-4 years 5 months were recruited from a surgical waiting list and matched to controls for age (±3 months) and sex. Tasks designed to be sensitive to growth in oral language and emergent literacy and numeracy were reviewed for contextual fit, adapted as necessary for the New Zealand context, and administered before surgery (baseline), three months post-surgery, and at a seven-month follow-up alongside other measures. RESULTS Growth in oral language and emergent literacy was greater for case children than matched controls, suggesting that the tasks were sensitive to treatment effects. No such effect was observed for early numeracy tasks. Case children had more symptoms of SDB and behavioral and emotional difficulties than matched controls prior to surgery, and improvements were reported in these domains following surgery. CONCLUSIONS Oral language and emergent literacy measures trialled in the present research showed potential for evaluating treatment outcomes in pre-schoolers with SDB, and provided preliminary evidence that early treatment of SDB could have positive effects on learning in these domains.
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Affiliation(s)
- Sarah Maessen
- Department of Women's and Children's Health, University of Otago, PO Box 56, Dunedin, New Zealand; Department of Psychology, University of Otago, PO Box 56, Dunedin, New Zealand
| | | | - Patrick Dawes
- Department of Surgical Sciences, University of Otago, PO Box 56, Dunedin, New Zealand
| | - Barbara Galland
- Department of Women's and Children's Health, University of Otago, PO Box 56, Dunedin, New Zealand.
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48
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Drelles K, Pilarski R, Manickam K, Shoben AB, Toland AE. Impact of Previous Genetic Counseling and Objective Numeracy on Accurate Interpretation of a Pharmacogenetics Test Report. Public Health Genomics 2021; 24:26-32. [PMID: 33445171 DOI: 10.1159/000512476] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 10/20/2020] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION Pharmacogenetic (PGx) testing can be useful for providing information about a patient's drug response by increasing drug efficacy and decreasing the incidence of adverse drug events. While PGx tests were previously only offered to patients under healthcare provider supervision, they are now available as direct to consumer (DTC) tests. This study aimed to assess how accurately individuals from the general population were able to interpret a sample PGx test report and if accuracy differed based on individuals' numeracy or prior genetic counseling (GC). METHODS We surveyed 293 individuals from the general population, ascertained through ResearchMatch. The survey included questions about PGx test interpretation, numeracy, and genetic literacy. RESULTS In our cohort, numeracy level impacted PGx result interpretation, with those of high numeracy performing statistically significantly better on both the table format and graphical format (p value = 0.002 and p value <0.001, respectively) and genetic knowledge questions (p value <0.001) than those with low/average numeracy. In addition, previous GC did not impact test interpretation or genetic knowledge, but the number of individuals with prior GC was small (n = 26). DISCUSSION/CONCLUSION We found that numeracy had a significant impact on correct interpretation of PGx test reports. Because many individuals in the USA have low numeracy levels, it is extremely important that patients do not make their own medication management decision based on the test results and that they consult with their physicians about their PGx testing. The importance of consultation and discussion with providers about results should be emphasized on the test report.
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Affiliation(s)
- Kelly Drelles
- Division of Human Genetics, Department of Internal Medicine, Comprehensive Cancer Center, The Ohio State University, Columbus, Ohio, USA
| | - Robert Pilarski
- Division of Human Genetics, Department of Internal Medicine, Comprehensive Cancer Center, The Ohio State University, Columbus, Ohio, USA
| | - Kandamurugu Manickam
- Division of Genetic and Genomic Medicine, Nationwide Children's Hospital, Columbus, Ohio, USA.,Department of Pediatrics, The Ohio State University College of Medicine, Columbus, Ohio, USA
| | - Abigail B Shoben
- College of Public Health, The Ohio State University, Columbus, Ohio, USA
| | - Amanda Ewart Toland
- Division of Human Genetics, Department of Internal Medicine, Comprehensive Cancer Center, The Ohio State University, Columbus, Ohio, USA, .,Department of Cancer Biology and Genetics, Compehensive Cancer Center, The Ohio State University, Columbus, Ohio, USA,
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49
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van Weert JCM, Alblas MC, van Dijk L, Jansen J. Preference for and understanding of graphs presenting health risk information. The role of age, health literacy, numeracy and graph literacy. Patient Educ Couns 2021; 104:109-117. [PMID: 32727670 DOI: 10.1016/j.pec.2020.06.031] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 04/27/2020] [Accepted: 06/29/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To investigate 1) younger (< 65) and older (> 65) adults' preference for and understanding of graph formats presenting risk information, and 2) the contribution of age, health literacy, numeracy and graph literacy in understanding information. MATERIALS AND METHODS To assess preferences, participants (n = 219 < 65 and n = 227>65) were exposed to a storyboard presenting six types of graphs. Understanding (verbatim and gist knowledge) was assessed in an experiment using a 6 (graphs: clock, bar, sparkplug, table, pie vs pictograph) by 2 (age: younger [<65] vs older [>65]) between-subjects design. RESULTS Most participants preferred clock, pie or bar chart. Pie was not well understood by both younger and older people, and clock not by older people. Bar was fairly well understood in both groups. Table yielded high knowledge scores, particularly in the older group. Lower age, higher numeracy and higher graph literacy contributed to higher verbatim knowledge scores. Higher health literacy and graph literacy were associated with higher gist knowledge. DISCUSSION AND CONCLUSION Although not the preferred format, tables are best understood by older adults. PRACTICE IMPLICATIONS Graph literacy skills are essential for both verbatim and gist understanding, and are important to take into account when developing risk information.
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Affiliation(s)
- Julia C M van Weert
- Amsterdam School of Communication Research / ASCoR, Department of Communication Science, University of Amsterdam, Amsterdam, the Netherlands.
| | - Monique C Alblas
- Amsterdam School of Communication Research / ASCoR, Department of Communication Science, University of Amsterdam, Amsterdam, the Netherlands.
| | - Liset van Dijk
- Nivel, Netherlands Institute of Health Services Research, Utrecht, the Netherlands; Dept. of PharmacoTherapy, Epidemiology & -Economics (PTEE), Groningen Research Institute of Pharmacy, Faculty of Mathematics and Natural Sciences, University of Groningen, Groningen, the Netherlands.
| | - Jesse Jansen
- Sydney Health Literacy Lab, School of Public Health, Faculty of Medicine and Health, University of Sydney, 2006, Australia; Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University Medical Centre, Maastricht, the Netherlands.
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50
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Follong BM, Prieto-Rodriguez E, Miller A, Collins CE, Bucher T. Integrating nutrition into the mathematics curriculum in Australian primary schools: protocol for a randomised controlled trial. Nutr J 2020; 19:128. [PMID: 33243231 PMCID: PMC7694306 DOI: 10.1186/s12937-020-00640-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 10/29/2020] [Indexed: 11/18/2022] Open
Abstract
Background Nutrition education programs in schools have been effective in improving children’s knowledge and behaviours related to food and nutrition. However, teachers find it challenging to implement such programs due to overcrowded curricula. Integrating nutrition with core subjects such as mathematics could potentially address time constraints and improve the learning of both. The primary aim of this randomized controlled trial (RCT) is to evaluate the impact of a cross-curricular nutrition and mathematics program on primary school students’ portion size estimation skills. Secondary aims include impact on their nutrition knowledge, attitudes towards mathematics and evaluating the quality of the lessons. Methods Twelve Year 3–4 classes from Catholic schools in New South Wales, Australia will be randomised to intervention (n = 6) or control (n = 6) groups. Teachers in the intervention group will receive a professional development workshop and resources to teach 4–5 lessons on portion size and measurements across 1–4 weeks. Outcome measures include portion size estimation skills, nutrition knowledge and attitudes towards mathematics, with data collected during three school visits (pre-intervention, immediately post-intervention, 4 weeks post-intervention). Additionally, teaching quality will be assessed in both intervention and control groups and process evaluation undertaken using teacher interviews and student focus groups. Discussion This RCT uses an innovative approach to improve both nutrition and mathematics related learning outcomes among primary school children. It has the potential to impact teaching practices regarding integration of nutrition into curricula and enhance the implementation of nutrition education interventions. Trial registration Australian and New Zealand Clinical Trials Register ACTRN12619001071112 31/07/2019.
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Affiliation(s)
- Berit M Follong
- School of Health Sciences, Faculty of Health and Medicine, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Health Behaviour, The University of Newcastle, Newcastle, NSW, Australia
| | - Elena Prieto-Rodriguez
- School of Education, Faculty of Education and Arts, The University of Newcastle, Newcastle, NSW, Australia
| | - Andrew Miller
- School of Education, Faculty of Education and Arts, The University of Newcastle, Newcastle, NSW, Australia
| | - Clare E Collins
- School of Health Sciences, Faculty of Health and Medicine, The University of Newcastle, Newcastle, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia
| | - Tamara Bucher
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Newcastle, NSW, Australia. .,Priority Research Centre for Health Behaviour, The University of Newcastle, Newcastle, NSW, Australia. .,School of Environmental and Life Sciences, Faculty of Science, The University of Newcastle, 10 Chittaway Road, Ourimbah, NSW, 2258, Australia.
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