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1. Predictors of Jurors’ Understanding of Evidence Strength

   McCowan, K. ( March 2020 , Annual Conference of the American Psychology-Law Society.)

   Abstract Expert testimony varies in scientific quality and jurors have a difficult time evaluating evidence quality (McAuliff et al., 2009). In the current study, we apply Fuzzy Trace Theory principles, examining whether visual and gist aids help jurors calibrate to the strength of scientific evidence. Additionally we were interested in the role of jurors’ individual differences in scientific reasoning skills in their understanding of case evidence. Contrary to our preregistered hypotheses, there was no effect of evidence condition or gist aid on evidence understanding. However, individual differences between jurors’ numeracy skills predicted evidence understanding. Summary Poor-quality expert evidence is sometimes admitted into court (Smithburn, 2004). Jurors’ calibration to evidence strength varies widely and is not robustly understood. For instance, previous research has established jurors lack understanding of the role of control groups, confounds, and sample sizes in scientific research (McAuliff, Kovera, & Nunez, 2009; Mill, Gray, & Mandel, 1994). Still others have found that jurors can distinguish weak from strong evidence when the evidence is presented alone, yet not when simultaneously presented with case details (Smith, Bull, & Holliday, 2011). This research highlights the need to present evidence to jurors in a way they can understand. Fuzzy Trace Theory purports that people encode information in exact, verbatim representations and through “gist” representations, which represent summary of meaning (Reyna & Brainerd, 1995). It is possible that the presenting complex scientific evidence to people with verbatim content or appealing to the gist, or bottom-line meaning of the information may influence juror understanding of that evidence. Application of Fuzzy Trace Theory in the medical field has shown that gist representations are beneficial for helping laypeople better understand risk and benefits of medical treatment (Brust-Renck, Reyna, Wilhelms, & Lazar, 2016). Yet, little research has applied Fuzzy Trace Theory to information comprehension and application within the context of a jury (c.f. Reyna et. al., 2015). Additionally, it is likely that jurors’ individual characteristics, such as scientific reasoning abilities and cognitive tendencies, influence their ability to understand and apply complex scientific information (Coutinho, 2006). Methods The purpose of this study was to examine how jurors calibrate to the strength of scientific information, and whether individual difference variables and gist aids inspired by Fuzzy Trace Theory help jurors better understand complicated science of differing quality. We used a 2 (quality of scientific evidence: high vs. low) x 2 (decision aid to improve calibration - gist information vs. no gist information), between-subjects design. All hypotheses were preregistered on the Open Science Framework. Jury-eligible community participants (430 jurors across 90 juries; Mage = 37.58, SD = 16.17, 58% female, 56.93% White). Each jury was randomly assigned to one of the four possible conditions. Participants were asked to individually fill out measures related to their scientific reasoning skills prior to watching a mock jury trial. The trial was about an armed bank robbery and consisted of various pieces of testimony and evidence (e.g. an eyewitness testimony, police lineup identification, and a sweatshirt found with the stolen bank money). The key piece of evidence was mitochondrial DNA (mtDNA) evidence collected from hair on a sweatshirt (materials from Hans et al., 2011). Two experts presented opposing opinions about the scientific evidence related to the mtDNA match estimate for the defendant’s identification. The quality and content of this mtDNA evidence differed based on the two conditions. The high quality evidence condition used a larger database than the low quality evidence to compare to the mtDNA sample and could exclude a larger percentage of people. In the decision aid condition, experts in the gist information group presented gist aid inspired visuals and examples to help explain the proportion of people that could not be excluded as a match. Those in the no gist information group were not given any aid to help them understand the mtDNA evidence presented. After viewing the trial, participants filled out a questionnaire on how well they understood the mtDNA evidence and their overall judgments of the case (e.g. verdict, witness credibility, scientific evidence strength). They filled this questionnaire out again after a 45-minute deliberation. Measures We measured Attitudes Toward Science (ATS) with indices of scientific promise and scientific reservations (Hans et al., 2011; originally developed by National Science Board, 2004; 2006). We used Drummond and Fischhoff’s (2015) Scientific Reasoning Scale (SRS) to measure scientific reasoning skills. Weller et al.’s (2012) Numeracy Scale (WNS) measured proficiency in reasoning with quantitative information. The NFC-Short Form (Cacioppo et al., 1984) measured need for cognition. We developed a 20-item multiple-choice comprehension test for the mtDNA scientific information in the cases (modeled on Hans et al., 2011, and McAuliff et al., 2009). Participants were shown 20 statements related to DNA evidence and asked whether these statements were True or False. The test was then scored out of 20 points. Results For this project, we measured calibration to the scientific evidence in a few different ways. We are building a full model with these various operationalizations to be presented at APLS, but focus only on one of the calibration DVs (i.e., objective understanding of the mtDNA evidence) in the current proposal. We conducted a general linear model with total score on the mtDNA understanding measure as the DV and quality of scientific evidence condition, decision aid condition, and the four individual difference measures (i.e., NFC, ATS, WNS, and SRS) as predictors. Contrary to our main hypotheses, neither evidence quality nor decision aid condition affected juror understanding. However, the individual difference variables did: we found significant main effects for Scientific Reasoning Skills, F(1, 427) = 16.03, p <.001, np2 = .04, Weller Numeracy Scale, F(1, 427) = 15.19, p <.001, np2 = .03, and Need for Cognition, F(1, 427) = 16.80, p <.001, np2 = .04, such that those who scored higher on these measures displayed better understanding of the scientific evidence. In addition there was a significant interaction of evidence quality condition and scores on the Weller’s Numeracy Scale, F(1, 427) = 4.10, p = .04, np2 = .01. Further results will be discussed. Discussion These data suggest jurors are not sensitive to differences in the quality of scientific mtDNA evidence, and also that our attempt at helping sensitize them with Fuzzy Trace Theory-inspired aids did not improve calibration. Individual scientific reasoning abilities and general cognition styles were better predictors of understanding this scientific information. These results suggest a need for further exploration of approaches to help jurors differentiate between high and low quality evidence. Note: The 3rd author was supported by an AP-LS AP Award for her role in this research. Learning Objective: Participants will be able to describe how individual differences in scientific reasoning skills help jurors understand complex scientific evidence. 

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2. Board 142: Neurocognitive Evidence on the Impact of Topical Familiarity in Creative Outcomes

   https://doi.org/10.18260/1-2--32257  

   Jonczyk, Rafal ; van Hell, Janet ; Okudan Kremer, Gül ; Siddique, Zahed ( January 2020 , Paper presented at 2019 Annual Conference)

   null (Ed.)

   Engineering programs, in general, do not explicitly address the need to enhance divergent thinking. To a certain extent this is due to a lack in knowledge on the cognitive and neural mechanisms underlying divergent thinking, and creative ideation more generally. We hypothesize that we can help enhance our students’ divergent thinking and creative processing outcomes by investigating the impacts of carefully selected methods and tools enabled by developments in the robust analysis of engineering ideation performance, and neurocognitive responses to creativity. In this paper, we present an experiment using the Event-Related brain Potentials (ERP) technique and creative language use (funded by Core R&D Programs). More specifically, we collected ERP responses to literal, nonsense, and novel metaphorical sentences that were either referring to engineering knowledge or general knowledge, testing engineering and non-engineering students. Following Rutter et al. [1], sentences differed in verb only and had been classified in prior sentence norming studies as highly unusual and highly appropriate (novel metaphors), low unusual and highly appropriate (literal sentences), and highly unusual and low appropriate (nonsense sentences). Participants read sentences while their EEG was recorded, and after reading the sentence made judgments about its unusualness and appropriateness. The findings indicate that prior knowledge modulates novel metaphor processing at the stage of lexico–semantic access, indexed by the amplitude of N400 component. Specifically, N400 amplitudes to novel metaphorical sentences are significantly reduced and pattern with literal sentences in engineers; in nonengineers, by contrast, we observed increased N400 amplitudes to novel metaphorical sentences that pattern with anomalous sentences. This mirror effect on the N400 corroborates recent findings demonstrating a strong impact of prior experience and expertise on meaning ambiguity resolution, which may in turn have implications for creative cognition. 

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3. Measuring the effects of co-location on emotion perception in shared virtual environments: An ecological perspective

   https://doi.org/10.3389/frvir.2023.1032510  

   Bente, Gary ; Schmälzle, Ralf ; Jahn, Nolan T. ; Schaaf, Andrea ( April 2023 , Frontiers in Virtual Reality)

   Inferring emotions from others’ non-verbal behavior is a pervasive and fundamental task in social interactions. Typically, real-life encounters imply the co-location of interactants, i.e., their embodiment within a shared spatial-temporal continuum in which the trajectories of the interaction partner’s Expressive Body Movement (EBM) create mutual social affordances. Shared Virtual Environments (SVEs) and Virtual Characters (VCs) are increasingly used to study social perception, allowing to reconcile experimental stimulus control with ecological validity. However, it remains unclear whether display modalities that enable co-presence have an impact on observers responses to VCs’ expressive behaviors. Drawing upon ecological approaches to social perception, we reasoned that sharing the space with a VC should amplify affordances as compared to a screen display, and consequently alter observers’ perceptions of EBM in terms of judgment certainty, hit rates, perceived expressive qualities (arousal and valence), and resulting approach and avoidance tendencies. In a between-subject design, we compared the perception of 54 10-s animations of VCs performing three daily activities (painting, mopping, sanding) in three emotional states (angry, happy, sad)—either displayed in 3D as a co-located VC moving in shared space, or as a 2D replay on a screen that was also placed in the SVEs. Results confirm the effective experimental control of the variable of interest, showing that perceived co-presence was significantly affected by the display modality, while perceived realism and immersion showed no difference. Spatial presence and social presence showed marginal effects. Results suggest that the display modality had a minimal effect on emotion perception. A weak effect was found for the expression “happy,” for which unbiased hit rates were higher in the 3D condition. Importantly, low hit rates were observed for all three emotion categories. However, observers judgments significantly correlated for category assignment and across all rating dimensions, indicating universal decoding principles. While category assignment was erroneous, though, ratings of valence and arousal were consistent with expectations derived from emotion theory. The study demonstrates the value of animated VCs in emotion perception studies and raises new questions regarding the validity of category-based emotion recognition measures.

    

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4. Awe Versus Aww: The Effectiveness of Two Kinds of Positive Emotional Stimulation on Stress Reduction for Online Content Moderators

   https://doi.org/10.1145/3555168  

   Cook, Christine L. ; Cai, Jie ; Wohn, Donghee Yvette ( November 2022 , Proceedings of the ACM on Human-Computer Interaction)

   When people have the freedom to create and post content on the internet, particularly anonymously, they do not always respect the rules and regulations of the websites on which they post, leaving other unsuspecting users vulnerable to sexism, racism, threats, and other unacceptable content in their daily cyberspace diet. However, content moderators witness the worst of humanity on a daily basis in place of the average netizen. This takes its toll on moderators, causing stress, fatigue, and emotional distress akin to the symptomology of post-traumatic stress disorder (PTSD). The goal of the present study was to explore whether adding positive stimuli to breaktimes-images of baby animals or beautiful, aweinspiring landscapes-could help reduce the negative side-effects of being a content moderator. To test this, we had over 300 experienced content moderators read and decide whether 200 fake text-based social media posts were acceptable or not for public consumption. Although we set out to test positive emotional stimulation, however, we actually found that it is the cumulative nature of the negative emotions that likely negates most of the effects of the intervention: the longer the person had practiced content moderation, the stronger their negative experience. Connections to compassion fatigue and how best to spend work breaks as a content moderator are discussed. 

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5. Understanding young children’s science learning through embodied communication within an MR environment

   https://doi.org/10.1007/s11412-023-09395-z  

   Tu, Xintian ; Danish, Joshua ; Humburg, Megan ; Zhou, Mengxi ; Mathayas, Nitasha ; Enyedy, Noel ; Jen, Tessaly ( July 2023 , International Journal of Computer-Supported Collaborative Learning)

   While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication’s individual and collective functions as a way of seeing students’ learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49–87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning.

    

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