Deterministic or probabilistic: U.S. children's beliefs about genetic inheritance.

Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019-2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex-matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.

Better than Goodenough? Evaluating new computational techniques for finding diagnostic structure in children's drawings.

In her 1926 book Measurement of Intelligence by Drawings, Florence Goodenough pioneered the quantitative analysis of children's human-figure drawings as a tool for evaluating their cognitive development. This influential work launched a broad enterprise in cognitive evaluation that continues to the present day, with most clinicians and researchers deploying variants of the checklist-based scoring methods that Goodenough invented. Yet recent work leveraging computational innovations in cognitive science suggests that human-figure drawings possess much richer structure than checklist-based approaches can capture. The current study uses these contemporary tools to characterize structure in the images from Goodenough's original work, then assesses whether this structure carries information about demographic and cognitive characteristics of the participants in that early study. The results show that contemporary methods can reliably extract information about participant age, gender, and mental faculties from images produced over 100 years ago, with no expert training and with minimal human effort. Moreover, the new analyses suggest a different relationship between drawing and mental ability than that captured by Goodenough's highly influential approach, with important implications for the use of drawings in cognitive evaluation in the present day.

Detailed bugs or bugging details? The influence of perceptual richness across elementary school years.

Visualizations are commonly used in educational materials; however, not all visualizations are equally effective at promoting learning. Prior research has supported the idea that both perceptually rich and bland visualizations are beneficial for learning and generalization. We investigated whether the perceptual richness of a life cycle diagram influenced children's learning of metamorphosis, a concept that prior work suggests is difficult for people to generalize. Using identical materials, Study 1 (N = 76) examined learning and generalization of metamorphosis in first- and second-grade students, and Study 2 (N = 53) did so in fourth- and fifth-grade students. Bayesian regression analyses revealed that first and second graders learned more from the lesson with the perceptually rich diagram. In addition, fourth and fifth graders generalized more with the bland diagram, but these generalizations tended to be incorrect (i.e., generalizing metamorphosis to animals that do not undergo this type of change). These findings differ from prior research with adults, in which bland diagrams led to more correct generalizations, suggesting that the effect of perceptual richness on learning and generalization might change over development.

Capturing Death in Animated Films: Can Films Stimulate Parent-Child Conversations about Death?

We present three studies examining death in children's animated films. Study 1 is a content analysis of 49 films. We found that death is often portrayed in films, but many deaths occurred off-screen. Deaths were mostly portrayed in a biologically accurate manner, but some films portrayed biological misconceptions. Study 2 (n = 433) reports on parents' attitudes and parent-child conversations about death in films. Children's questions about death in animated films were similar to their questions about death more generally. Animated films may provide a context for parent-child conversations about death, as parents often watched these films with their children. However, it appeared that few parents took advantage of this opportunity to talk about death with their children.

Embracing Death: Mexican Parent and Child Perspectives on Death.

A mixed-method approach was used to explore parent and child perspectives on death in Mexico. Parents' and children's death-related experiences and understanding of death were examined. While all children in this sample displayed a biological understanding of death, older children were less likely to endorse that all living things die. Children also displayed coexistence of beliefs related to death that can be attributed to both their biological and spiritual understanding of death. We also found that older children were more likely to report that a child should feel sad following the death of a loved one. These findings highlight how cultural practices shape the development of cognitive and affective processes related to death.

Do you remember being told what happened to grandma? The role of early socialization on later coping with death.

Using a mixed-methods approach, we examined how participants' memories of socialization regarding death might influence their self-reported coping with losses in childhood and adulthood. We recruited 318 adults to complete an online survey. Path analyses indicated that participants who remembered their parents shielding them less from issues related to death reported better coping as children and adults. Qualitative responses suggested participants wanted to receive more information about death from their parents as they went through the grieving process. We highlight the potential benefits of socializing children about death, and how it may aid in their coping with death-related events.

Evaluating and communicating about the healthiness of foods: Predictors of parents' judgments and parent-child conversations.

Parents are typically in charge of purchasing the food that their children eat, but little is known about how parents decide if particular foods are healthy for their children and how their beliefs about nutrition influence their children's beliefs. In two studies, we investigated how parents of children ages 4 to 12 (N = 826) make decisions about the healthiness of foods, when presented with different representations of the same nutritional information. Providing parents with nutritional information did not influence their ratings of how healthy food items are, compared to when they are shown only pictures of the foods. Parents reported talking with their children about nutrition, believed they are the best source of information for children about nutrition, and believed their nutrition beliefs influence their child's beliefs. Our findings highlight the role of prior knowledge in food cognition and how beliefs about foods are transmitted from parents to children.

Cognitive constraints influence an understanding of life-cycle change.

We investigated children's (n = 120; 3- to 11-year-olds) and adults' (n = 18) reasoning about life-cycle changes in biological organisms by examining their endorsements of four different patterns of life-span changes. Participants were presented with two separate tasks: (a) judging possible adult versions of a juvenile animal and (b) judging possible juvenile versions of an adult animal. The stimuli enabled us to examine the endorsement of four different patterns of change: identical growth, natural growth, dramatic change, and speciation. The results suggest that endorsement of the different patterns is influenced by age and familiarity. Young children and individuals confronted with unfamiliar organisms often endorsed an identical growth that emphasizes the stability of features over the life span and between parents and offspring. The results are interpreted as supporting the idea that cognitive constraints influence individuals' reasoning about biological change and that the influence of these constraints is most notable when individuals are young or are presented with unfamiliar biological organisms.

COMMENTARY: WHAT HEALS AND WHY? CHILDREN'S UNDERSTANDING OF MEDICAL TREATMENTS.

Lockhart and Keil have written an interesting monograph focusing on the development of reasoning about medicine, a relatively underexplored area of research with potentially broad implications with respect to the design of more-effective medical interventions. In a set of 15 studies with well over 2,200 participants, they examine how children and adults combine aspects of biological and psychological reasoning to create working models of medicine. Lockhart and Keil explore developmental changes in reasoning about illness and its treatment using medicines in terms of dualism (e.g., psychological vs. physical), spatial proximity, differential timing of effects, potential side effects, and treatment tradeoffs. This commentary highlights the novel contributions of this monograph, examines issues that need additional considerations, and makes suggestions for future research.

Physiological response to firefighting activities of various work cycles using extended duration and prototype SCBA.

Firefighters' self-contained breathing apparatus (SCBA) protects the respiratory system during firefighting but increases the physiological burden. Extended duration SCBA (>30 min) have increased air supply, potentially increasing the duration of firefighting work cycles. To examine the effects of SCBA configuration and work cycle (length and rest), 30 firefighters completed seven trials using different SCBA and one or two bouts of simulated firefighting following work cycles common in the United States. Heart rate, core temperature, oxygen consumption, work output and self-reported perceptions were recorded during all activities. Varying SCBA resulted in few differences in these parameters. However, during a second bout, work output significantly declined while heart rates and core temperatures were elevated relative to a single bout. Thirty seven per cent of the subjects were unable to complete the second bout in at least one of the two-bout conditions. These firefighters had lower fitness and higher body mass than those who completed all assigned tasks. Practitioner Summary: The effects of extended duration SCBA and work/rest cycles on physiological parameters and work output have not been examined. Cylinder size had minimal effects, but extended work cycles with no rest resulted in increased physiological strain and decreased work output. This effect was more pronounced in firefighters with lower fitness.

Impact of SCBA size and fatigue from different firefighting work cycles on firefighter gait.

Risk of slips, trips and falls in firefighters maybe influenced by the firefighter's equipment and duration of firefighting. This study examined the impact of a four self-contained breathing apparatus (SCBA) three SCBA of increasing size and a prototype design and three work cycles one bout (1B), two bouts with a five-minute break (2B) and two bouts back-to-back (BB) on gait in 30 firefighters. Five gait parameters (double support time, single support time, stride length, step width and stride velocity) were examined pre- and post-firefighting activity. The two largest SCBA resulted in longer double support times relative to the smallest SCBA. Multiple bouts of firefighting activity resulted in increased single and double support time and decreased stride length, step width and stride velocity. These results suggest that with larger SCBA or longer durations of activity, firefighters may adopt more conservative gait patterns to minimise fall risk. Practitioner Summary: The effects of four self-contained breathing apparatus (SCBA) and three work cycles on five gait parameters were examined pre- and post-firefighting activity. Both SCBA size and work cycle affected gait. The two largest SCBA resulted in longer double support times. Multiple bouts of activity resulted in more conservative gait patterns.

Physiological responses to simulated firefighter exercise protocols in varying environments.

For decades, research to quantify the effects of firefighting activities and personal protective equipment on physiology and biomechanics has been conducted in a variety of testing environments. It is unknown if these different environments provide similar information and comparable responses. A novel Firefighting Activities Station, which simulates four common fireground tasks, is presented for use with an environmental chamber in a controlled laboratory setting. Nineteen firefighters completed three different exercise protocols following common research practices. Simulated firefighting activities conducted in an environmental chamber or live-fire structures elicited similar physiological responses (max heart rate: 190.1 vs 188.0 bpm, core temperature response: 0.047°C/min vs 0.043°C/min) and accelerometry counts. However, the response to a treadmill protocol commonly used in laboratory settings resulted in significantly lower heart rate (178.4 vs 188.0 bpm), core temperature response (0.037°C/min vs 0.043°C/min) and physical activity counts compared with firefighting activities in the burn building. Practitioner Summary: We introduce a new approach for simulating realistic firefighting activities in a controlled laboratory environment for ergonomics assessment of fire service equipment and personnel. Physiological responses to this proposed protocol more closely replicate those from live-fire activities than a traditional treadmill protocol and are simple to replicate and standardise.

Children's questions and teachers' responses about COVID-19 in Türkiye and the US.

Question-asking is a crucial tool for acquiring information about unseen entities, such as viruses; thus, examining children's questions within the context of COVID-19 is particularly important for understanding children's learning about the coronavirus. The study examined 3-12-year-old children's questions and teachers' responses about the COVID-19 pandemic in Türkiye, a non-Western developing context, and the United States, a Western cultural context. A total of 119 teachers from Türkiye and 95 teachers from the US participated in the study. Teachers completed an online survey consisting of a demographic form and a questionnaire asking them to report three questions about COVID-19 asked by children in their classrooms and their responses to these questions. We analyzed children's questions and teachers' responses for their type and content and examined demographic factors associated with children's questions and teachers' responses. Consistent with the literature, children from Türkiye asked fewer explanation-seeking (i.e., why/how) questions than children from the United States. Children asked questions about viruses and precautions. Teachers responded to children's questions realistically in both countries. The findings have important implications for how children gain knowledge from teachers when discussing health, disease, and virus topics in two countries.

Like mother, like daughter: Adults' judgments about genetic inheritance.

Do adults think about genetic inheritance as a deterministic or probabilistic process? Do adults display systematic biases when reasoning about genetic inheritance? Knowing how adults think about genetic inheritance is valuable, both for understanding the developmental end point of these concepts and for identifying biases that persist even after formal education. In two studies, we examined adults' reasoning about genetic inheritance for familiar animals (Study 1) and unfamiliar animals (Study 2). First, participants were presented with animals that varied in eye color and were asked to judge whether each could be the offspring of a particular set of animal parents that had either the same or different eye colors. The potential offspring had eye colors that were either identical to the parents, blended the parents' eye colors, or differed from the parents. Next, participants predicted how six offspring of the animal parents would look. Participants judged a variety of choices as possible-not only the ones resembling the parents-suggesting that they thought genetic inheritance was a probabilistic process. Additionally, many participants thought that female offspring would look more like their mothers and male offspring would look more like their fathers. Thus, systemic biases in reasoning about inheritance persist into adulthood. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Human perception and machine vision reveal rich latent structure in human figure drawings.

For over a hundred years, children's drawings have been used to assess children's intellectual, emotional, and physical development, characterizing children on the basis of intuitively derived checklists to identify the presence or absence of features within children's drawings. The current study investigates whether contemporary data science tools, including deep neural network models of vision and crowd-based similarity ratings, can reveal latent structure in human figure drawings beyond that captured by checklists, and whether such structure can aid in understanding aspects of the child's cognitive, perceptual, and motor competencies. We introduce three new metrics derived from innovations in machine vision and crowd-sourcing of human judgments and show that they capture a wealth of information about the participant beyond that expressed by standard measures, including age, gender, motor abilities, personal/social behaviors, and communicative skills. Machine-and human-derived metrics captured somewhat different aspects of structure across drawings, and each were independently useful for predicting some participant characteristics. For example, machine embeddings seemed sensitive to the magnitude of the drawing on the page and stroke density, while human-derived embeddings appeared sensitive to the overall shape and parts of a drawing. Both metrics, however, independently explained variation on some outcome measures. Machine embeddings explained more variation than human embeddings on all subscales of the Ages and Stages Questionnaire (a parent report of developmental milestones) and on measures of grip and pinch strength, while each metric accounted for unique variance in models predicting the participant's gender. This research thus suggests that children's drawings may provide a richer basis for characterizing aspects of cognitive, behavioral, and motor development than previously thought.

The coexistence of natural and supernatural explanations across cultures and development.

Although often conceptualized in contradictory terms, the common assumption that natural and supernatural explanations are incompatible is psychologically inaccurate. Instead, there is considerable evidence that the same individuals use both natural and supernatural explanations to interpret the very same events and that there are multiple ways in which both kinds of explanations coexist in individual minds. Converging developmental research from diverse cultural contexts in 3 areas of biological thought (i.e., the origin of species, illness, and death) is reviewed to support this claim. Contrary to traditional accounts of cognitive development, new evidence indicates that supernatural explanations often increase rather than decrease with age and supports the proposal that reasoning about supernatural phenomena is an integral and enduring aspect of human cognition.

The effect of tai chi on cognition in elders with cognitive impairment.

This one-arm pilot study investigated the effect of tai chi on cognition in elders with cognitive impairment. Although no significant difference existed between pre- and post-test performance on all cognition measures, a dose-response relationship was demonstrated between attendance and some cognition measures.

"When will it be over?" U.S. children's questions and parents' responses about the COVID-19 pandemic.

Parent-child conversations are important for children's cognitive development, children's ability to cope with stressful events, and can shape children's beliefs about the causes of illness. In the context of a global pandemic, families have faced a multitude of challenges, including changes to their routines, that they need to convey to their children. Thus, parent-child conversations about the coronavirus pandemic might convey information about the causes of illness, but also about how and why it is necessary for children to modify their behaviors to comply with new social norms and medical guidance. The main goal of this study was to examine the questions children ask about the COVID-19 pandemic and how parents answer them. This survey included responses from a national sample of 349 predominantly white parents of children between the ages of 3 and 12 recruited through Amazon's Mechanical Turk in United States. Parents reported that although children asked about COVID-19 and its causes (17.3%), children asked primarily about lifestyle changes that occurred as a result of the pandemic (24.0%) and safety (18.4%). Parents reported answering these questions by emphasizing that the purpose of different preventative measures was to protect the child (11.8%) or the family (42.7%) and providing reassurance (13.3%). Many parents discussed how it was their social responsibility to slow the spread of the virus (38.4%). Parents of younger children tended to shield them from information about COVID-19 (p = .038), while parents with more knowledge were more likely to provide explanations (p < .001). Our analysis shows that families not only discuss information about the virus but also information about changes to their lifestyle, preventative measures, and social norms.

Effect of load carriage on gait due to firefighting air bottle configuration.

The air bottle configuration (mass and size) used with a firefighter's self-contained breathing apparatus may affect functional gait performance and slip/trip/fall risk, contributing to one of the most common and costly fire ground injuries to this population. To examine the potential effect of bottle mass and size on firefighter gait performance, four 30-min air bottle configurations were tested. To quantify biomechanical gait performance, kinetic and kinematic gait data were collected on 24 male firefighters while walking at normal and fast speeds during three conditions (no obstacle, 10 cm or 30 cm stationary obstacle). Bottle mass, obstacle height and walking speed - but not bottle size - were found to significantly impact gait parameters. Ten subjects (42%) contacted the taller obstacle while wearing heavier bottles, suggesting greater risk for tripping. Heavier bottles also resulted in larger forces by the trailing leg in both the anterior-posterior and vertical directions, suggesting greater risk for slipping. These results suggest that increased bottle weight may result in a decrease in gait performance and an increase in fall risk. STATEMENT OF RELEVANCE: Occupations, such as firefighting, often require use of a self-contained breathing apparatus that includes a pressurised air bottle. No systematic assessment has investigated how modest changes in load carriage due to bottle configuration (mass and size) might affect gait behaviour, especially when crossing obstacles. Bottle mass, but not size, was found to decrease gait performance and increase fall risk.

Representing Variability: The Case of Life Cycle Diagrams.

Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students' intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future.