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1. Measuring configural spatial knowledge: Individual differences in correlations between pointing and shortcutting

   https://doi.org/10.3758/s13423-023-02266-6  

   He, Chuanxiuyue ; Boone, Alexander P. ; Hegarty, Mary ( March 2023 , Psychonomic Bulletin & Review)

   People use environmental knowledge to maintain a sense of direction in daily life. This knowledge is typically measured by having people point to unseen locations (judgments of relative direction) or navigate efficiently in the environment (shortcutting). Some people can estimate directions precisely, while others point randomly. Similarly, some people take shortcuts not experienced during learning, while others mainly follow learned paths. Notably, few studies have directly tested the correlation between pointing and shortcutting performance. We compared pointing and shortcutting in two experiments, one using desktop virtual reality (VR) (N = 57) and one using immersive VR (N = 48). Participants learned a new environment by following a fixed route and were then asked to point to unseen locations and navigate to targets by the shortest path. Participants’ performance was clustered into two groups using K-means clustering. One (lower ability) group pointed randomly and showed low internal consistency across trials in pointing, but were able to find efficient routes, and their pointing and efficiency scores were not correlated. The others (higher ability) pointed precisely, navigated by efficient routes, and their pointing and efficiency scores were correlated. These results suggest that with the same egocentric learning experience, the correlation between pointing and shortcutting depends on participants’ learning ability, and internal consistency and discriminating power of the measures. Inconsistency and limited discriminating power can lead to low correlations and mask factors driving human variation. Psychometric properties, largely under-reported in spatial cognition, can advance our understanding of individual differences and cognitive processes for complex spatial tasks.

    

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2. 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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3. Social influences on mask‐wearing intentions during the COVID‐19 pandemic

   https://doi.org/10.1111/spc3.12817  

   Lipsey, Nikolette P. ; Losee, Joy E. ( June 2023 , Social and Personality Psychology Compass)

   Face mask‐wearing is important for reducing COVID‐19 spread. Masking is a publicly visible behavior and thus, social factors such as descriptive and personal norms, risk images, and impression management concerns are salient and likely influential. Study 1 (N = 381) surveyed participants during the early stages of the pandemic, assessing correlational relationships between social factors and masking intentions. Study 2 (N = 778) replicated Study 1 at a later stage in the pandemic and experimentally manipulated the group to which norms and risk images referred—familiar, unfamiliar, or general others. Study 1 findings revealed that perceived descriptive norms, personal norms, and risk images, together strongly related to face mask‐wearing independent of COVID‐19 threat perception. Study 2 results revealed that people's impressions of non‐mask wearers were less negative and their perceptions of mask‐wearing less normative among familiar versus unfamiliar others. People were also less likely to wear masks among familiar versus unfamiliar others. These results indicate that specific care should be taken to develop interventions that will increase masking in the presence of familiar others.

    

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4. How Human Spatial Ability is Affected by the Misalignment of Idiotropic and Visual Axes

   Salehi, F. ; Pariafsai, F. ; Dixit, M.K. ( July 2023 , Springer)

   chmorrow, D.D. ; Fidopiastis, C.M. (Ed.)

   This paper presents the results of a study investigating the impact of misaligned idiotropic and visual axes on spatial ability in a simulated microgravity environment in virtual reality. The study involved 99 participants who completed two spatial tests, the Purdue Spatial Visualization Test: Rotations and the Perspective Taking Ability test, in three different scenarios: control (axes aligned), static misalignment, and dynamic misalignment. The results showed that dynamic misalignment significantly impacted mental rotation and spatial visualization performance, but not spatial orientation ability. Additionally, the gaming experience did not moderate mental rotation outcomes but did enhance spatial orientation ability. These findings provide insight into how altered visuospatial conditions may affect human spatial cognition and can inform the development of simulation-based training tools to help people adapt to such environments more effectively. Furthermore, the study highlights the potential of using games as a learning tool to improve productivity and safety in extreme or altered work environments. 

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5. Impact of acculturation on math achievement in community college students

   Halverson, K. ; Cirino, P.T. ; Bick, J. ; Medina, L. ( February 2022 , Ineternational Neuropsychological Society)

   Objective We live in an increasingly multicultural society which is reflected in the student population. In the community college (CC) setting, students from underrepresented groups are over-represented in remedial math courses and are less likely to complete the sequence. The extant literature suggests higher levels of acculturation, both cultural adoption and cultural maintenance, support academic success. Working memory (WM) is a well-known domain-general predictor of mathematical development and has been shown to relate to math achievement r = .38. Given this moderate relation, additional predictors of math achievement warrant investigation. In the present study, we investigated the potential moderational role of acculturation (cultural adoption and maintenance), on the WM-math relation in a diverse group of CC students (n = 94). Math was assessed both by a standardized measure of math computation and a measure of “everyday math” word problems including medical and financial management. We expected that higher levels of acculturation (adoption and maintenance) would decreasing WM load (via cognitive load) and aid math performance. At higher levels of acculturation, the WM-math relation was hypothesized approximate meta analytic findings, r = .38. Alternatively, at low levels of acculturation, the WM-math correlation was anticipated to be attenuated due to the added variability in culture and the negative impact low acculturation levels have on WM by increasing cognitive load. Participants and Methods A diverse sample of CC students (ages 18-25) who were enrolled in a math course were included. Participants completed an online survey covering demographic and cultural domains, then completed an in-person cognitive testing session to assess language abilities, WM, and math ability. Bivariate correlations and regression based moderation analyses were used. Post-hoc analyses were conducted to assess for three-way interactions with baseline verbal or math abilities. Results WM-math correlations averaged r = .38. Acculturation did not significantly relate to either outcome variable. Neither cultural adoption (computations: F=1.68, p =.199; word problems: F=.42, p =.521 ) nor cultural maintenance (computations: F=.83, p = .364; word problems: F=.36, p = .550) moderated the WM-math relations. Post-hoc analyses revealed significant three-way interactions between cultural adoption and math computation across different levels of vocabulary (F=4.66, p = .034) and math abilities (F= 6.16 p = .015). Conclusion The hypothesized moderational role of acculturation on the WM-math relation was not supported. Post-hoc analyses, however, revealed that the cultural adoption-math relationship varied across different levels of vocabulary and math abilities, although not in the direction anticipated. Finding suggest complex relationships between the WM, acculturation, and math such that acculturation does impact math performance when either vocabulary or math abilities are strong. At low levels of math or vocabulary, students’ WM may already be overtaxed, such that higher acculturation levels cannot benefit the student. Whereas when baseline abilities are average/high, increased cultural adoption can benefit the student by potentially decreasing cognitive load and freeing additional WM capacity which can be applied to the task. Findings could identify patterns of students at risk for math failure and inform future intervention/policy development to address their needs and support success. 

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