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1. A Case for Cognitive Models in Visualization Research

   Padilla, Lace ( October 2018 , Seventh Workshop on Beyond Time and Errors on Novel Evaluation Methods for Visualization)

   The visualization community has seen a rise in the adoption of user studies. Empirical user studies systematically test the assumptions that we make about how visualizations can help or hinder viewers’ performance of tasks. Although the increase in user studies is encouraging, it is vital that research on human reasoning with visualizations be grounded in an understanding of how the mind functions. Previously, there were no sufficient models that illustrate the process of decision-making with visualizations. However, Padilla et al. [41] recently proposed an integrative model for decision-making with visualizations, which expands on modern theories of visualization cognition and decision-making.more »In this paper, we provide insights into how cognitive models can accelerate innovation, improve validity, and facilitate replication efforts, which have yet to be thoroughly discussed in the visualization community. To do this, we offer a compact overview of the cognitive science of decision-making with visualizations for the visualization community, using the Padilla et al. [41] cognitive model as a guiding framework. By detailing examples of visualization research that illustrate each component of the model, this paper offers novel insights into how visualization researchers can utilize a cognitive framework to guide their user studies. We provide practical examples of each component of the model from empirical studies of visualizations, along with visualization implications of each cognitive process, which have not been directly addressed in prior work. Finally, this work offers a case study in utilizing an understanding of human cognition to generate a novel solution to a visualization reasoning bias in the context of hurricane forecast track visualizations.« less
2. "I'm looking at you, you're a perfectly good person …”: Describing non-apparent disability in engineering

   https://doi.org/https://strategy.asee.org/36059  

   Zongrone, C. ; McCall, C. ; Paretti, M. C. ; Shew, A. ; Simmons, D. R. ; McNair, L. D. ( January 2021 , Collaborative Network for Engineerign and Computing Diversity)

   In recent years, studies in engineering education have begun to intentionally integrate disability into discussions of diversity, inclusion, and equity. To broaden and advocate for the participation of this group in engineering, researchers have identified a variety of factors that have kept people with disabilities at the margins of the field. Such factors include the underrepresentation of disabled individuals within research and industry; systemic and personal barriers, and sociocultural expectations within and beyond engineering education-related contexts. These findings provide a foundational understanding of the external and environmental influences that can shape how students with disabilities experience higher education, develop amore »sense of belonging, and ultimately form professional identities as engineers. Prior work examining the intersections of disability identity and professional identity is limited, with little to no studies examining the ways in which students conceptualize, define, and interpret disability as a category of identity during their undergraduate engineering experience. This lack of research poses problems for recruitment, retention, and inclusion, particularly as existing studies have shown that the ways in which students perceive and define themselves in relation to their college major is crucial for the development of a professional engineering identity. Further, due to variation in defining ‘disability’ across national agencies (e.g., the National Institutes of Health, and the Department of Justice) and disability communities (with different models of disability), the term “disability” is broad and often misunderstood, frequently referring to a group of individuals with a wide range of conditions and experiences. Therefore, the purpose of this study is to gain deeper insights into the ways students define disability and disability identity within their own contexts as they develop professional identities. Specifically, we ask the following research question: How do students describe and conceptualize non-apparent disabilities? To answer this research question, we draw from emergent findings from an on-going grounded theory exploration of professional identity formation of undergraduate civil engineering students with disabilities. In this paper, we focus our discussion on the grounded theory analyses of 4 semi-structured interviews with participants who have disclosed a non-apparent disability. Study participants consist of students currently enrolled in undergraduate civil engineering programs, students who were initially enrolled in undergraduate civil engineering programs and transferred to another major, and students who have recently graduated from a civil engineering program within the past year. Sensitizing concepts emerged as findings from the initial grounded theory analysis to guide and initiate our inquiry: 1) the medical model of disability, 2) the social model of disability, and 3) personal experience. First, medical models of disability position physical, cognitive, and developmental difference as a “sickness” or “condition” that must be “treated”. From this perspective, disability is perceived as an impairment that must be accommodated so that individuals can obtain a dominantly-accepted sense of normality. An example of medical models within the education context include accommodations procedures in which students must obtain an official diagnosis in order to access tools necessary for academic success. Second, social models of disability position disability as a dynamic and fluid identity that consists of a variety of physical, cognitive, or developmental differences. Dissenting from assumptions of normality and the focus on individual bodily conditions (hallmarks of the medical model), the social model focuses on the political and social structures that inherently create or construct disability. An example of a social model within the education context includes the universal design of materials and tools that are accessible to all students within a given course. In these instances, students are not required to request accommodations and may, consequently, bypass medical diagnoses. Lastly, participants referred to their own life experiences as a way to define, describe, and consider disability. Fernando considers his stutter to be a disability because he is often interrupted, spoken over, or silenced when engaging with others. In turn, he is perceived as unintelligent and unfit to be a civil engineer by his peers. In contrast, David, who identifies as autistic, does not consider himself to be disabled. These experiences highlight the complex intersections of medical and social models of disability and their contextual influences as participants navigate their lives. While these sensitizing concepts are not meant to scope the research, they provide a useful lens for initiating research and provides markers on which a deeper, emergent analysis is expanded. Findings from this work will be used to further explore the professional identity formation of undergraduate civil engineering students with disabilities. These findings will provide engineering education researchers and practitioners with insights regarding the ways individuals with disabilities interpret their in- and out-of-classroom experiences and navigate their disability identities. For higher education, broadly, this work aims to reinforce the complex and diverse nature of disability experience and identity, particularly as it relates to accommodations and accessibility within the classroom, and expand the inclusiveness of our programs and institutions.« less
3. FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments

   https://doi.org/10.1187/cbe.18-06-0108  

   Henry, Meredith A. ; Shorter, Shayla ; Charkoudian, Louise ; Heemstra, Jennifer M. ; Corwin, Lisa A. ; Gardner, Stephanie ( March 2019 , CBE—Life Sciences Education)

   Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow. To guide research aimed at understanding how STEM students develop a challenge-engaging disposition andmore »the ability to adaptively cope with failure, we generate a model representing hypotheses of how students might approach challenges and respond to failures in undergraduate STEM learning contexts. We draw from theory and studies investigating mindset, goal orientations, attributions, fear of failure, and coping to inform our model. We offer this model as a tool for the community to test, revise, elaborate, or refute. Finally, we urge researchers and educators to consider the development, implementation, and rigorous testing of interventions aimed at helping students develop a persevering and challenge-engaging disposition within STEM contexts.« less
4. A Mathematical Modeling Approach to the Cort-Fitness Hypothesis

   https://doi.org/10.1093/iob/obz019  

   El Moustaid, F. ; Lane, S. J. ; Moore, I. T. ; Johnson, L. R. ( September 2019 , Integrative Organismal Biology)

   The Cort-Fitness Hypothesis has generated much interest from investigators integrating field endocrinology with evolutionary biology, ecology, and conservation. The hypothesis was developed to test the assumption that if glucocorticoid levels increase with environmental challenges and fitness decreases with environmental challenges, then there should be a negative relationship between baseline glucocorticoid levels and fitness. Indeed, studies across diverse taxa have found that the relationship between baseline glucocorticoid levels and fitness are not consistent: some studies show a positive relationship, others negative, and some show no correlation. Hence, a deeper understanding of the mechanisms underlying the relationship between baseline glucocorticoid levels,more »environmental challenges, and fitness is needed. We propose a mathematical model representing the links between baseline glucocorticoid levels, environmental challenges, and fitness. Our model describes how variation in the predictability and intensity of environmental challenges, reproductive strategies, and fitness metrics can all contribute to the variability observed in empirical tests of the Cort-Fitness Hypothesis. We provide qualitative results showing that much of the inconsistency in previous studies can be explained and we discuss how the model can be used to inform future Cort-Fitness studies.

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5. X-RAY TOMOGRAPHIC MICROSCOPY AS A MEANS TO SYSTEMATICALLY TRACK EXPERIMENTAL DECAY AND FOSSILIZATION

   https://doi.org/10.2110/palo.2021.004  

   SELLY, TARA ; SCHIFFBAUER, JAMES D. ( June 2021 , PALAIOS)

   ABSTRACT Laboratory-based decay experiments have become commonly used to supplement our understanding of how organisms enter the fossil record. Differences in how these experiments are designed and evaluated, however, including dissimilarities in qualitative decay-scoring indices superimposed on variability in model organisms, renders any semblance of comparison between studies unreliable. Here, we introduce the utility of X-ray tomographic microscopy (μCT) as a means for reliable and repeatable analysis of soft-tissue decay experiment products. As proof-of-concept, we used a relatively simple experimental design with classic studies as comparators, and present our analytical protocol using μCT for capturing the entire volume of themore »decay subject. Segmentation software then allows for 3D volume analysis and high-resolution internal and external character identification. We describe the workflow from sample preparation, contrast-staining, and data collection to processing and analysis of the resulting data, using peppermint shrimp (Lysmata wurdemanni) as model organisms, and compare our results to previous taphonomic studies. These methods allow for improved visualization and quantification of decay and internal volume analysis with minimal handling as compared to traditional qualitative scoring methods. Using the same scoring criteria as previous studies, this study revealed similar decay results for certain features, while we were additionally able to detect other feature loss or alteration earlier—importantly without need for potentially distortive sample handling. We conclude that μCT is a more effective, straightforward, and exact means for extracting quantitative data on the progression of decay and should be adopted in future studies, where available, to streamline and standardize comparisons.« less