Rational number representation by the approximate number system.

The approximate number system (ANS) enables organisms to represent the approximate number of items in an observed collection, quickly and independently of natural language. Recently, it has been proposed that the ANS goes beyond representing natural numbers by extracting and representing rational numbers (Clarke & Beck, 2021a). Prior work demonstrates that adults and children discriminate ratios in an approximate and ratio-dependent manner, consistent with the hallmarks of the ANS. Here, we use a well-known "connectedness illusion" to provide evidence that these ratio-dependent ratio discriminations are (a) based on the perceived number of items in seen displays (and not just non-numerical confounds), (b) are not dependent on verbal working memory, or explicit counting routines, and (c) involve representations with a part-whole (or subset-superset) format, like a fraction, rather than a part-part format, like a ratio. These results vindicate key predictions of the hypothesis that the ANS represents rational numbers.

Number adaptation: A critical look.

It is often assumed that adaptation - a temporary change in sensitivity to a perceptual dimension following exposure to that dimension - is a litmus test for what is and is not a "primary visual attribute". Thus, papers purporting to find evidence of number adaptation motivate a claim of great significance: That number is something that can be seen in much the way that canonical visual features, like color, contrast, size, and speed, can. Fifteen years after its reported discovery, number adaptation's existence seems to be nearly undisputed, with dozens of papers documenting support for the phenomenon. The aim of this paper is to offer a counterweight - to critically assess the evidence for and against number adaptation. After surveying the many reasons for thinking that number adaptation exists, we introduce several lesser-known reasons to be skeptical. We then advance an alternative account - the old news hypothesis - which can accommodate previously published findings while explaining various (otherwise unexplained) anomalies in the existing literature. Next, we describe the results of eight pre-registered experiments which pit our novel old news hypothesis against the received number adaptation hypothesis. Collectively, the results of these experiments undermine the number adaptation hypothesis on several fronts, whilst consistently supporting the old news hypothesis. More broadly our work raises questions about the status of adaptation itself as a means of discerning what is and is not a visual attribute.

Temporally and Spatially Resolved Reflected Overpressure Measurements in the Extreme Near Field.

The design of blast-resistant structures and protective systems requires a firm understanding of the loadings imparted to structures by blast waves. While empirical methods can reliably predict these loadings in the far field, there is currently a lack of understanding on the pressures experienced in the very near field, where physics-based numerical modelling and semi-empirical fast-running engineering model predictions can vary by an order of magnitude. In this paper, we present the design of an experimental facility capable of providing definitive spatially and temporally resolved reflected pressure data in the extreme near field (Z<0.5 m/kg1/3). The Mechanisms and Characterisation of Explosions (MaCE) facility is a specific near-field evolution of the existing Characterisation of Blast Loading (CoBL) facility, which uses an array of Hopkinson pressure bars embedded in a stiff target plate. Maraging steel pressure bars and specially designed strain gauges are used to increase the measurement capacity from 600 MPa to 1800 MPa, and 33 pressure bars in a radial grid are used to improve the spatial resolution from 25 mm to 12.5 mm over the 100 mm radius measurement area. In addition, the pressure bar diameter is reduced from 10 mm to 4 mm, which greatly reduces stress wave dispersion, increasing the effective bandwidth. This enables the observation of high-frequency features in the pressure measurements, which is vital for validating the near-field transient effects predicted by numerical modelling and developing effective blast mitigation methods.

High-Speed Infrared Radiation Thermometer for the Investigation of Early Stage Explosive Development and Fireball Expansion.

The understanding of blast loads is critical for the development of infrastructure that protects against explosions. However, the lack of high-quality experimental work on the characterisation of such loads prevents a better understanding of many scenarios. Blast loads are typically characterised by use of some form of pressure gauge, from which the temperature can be inferred from a pressure measurement. However, such an approach to temperature measurement is limited; it assumes ideal gas laws apply throughout, which may not be the case for high temperature and pressure scenarios. In contrast, infrared radiation thermometers (IRTs) perform a measurement of temperature based upon the emitted radiance from the target object. The IRTs can measure fast changes in transient temperature, making them seemingly ideal for the measurement of a fireball's temperature. In this work, we present the use of a high-speed IRT for the measurement of early-stage explosive development and fireball expansion within a confined blast, with the temperature of the explosive fireball measured from its emitted radiance. The temperature measured by the IRT was corroborated against the temperature inferred from a pressure gauge measurement; both instruments measured the same temperature from the quasi-static pressure (QSP) point onwards. Before the QSP point, it is deduced that the IRT measures the average temperature of the fireball over a wide field-of-view (FOV), as opposed to that inferred from the singular shocks detected by the pressure gauge. Therefore, use of an IRT, in tandem with a pressure gauge, provides a potential invaluable measurement technique for the characterisation the early stages of a fireball as it develops and expands.

Numbers, numerosities, and new directions.

In our target article, we argued that the number sense represents natural and rational numbers. Here, we respond to the 26 commentaries we received, highlighting new directions for empirical and theoretical research. We discuss two background assumptions, arguments against the number sense, whether the approximate number system (ANS) represents numbers or numerosities, and why the ANS represents rational (but not irrational) numbers.

A pirate ship sailed into the yacht club: How we built a novel pediatric emergency medicine curriculum for an emergency medicine training program.

BACKGROUND: Pediatric emergency medicine (PEM) has seen little progression toward a standardized PEM educational framework. The 2018 Academic Emergency Medicine Consensus Conference on Advancing PEM Education addressed this gap in core EM education. Absent elements include a "broad needs assessment to identify and evaluate existing curricula and systems gaps in EM training" and a "clearly defined core PEM curriculum that unifies and drives the learning process." PEM education innovators were called to construct a "unified foundation in PEM education for all levels of emergency care" and to "promote innovation in teaching and learning strategies in curricula." We endeavored to meet this challenge at our institution. METHODS: The PEM curriculum design is based on the Kern model of curriculum development and included a needs assessment, development of goals and objectives, educational strategies, implementation, evaluation, and programmatic feedback. We committed to using effective learning strategies and active learning methods in developing our curriculum and conducted a 1-year pilot within our EM residency's didactic conference. We used exit surveys to collect feedback for each session as well as midyear focus groups to gauge the program's effectiveness. At the start and end of the pilot year residents completed the PEM survey regarding the effect of the PEM curriculum on their self-assessed knowledge, training, and comfort in managing PEM topics. RESULTS: Feedback regarding the PEM curriculum was positive. Following 1 year of the pilot curriculum, learners in the PGY-1 and PGY-3 classes demonstrated statistically significant improvement in their self-assessed knowledge, training, and comfort with PEM topics. The PGY-2 class had a similar statistically significant improvement in self-assessed knowledge in PEM topics. CONCLUSIONS: Our novel PEM curriculum was well received and has shown early evidence of improving self-assessed knowledge and comfort among EM residents.

The number sense represents (rational) numbers.

On a now orthodox view, humans and many other animals possess a "number sense," or approximate number system (ANS), that represents number. Recently, this orthodox view has been subject to numerous critiques that question whether the ANS genuinely represents number. We distinguish three lines of critique - the arguments from congruency, confounds, and imprecision - and show that none succeed. We then provide positive reasons to think that the ANS genuinely represents numbers, and not just non-numerical confounds or exotic substitutes for number, such as "numerosities" or "quanticals," as critics propose. In so doing, we raise a neglected question: numbers of what kind? Proponents of the orthodox view have been remarkably coy on this issue. But this is unsatisfactory since the predictions of the orthodox view, including the situations in which the ANS is expected to succeed or fail, turn on the kind(s) of number being represented. In response, we propose that the ANS represents not only natural numbers (e.g., 7), but also non-natural rational numbers (e.g., 3.5). It does not represent irrational numbers (e.g., √2), however, and thereby fails to represent the real numbers more generally. This distances our proposal from existing conjectures, refines our understanding of the ANS, and paves the way for future research.

Characterisation of buried blast loading.

While it is well known that detonation of shallow-buried high explosive charges generally results in above-surface loading which is greatly amplified compared with the same detonation in air, uncertainty persists as to the mechanisms leading to this effect. The work presented in this paper is a systematic investigation into the mechanisms of load transfer in buried blast events. This paper details the results from a parametric study into the mechanisms and magnitudes of load transfer following a shallow-buried explosion, where spatial and temporal load distributions are directly measured on a rigid surface using an array of Hopkinson pressure bars. In particular, the investigation has looked at the influence of both geometrical confinement and geotechnical conditions on the loading. The parametric study was separated into four main threads: the influence of physical confinement; gravimetric moisture content; stand-off distance and depth of burial; and soil material/particle size distribution. This study allows a direct observation of the contributions of each of these distinct parameters, and in particular the ability to discern how each parameter influences the temporal form and spatial distribution of the loading.

Joint action goals reduce visuomotor interference effects from a partner's incongruent actions.

Joint actions often require agents to track others' actions while planning and executing physically incongruent actions of their own. Previous research has indicated that this can lead to visuomotor interference effects when it occurs outside of joint action. How is this avoided or overcome in joint actions? We hypothesized that when joint action partners represent their actions as interrelated components of a plan to bring about a joint action goal, each partner's movements need not be represented in relation to distinct, incongruent proximal goals. Instead they can be represented in relation to a single proximal goal - especially if the movements are, or appear to be, mechanically linked to a more distal joint action goal. To test this, we implemented a paradigm in which participants produced finger movements that were either congruent or incongruent with those of a virtual partner, and either with or without a joint action goal (the joint flipping of a switch, which turned on two light bulbs). Our findings provide partial support for the hypothesis that visuomotor interference effects can be reduced when two physically incongruent actions are represented as mechanically interdependent contributions to a joint action goal.

Investigating what felt shapes look like.

A recent empirical study claims to show that the answer to Molyneux's question is negative, but, as John Schwenkler points out, its findings are inconclusive: Subjects tested in this study probably lacked the visual acuity required for a fair assessment of the question. Schwenkler is undeterred. He argues that the study could be improved by lowering the visual demands placed on subjects, a suggestion later endorsed and developed by Kevin Connolly. I suggest that Connolly and Schwenkler both underestimate the difficulties involved in rectifying the study they seek to fix. The problem is that the experimental paradigm under consideration fails to account for the role that rational inference plays in newly sighted subjects' ability or inability to recognize spatial properties across modalities. Since answering Molyneux's question requires establishing whether spatial properties can be recognized, across modalities, by newly sighted subjects without recourse to rational inference, this is a problem. Indeed, it is a problem that may be worsened by Schwenkler and Connolly's suggestions regarding the lowering of visual demands on subjects in cross-modal matching tasks.

A suggested core content for education scholarship fellowships in emergency medicine.

A working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships.