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1. The Effects of Gist Information and Scientific Quality on Damages in a Civil Trial

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

   Abstract: 100 words Jurors are increasingly exposed to scientific information in the courtroom. To determine whether providing jurors with gist information would assist in their ability to make well-informed decisions, the present experiment utilized a Fuzzy Trace Theory-inspired intervention and tested it against traditional legal safeguards (i.e., judge instructions) by varying the scientific quality of the evidence. The results indicate that jurors who viewed high quality evidence rated the scientific evidence significantly higher than those who viewed low quality evidence, but were unable to moderate the credibility of the expert witness and apply damages appropriately resulting in poor calibration. Summary: <1000 words Jurors and juries are increasingly exposed to scientific information in the courtroom and it remains unclear when they will base their decisions on a reasonable understanding of the relevant scientific information. Without such knowledge, the ability of jurors and juries to make well-informed decisions may be at risk, increasing chances of unjust outcomes (e.g., false convictions in criminal cases). Therefore, there is a critical need to understand conditions that affect jurors’ and juries’ sensitivity to the qualities of scientific information and to identify safeguards that can assist with scientific calibration in the courtroom. The current project addresses these issues with an ecologically valid experimental paradigm, making it possible to assess causal effects of evidence quality and safeguards as well as the role of a host of individual difference variables that may affect perceptions of testimony by scientific experts as well as liability in a civil case. Our main goal was to develop a simple, theoretically grounded tool to enable triers of fact (individual jurors) with a range of scientific reasoning abilities to appropriately weigh scientific evidence in court. We did so by testing a Fuzzy Trace Theory-inspired intervention in court, and testing it against traditional legal safeguards. Appropriate use of scientific evidence reflects good calibration – which we define as being influenced more by strong scientific information than by weak scientific information. Inappropriate use reflects poor calibration – defined as relative insensitivity to the strength of scientific information. Fuzzy Trace Theory (Reyna & Brainerd, 1995) predicts that techniques for improving calibration can come from presentation of easy-to-interpret, bottom-line “gist” of the information. Our central hypothesis was that laypeople’s appropriate use of scientific information would be moderated both by external situational conditions (e.g., quality of the scientific information itself, a decision aid designed to convey clearly the “gist” of the information) and individual differences among people (e.g., scientific reasoning skills, cognitive reflection tendencies, numeracy, need for cognition, attitudes toward and trust in science). Identifying factors that promote jurors’ appropriate understanding of and reliance on scientific information will contribute to general theories of reasoning based on scientific evidence, while also providing an evidence-based framework for improving the courts’ use of scientific information. All hypotheses were preregistered on the Open Science Framework. Method Participants completed six questionnaires (counterbalanced): Need for Cognition Scale (NCS; 18 items), Cognitive Reflection Test (CRT; 7 items), Abbreviated Numeracy Scale (ABS; 6 items), Scientific Reasoning Scale (SRS; 11 items), Trust in Science (TIS; 29 items), and Attitudes towards Science (ATS; 7 items). Participants then viewed a video depicting a civil trial in which the defendant sought damages from the plaintiff for injuries caused by a fall. The defendant (bar patron) alleged that the plaintiff (bartender) pushed him, causing him to fall and hit his head on the hard floor. Participants were informed at the outset that the defendant was liable; therefore, their task was to determine if the plaintiff should be compensated. Participants were randomly assigned to 1 of 6 experimental conditions: 2 (quality of scientific evidence: high vs. low) x 3 (safeguard to improve calibration: gist information, no-gist information [control], jury instructions). An expert witness (neuroscientist) hired by the court testified regarding the scientific strength of fMRI data (high [90 to 10 signal-to-noise ratio] vs. low [50 to 50 signal-to-noise ratio]) and gist or no-gist information both verbally (i.e., fairly high/about average) and visually (i.e., a graph). After viewing the video, participants were asked if they would like to award damages. If they indicated yes, they were asked to enter a dollar amount. Participants then completed the Positive and Negative Affect Schedule-Modified Short Form (PANAS-MSF; 16 items), expert Witness Credibility Scale (WCS; 20 items), Witness Credibility and Influence on damages for each witness, manipulation check questions, Understanding Scientific Testimony (UST; 10 items), and 3 additional measures were collected, but are beyond the scope of the current investigation. Finally, participants completed demographic questions, including questions about their scientific background and experience. The study was completed via Qualtrics, with participation from students (online vs. in-lab), MTurkers, and non-student community members. After removing those who failed attention check questions, 469 participants remained (243 men, 224 women, 2 did not specify gender) from a variety of racial and ethnic backgrounds (70.2% White, non-Hispanic). Results and Discussion There were three primary outcomes: quality of the scientific evidence, expert credibility (WCS), and damages. During initial analyses, each dependent variable was submitted to a separate 3 Gist Safeguard (safeguard, no safeguard, judge instructions) x 2 Scientific Quality (high, low) Analysis of Variance (ANOVA). Consistent with hypotheses, there was a significant main effect of scientific quality on strength of evidence, F(1, 463)=5.099, p=.024; participants who viewed the high quality evidence rated the scientific evidence significantly higher (M= 7.44) than those who viewed the low quality evidence (M=7.06). There were no significant main effects or interactions for witness credibility, indicating that the expert that provided scientific testimony was seen as equally credible regardless of scientific quality or gist safeguard. Finally, for damages, consistent with hypotheses, there was a marginally significant interaction between Gist Safeguard and Scientific Quality, F(2, 273)=2.916, p=.056. However, post hoc t-tests revealed significantly higher damages were awarded for low (M=11.50) versus high (M=10.51) scientific quality evidence F(1, 273)=3.955, p=.048 in the no gist with judge instructions safeguard condition, which was contrary to hypotheses. The data suggest that the judge instructions alone are reversing the pattern, though nonsignificant, those who received the no gist without judge instructions safeguard awarded higher damages in the high (M=11.34) versus low (M=10.84) scientific quality evidence conditions F(1, 273)=1.059, p=.30. Together, these provide promising initial results indicating that participants were able to effectively differentiate between high and low scientific quality of evidence, though inappropriately utilized the scientific evidence through their inability to discern expert credibility and apply damages, resulting in poor calibration. These results will provide the basis for more sophisticated analyses including higher order interactions with individual differences (e.g., need for cognition) as well as tests of mediation using path analyses. [References omitted but available by request] Learning Objective: Participants will be able to determine whether providing jurors with gist information would assist in their ability to award damages in a civil trial. 

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2. STEMAmbassadors: Developing Communications, Teamwork, and Leadership Skills for Graduate Students

   https://doi.org/10.18260/1-2--35207  

   Briliyanti, Astri ; Rojewski, Julie ; Colbry, Dirk ; Luchini-Colbry, Katy ( January 2020 , Proceedings of the 2020 ASEE Annual Conference & Exposition)

   null (Ed.)

   STEM (science, technology, engineering, mathematics) graduate programs excel at developing students’ technical expertise and research skills. The interdisciplinary nature of many STEM research projects means that graduate students often find themselves paired with experts from other fields and asked to work together to solve complex problems. At Michigan State University, the College of Engineering has developed a graduate level course that helps students build professional skills (communications, teamwork, leadership) to enhance their participation in these types of interdisciplinary projects. This semester-long course also includes training on research mentoring, helping students work more effectively with their current faculty mentors and build skills to serve as mentors themselves. Discussions of research ethics are integrated throughout the course, which allows participants to partially fulfill graduate training requirements in the responsible conduct of research. This paper will discuss the development of this course, which is based in part on curriculum developed as part of an ongoing training grant from the National Science Foundation. 18 graduate students from Engineering and other STEM disciplines completed the course in Spring 2019, and we will present data gathered from these participants along with lessons learned and suggestions for institutions interested in adapting these open-source curriculum materials for their own use. Students completed pre- and post-course evaluations, which asked about their expectations and reasons for participating in the course at the outset and examined their experiences and learning at the end. Overall, students reported that the course content was highly relevant to their daily work and that they were highly satisfied with the content of all three major focus areas (communications, teamwork, leadership). Participants also reported that the structure and the pacing of the course were appropriate, and that the experience had met their expectations. The results related to changes in students’ knowledge indicate that the course was effective in increasing participants understanding of and ability to employ professional skills for communications, teamwork and leadership. Statistical analyses were conducted by creating latent constructs for each item as applicable and then running paired t-tests. The evaluation also demonstrated increases in students’ interest, knowledge and confidence of the professional skills offered in the course. 

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3. Florida mangrove saltmarsh reference surface soils

   https://doi.org/10.6073/pasta/0e08cbe07c84488cb7b9dd16669946d0  

   Lewis, David Bruce ( January 2021 , Environmental Data Initiative)

   Site description. This data package consists of data obtained from sampling surface soil (the 0-7.6 cm depth profile) in black mangrove (Avicennia germinans) dominated forest and black needlerush (Juncus roemerianus) saltmarsh along the Gulf of Mexico coastline in peninsular west-central Florida, USA. This location has a subtropical climate with mean daily temperatures ranging from 15.4 °C in January to 27.8 °C in August, and annual precipitation of 1336 mm. Precipitation falls as rain primarily between June and September. Tides are semi-diurnal, with 0.57 m median amplitudes during the year preceding sampling (U.S. NOAA National Ocean Service, Clearwater Beach, Florida, station 8726724). Sea-level rise is 4.0 ± 0.6 mm per year (1973-2020 trend, mean ± 95 % confidence interval, NOAA NOS Clearwater Beach station). The A. germinans mangrove zone is either adjacent to water or fringed on the seaward side by a narrow band of red mangrove (Rhizophora mangle). A near-monoculture of J. roemerianus is often adjacent to and immediately landward of the A. germinans zone. The transition from the mangrove to the J. roemerianus zone is variable in our study area. An abrupt edge between closed-canopy mangrove and J. roemerianus monoculture may extend for up to several hundred meters in some locations, while other stretches of ecotone present a gradual transition where smaller, widely spaced trees are interspersed into the herbaceous marsh. Juncus roemerianus then extends landward to a high marsh patchwork of succulent halophytes (including Salicornia bigellovi, Sesuvium sp., and Batis maritima), scattered dwarf mangrove, and salt pans, followed in turn by upland vegetation that includes Pinus sp. and Serenoa repens. Field design and sample collection. We established three study sites spaced at approximately 5 km intervals along the western coastline of the central Florida peninsula. The sites consisted of the Salt Springs (28.3298°, -82.7274°), Energy Marine Center (28.2903°, -82.7278°), and Green Key (28.2530°, -82.7496°) sites on the Gulf of Mexico coastline in Pasco County, Florida, USA. At each site, we established three plot pairs, each consisting of one saltmarsh plot and one mangrove plot. Plots were 50 m^2 in size. Plots pairs within a site were separated by 230-1070 m, and the mangrove and saltmarsh plots composing a pair were 70-170 m apart. All plot pairs consisted of directly adjacent patches of mangrove forest and J. roemerianus saltmarsh, with the mangrove forests exhibiting a closed canopy and a tree architecture (height 4-6 m, crown width 1.5-3 m). Mangrove plots were located at approximately the midpoint between the seaward edge (water-mangrove interface) and landward edge (mangrove-marsh interface) of the mangrove zone. Saltmarsh plots were located 20-25 m away from any mangrove trees and into the J. roemerianus zone (i.e., landward from the mangrove-marsh interface). Plot pairs were coarsely similar in geomorphic setting, as all were located on the Gulf of Mexico coastline, rather than within major sheltering formations like Tampa Bay, and all plot pairs fit the tide-dominated domain of the Woodroffe classification (Woodroffe, 2002, "Coasts: Form, Process and Evolution", Cambridge University Press), given their conspicuous semi-diurnal tides. There was nevertheless some geomorphic variation, as some plot pairs were directly open to the Gulf of Mexico while others sat behind keys and spits or along small tidal creeks. Our use of a plot-pair approach is intended to control for this geomorphic variation. Plot center elevations (cm above mean sea level, NAVD 88) were estimated by overlaying the plot locations determined with a global positioning system (Garmin GPS 60, Olathe, KS, USA) on a LiDAR-derived bare-earth digital elevation model (Dewberry, Inc., 2019). The digital elevation model had a vertical accuracy of ± 10 cm (95 % CI) and a horizontal accuracy of ± 116 cm (95 % CI). Soil samples were collected via coring at low tide in June 2011. From each plot, we collected a composite soil sample consisting of three discrete 5.1 cm diameter soil cores taken at equidistant points to 7.6 cm depth. Cores were taken by tapping a sleeve into the soil until its top was flush with the soil surface, sliding a hand under the core, and lifting it up. Cores were then capped and transferred on ice to our laboratory at the University of South Florida (Tampa, Florida, USA), where they were combined in plastic zipper bags, and homogenized by hand into plot-level composite samples on the day they were collected. A damp soil subsample was immediately taken from each composite sample to initiate 1 y incubations for determination of active C and N (see below). The remainder of each composite sample was then placed in a drying oven (60 °C) for 1 week with frequent mixing of the soil to prevent aggregation and liberate water. Organic wetland soils are sometimes dried at 70 °C, however high drying temperatures can volatilize non-water liquids and oxidize and decompose organic matter, so 50 °C is also a common drying temperature for organic soils (Gardner 1986, "Methods of Soil Analysis: Part 1", Soil Science Society of America); we accordingly chose 60 °C as a compromise between sufficient water removal and avoidance of non-water mass loss. Bulk density was determined as soil dry mass per core volume (adding back the dry mass equivalent of the damp subsample removed prior to drying). Dried subsamples were obtained for determination of soil organic matter (SOM), mineral texture composition, and extractable and total carbon (C) and nitrogen (N) within the following week. Sample analyses. A dried subsample was apportioned from each composite sample to determine SOM as mass loss on ignition at 550 °C for 4 h. After organic matter was removed from soil via ignition, mineral particle size composition was determined using a combination of wet sieving and density separation in 49 mM (3 %) sodium hexametaphosphate ((NaPO_3)_6) following procedures in Kettler et al. (2001, Soil Science Society of America Journal 65, 849-852). The percentage of dry soil mass composed of silt and clay particles (hereafter, fines) was calculated as the mass lost from dispersed mineral soil after sieving (0.053 mm mesh sieve). Fines could have been slightly underestimated if any clay particles were burned off during the preceding ignition of soil. An additional subsample was taken from each composite sample to determine extractable N and organic C concentrations via 0.5 M potassium sulfate (K_2SO_4) extractions. We combined soil and extractant (ratio of 1 g dry soil:5 mL extractant) in plastic bottles, reciprocally shook the slurry for 1 h at 120 rpm, and then gravity filtered it through Fisher G6 (1.6 μm pore size) glass fiber filters, followed by colorimetric detection of nitrite (NO_2^-) + nitrate (NO_3^-) and ammonium (NH_4^+) in the filtrate (Hood Nowotny et al., 2010,Soil Science Society of America Journal 74, 1018-1027) using a microplate spectrophotometer (Biotek Epoch, Winooski, VT, USA). Filtrate was also analyzed for dissolved organic C (referred to hereafter as extractable organic C) and total dissolved N via combustion and oxidation followed by detection of the evolved CO_2 and N oxide gases on a Formacs HT TOC/TN analyzer (Skalar, Breda, The Netherlands). Extractable organic N was then computed as total dissolved N in filtrate minus extractable mineral N (itself the sum of extractable NH_4-N and NO_2-N + NO_3-N). We determined soil total C and N from dried, milled subsamples subjected to elemental analysis (ECS 4010, Costech, Inc., Valencia, CA, USA) at the University of South Florida Stable Isotope Laboratory. Median concentration of inorganic C in unvegetated surface soil at our sites is 0.5 % of soil mass (Anderson, 2019, Univ. of South Florida M.S. thesis via methods in Wang et al., 2011, Environmental Monitoring and Assessment 174, 241-257). Inorganic C concentrations are likely even lower in our samples from under vegetation, where organic matter would dilute the contribution of inorganic C to soil mass. Nevertheless, the presence of a small inorganic C pool in our soils may be counted in the total C values we report. Extractable organic C is necessarily of organic C origin given the method (sparging with HCl) used in detection. Active C and N represent the fractions of organic C and N that are mineralizable by soil microorganisms under aerobic conditions in long-term soil incubations. To quantify active C and N, 60 g of field-moist soil were apportioned from each composite sample, placed in a filtration apparatus, and incubated in the dark at 25 °C and field capacity moisture for 365 d (as in Lewis et al., 2014, Ecosphere 5, art59). Moisture levels were maintained by frequently weighing incubated soil and wetting them up to target mass. Daily CO_2 flux was quantified on 29 occasions at 0.5-3 week intervals during the incubation period (with shorter intervals earlier in the incubation), and these per day flux rates were integrated over the 365 d period to compute an estimate of active C. Observations of per day flux were made by sealing samples overnight in airtight chambers fitted with septa and quantifying headspace CO_2 accumulation by injecting headspace samples (obtained through the septa via needle and syringe) into an infrared gas analyzer (PP Systems EGM 4, Amesbury, MA, USA). To estimate active N, each incubated sample was leached with a C and N free, 35 psu solution containing micronutrients (Nadelhoffer, 1990, Soil Science Society of America Journal 54, 411-415) on 19 occasions at increasing 1-6 week intervals during the 365 d incubation, and then extracted in 0.5 M K_2SO_4 at the end of the incubation in order to remove any residual mineral N. Active N was then quantified as the total mass of mineral N leached and extracted. Mineral N in leached and extracted solutions was detected as NH_4-N and NO_2-N + NO_3-N via colorimetry as above. This incubation technique precludes new C and N inputs and persistently leaches mineral N, forcing microorganisms to meet demand by mineralizing existing pools, and thereby directly assays the potential activity of soil organic C and N pools present at the time of soil sampling. Because this analysis commences with disrupting soil physical structure, it is biased toward higher estimates of active fractions. Calculations. Non-mobile C and N fractions were computed as total C and N concentrations minus the extractable and active fractions of each element. This data package reports surface-soil constituents (moisture, fines, SOM, and C and N pools and fractions) in both gravimetric units (mass constituent / mass soil) and areal units (mass constituent / soil surface area integrated through 7.6 cm soil depth, the depth of sampling). Areal concentrations were computed as X × D × 7.6, where X is the gravimetric concentration of a soil constituent, D is soil bulk density (g dry soil / cm^3), and 7.6 is the sampling depth in cm. 

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4. Mastering Electrocardiogram Interpretation Skills Through a Perceptual and Adaptive Learning Module

   https://doi.org/10.1002/aet2.10454  

   Krasne, Sally ; Stevens, Carl D. ; Kellman, Philip J. ; Niemann, James T. ; Clarke, ed., Sam ( May 2020 , AEM Education and Training)

   Although accurate interpretation of the standard 12‐lead electrocardiogram (ECG) is fundamental to diagnosing heart disease, several prior studies report low accuracy rates among medical students, residents, and practicing physicians. The objective of this study was to determine if an online ECG Perceptual and Adaptive Learning Module (ECG PALM) is an efficient instrument to teach ECG interpretation.

   The ECG PALM consists of 415 unique ECG tracings with associated pretest, posttest, and delayed tests, each using 30 additional ECGs to gauge the effectiveness and durability of training. Between 2013 and 2015, a total of 113 third‐year and 156 fourth‐year medical students and 34 first‐year, 41 second‐year, and 37 third‐year emergency medicine residents completed the PALM and associated tests. We measured two mastery criteria: accuracy, the percentage of correct interpretations, and fluency, the percentage of images interpreted accurately within 15 seconds.

   The ECG PALM produced statistically significant improvements (0.0001 < p < 0.0045) in student and resident performance for both accuracy (effect size = 0.9 to 3.2) and fluency (effect size = 2.5 to 3.1) following training ranging from 46 ± 24 minutes (R3s) to 88 ± 32 minutes (third‐year medical students). Medical students and residents performed significantly better on a test the year following training (delayed test) than those without prior ECG PALM training (pretest). The fluency of R3 residents in classifying the 15 diagnostic categories was less than 60% for nine of the 15 diagnoses and greater than 80% for only one. Following PALM training, fluency was higher than 80% for seven of the 15 categories and less than 60% for only two categories. Accuracy in recognizing ST‐elevation myocardial infarctions (STEMIs) was high both before and after PALM training for R3s, but fluency was only 64% for anterior STEMIs on the pretest, increasing to 93% following PALM training.

   These observations suggest that the ECG PALM is an effective and durable supplemental tool for developing mastery in interpreting common ECG abnormalities.

    

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5. Are there metacognitive benefits of learner‐ and instructor‐generated visualizations?

   https://doi.org/10.1002/acp.4135  

   Fiorella, Logan ; Jaeger, Allison J. ( September 2023 , Applied Cognitive Psychology)

   This study explored how different formats of instructional visuals affect the accuracy of students' metacognitive judgments. Undergraduates (n = 133) studied a series of five biology texts and made judgments of learning. Students were assigned randomly to study the texts only (text only), study the texts with provided visuals (provided visuals group), study the texts and generate their own visuals (learner‐generated visuals group), or study the texts and observe animations of instructor‐generated visuals (instructor‐generated visuals group). After studying the texts and making judgments of learning, all students completed multiple‐choice comprehension tests on each text. The learner‐generated and instructor‐generated visuals groups exhibited significantly higher relative judgment accuracy than the text only and provided visuals groups, though this effect was relatively small. The learner‐generated visuals group also required more study time and was more likely to report the use of visual cues when making their judgments of learning.

    

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