Exploring ownership of change and health equity implications in neighborhood change processes: A community-led approach to enhancing just climate resilience in Everett, MA.

Traditional planning processes have perpetuated the exclusion of historically marginalized communities, imposing vulnerability to climate (health) crises. We investigate how ownership of change fosters equitable climate resilience and community well-being through participatory action research. Our study highlights the detrimental effects of climate gentrification on community advocacy for climate security and health, negatively impacting well-being. We identify three key processes of ownership of change: ownership of social identity, development and decision-making processes, and knowledge. These approaches emphasize community-led solutions to counter climate health challenges and underscore the interdependence of social and environmental factors in mental health outcomes in climate-stressed communities.

Comparing learned predictiveness effects within and across compound discriminations.

In four human learning experiments, we examined the extent to which learned predictiveness depends upon direct comparison between relatively good and poor predictors. Participants initially solved (a) linear compound discriminations in which one or both of the stimuli in each compound were predictive of the correct outcome, (b) biconditional discriminations where only the configurations of the stimuli were predictive of the correct outcome, or (c) pseudodiscriminations in which no stimulus features were predictive. In each experiment, subsequent learning and test stages were used to assay changes in the associability of each stimulus brought about by its role in the initial discriminations. Although learned predictiveness effects were observed in all experiments (i.e., previously predictive cues were more readily associated with a new outcome than previously nonpredictive cues), the same changes in associability were observed regardless of whether the stimulus was initially learned about in the presence of an equally predictive, more predictive, or less predictive stimulus. The results suggest that learned associability is not controlled by competitive allocation of attention, but rather by the absolute predictiveness of each individual cue.