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1. Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition

   https://doi.org/10.1080/15475441.2022.2047689  

   Semushina, Nina; Mayberry, Rachel (April 2022, Language Learning and Development)

   Multiple studies have reported mathematics underachievement for students who are deaf, but the onset, scope, and causes of this phenomenon remain understudied. Early language deprivation might be one factor influencing the acquisition of numbers. In this study, we investigated a basic and fundamental mathematical skill, automatic magnitude processing, in two formats (Arabic digits and American Sign Language number signs) and the influence of age of first language exposure on both formats by using two versions of the Number Stroop Test. We compared the performance of individuals born deaf who experienced early language deprivation to that of individuals born deaf who experienced sign language in early life and hearing second language learners of ASL. In both formats of magnitude representation, late first language learners demonstrated overall slower reaction times. They were also less accurate on incongruent trials but performed no differently from early signers and second language learners on other trials. When magnitude was represented by Arabic digits, late first language learners exhibited robust Number Stroop Effects, suggesting automatic magnitude processing, but they also demonstrated a large speed difference between size and number judgments not observed in the other groups. In a task with ASL number signs, the Number Stroop Effect was not found in any group, suggesting that magnitude representation might be format-specific, in line with the results from several other languages. Late first language learners also demonstrate unusual patterns of slower reaction time for neutral rather than incongruent stimuli. Together, the results show that early language deprivation affects the ability to automatically judge quantities expressed both linguistically and by Arabic digits, but that it can be acquired later in life when language is available. Contrary to previous studies that find differences in speed of number processing between deaf and hearing participants, we find that when language is acquired early in life, deaf signers perform identically to hearing participants. 

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2. Investigating Conflation of Sex and Gender Language in Student Writing About Genetics

   https://doi.org/https://doi.org/10.1007/s11191-020-00177-9  

   Stuhlsatz, M.A.M.; Buck Bracey, Z.E.; Donovan, B.M. (December 2020, Science and Education)

   null (Ed.)

   Conflation of sex and gender is implicated in the development of essentialist thinking, which has been linked to the justification of systems of prejudice in modern society. This exploratory study presents findings from a person randomized control trial conducted with 460 students in 8th–10th grade that investigated the extent to which students conflate sex and gender in their writing about genetics. Students were randomly assigned to one of three short readings that either (1) explained the genetics of sex in plants; (2) explained the genetics of sex in humans; or (3) refuted neuro-genetic essentialism, offering instead a social explanation for why women receive fewer PhDs in science, technology, mathematics, and engineering than men. While previous findings from the authors suggest links between the condition students were assigned to and psychological indicators related to essentialist thinking, no work was done to investigate how students’ use of language might implicate cognitive conflation as a possible factor in understanding these results. In this study, student responses to a constructed response writing task given after the reading were analyzed to investigate the use of sex and gender language. Students in all three conditions used both sex and gender language. However, students in the refutational text condition tended to use sex and gender language deliberately in order to explain PhD attainment, while students in the traditional genetics conditions used the terms interchangeably, suggesting subconscious conflation. Students in the genetics of human sex condition were more likely to manifest this conflation than students in the genetics of plant sex condition. Implications for instruction are discussed. 

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3. ERP sensitivity to subcategorization violations in L2 learners

   https://doi.org/10.1177/02676583231199426  

   Liao, Chia-Hsuan; Lau, Ellen (October 2023, Second Language Research)

   Event concepts of common verbs (e.g. eat, sleep) can be broadly shared across languages, but a given language’s rules for subcategorization are largely arbitrary and vary substantially across languages. When subcategorization information does not match between first language (L1) and second language (L2), how does this mismatch impact L2 speakers in real time? We hypothesized that subcategorization knowledge in L1 is particularly difficult for L2 speakers to override online. Event-related potential (ERP) responses were recorded from English sentences that include verbs that were ambitransitive in Mandarin but intransitive in English (*  My sister listened the music). While L1 English speakers showed a prominent P600 effect to subcategorization violations, L2 English speakers whose L1 was Mandarin showed some sensitivity in offline responses but not in ERPs. This suggests that computing verb–argument relations, although seemingly one of the basic components of sentence comprehension, in fact requires accessing lexical syntax which may be vulnerable to L1 interference in L2. However, our exploratory analysis showed that more native-like behavioral accuracy was associated with a more native-like P600 effect, suggesting that, with enough experience, L2 speakers can ultimately overcome this interference. 

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4. Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade

   https://doi.org/10.1111/desc.13194  

   Wilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben (May 2022, Developmental Science)

   Bortfeld, Heather; de Haan, Michelle; Nelson, Charles A.; Quinn, Paul C. (Ed.)

   Abstract Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved ability to pay attention to number and filter out non‐numerical information. We investigate this issue by studying change in children's performance (N = 65) on a nonsymbolic number comparison task, where children decide which of two dot arrays has more dots, from the middle to the end of 1st grade (mean age at time 1 = 6.85 years old). In this task, visual properties of the dot arrays such as surface area are either congruent (the more numerous array has more surface area) or incongruent. Children rely more on executive functions during incongruent trials, so improvements in each congruency condition provide information about the underlying cognitive mechanisms. We found that accuracy rates increased similarly for both conditions, indicating a sharpening sense of numerical magnitude, not simply improved attention to the numerical task dimension. Symbolic number skills predicted change in congruent trials, but executive function did not predict change in either condition. No factor predicted change in math achievement. Together, these findings suggest that nonsymbolic number processing undergoes development related to existing symbolic number skills, development that appears not to be driving math gains during this period.Children's ability to discriminate nonsymbolic number improves throughout development. Competing theories suggest improvement due to sharpening magnitude representations or changes in attention and inhibition.The current study investigates change in nonsymbolic number comparison performance during first grade and whether symbolic number skills, math skills, or executive function predict change.Children's performance increased across visual control conditions (i.e., congruent or incongruent with number) suggesting an overall sharpening of number processing.Symbolic number skills predicted change in nonsymbolic number comparison performance. 

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5. Effects of Ocean Acidification and Summer Thermal Stress on the Physiology and Growth of the Atlantic Surfclam (Spisula solidissima)

   https://doi.org/10.3390/jmse12040673  

   Steeves, Laura; Honecker, Molly; Meseck, Shannon L.; Munroe, Daphne (April 2024, Journal of Marine Science and Engineering)

   This study examines the physiological response of the Atlantic surfclam (Spisula solidissima) to ocean acidification in warm summer temperatures. Working with ambient seawater, this experiment manipulated pH conditions while maintaining natural diel fluctuations and seasonal shifts in temperature. One-year-old surfclams were exposed to one of three pH conditions (ambient (control): 7.8 ± 0.07, medium: 7.51 ± 0.10, or low: 7.20 ± 0.10) in flow-through conditions for six weeks, and feeding and digestive physiology was measured after one day, two weeks, and six weeks. After six weeks of exposure to medium and low pH treatments, growth was not clearly affected, and, contrastingly, feeding and digestive physiology displayed variable responses to pH over time. Seemingly, low pH reduced feeding and absorption rates compared to both the medium treatment and ambient (control) condition; however, this response was clearer after two weeks compared to one day. At six weeks, suppressed physiological rates across both pH treatments and the ambient condition suggest thermal stress from high ambient water temperatures experienced the week prior (24–26 °C) dominated over any changes from low pH. Results from this study provide important information about reduced energy acquisition in surfclams in acidified environments and highlight the need for conducting multistressor experiments that consider the combined effects of temperature and pH stress. 

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