General Surgery Resident Participation in a Mandatory Wellness Program: Six Years Later.

INTRODUCTION: Following the approval of a resident-created physician wellness program in 2016, an initial survey demonstrated majority support for the implementation of a mandatory curriculum. The purpose of this study is to survey surgical residents about the wellness curriculum six years after implementation and re-evaluate preference for mandatory participation. METHODS: In 2016, the CORE7 Wellness Program didactic sessions were integrated into the general surgery resident education curriculum. A comparison between 2016 and 2022 resident survey results was done to examine overall approval and resident experience. RESULTS: A total of 25 general surgery residents responded to the 2022 survey which equaled to a response rate of 67.5% compared to a response rate of 87.1% in 2016. Similar to the results in 2016, there was unanimous support (100%, n = 25) in favor of the ongoing development of a general surgery wellness program. The majority of residents (88% versus 85.2% in 2016) preferred quarterly "wellness half-days" remain a mandatory component of the program. In 2016, most of the residents (50%) stated that the reason for mandatory preference for wellness half-days was ease of explanation to faculty. In 2022, the reason changed to a combination of reasons with most residents (59%) selecting ease of explanation to attendings, feeling too guilty otherwise to leave the shift, and forcing the resident to think about self-care. Complaints about taking a wellness half-day from other team members increased from 29% in 2016 to 48% in 2022. CONCLUSIONS: Six years after implementation, there is unanimous support for the mandatory components of a general surgery residency wellness curriculum. Increased perceived complaints from faculty and staff about resident wellness present an opportunity for improvement.

Technology Use, Barriers, and Future Needs Among Community-Dwelling Older Adults.

PURPOSE: Social isolation and loneliness are social determinants of health (SDOH) that can negatively affect the well-being of older adults. Using technology has the potential to reduce social isolation; thus, increasing safe use of technology among older adults can positively impact their health and promote aging in place. METHOD: Older adults (N = 730) were surveyed regarding their use of, access and barriers to, satisfaction with, and anticipated future needs related to technology. RESULTS: Survey respondents found technology was a significant resource for staying connected; however, low levels of satisfaction with devices and fear of scams indicate the need for additional training on the best and safest use of technology. CONCLUSION/IMPLICATIONS: By screening older adults for SDOH, identifying their current and anticipated needs, and advocating for changes in health care and communities to meet these needs, nurses can help facilitate safe and healthy aging in place for their patients. [Journal of Gerontological Nursing, 50(2), 26-31.].

Improving Adolescent Depression in Primary Care: A Quality Improvement Initiative.

The coronavirus disease 2019 pandemic has exacerbated and increased the prevalence of depression in adolescents. There is significant evidence supporting best practices for treating adolescent depression; yet, many adolescents remain unidentified or untreated by their primary care provider. For this quality improvement initiative, the Guidelines for Adolescent Depression in Primary Care (GLAD-PC) were implemented in a primary care setting. After GLAD-PC implementation, 90% of participants identified as having depression received an intervention compared with 60% of patients in the baseline group. The results showed that implementing GLAD-PC led to a significant increase in the treatment of adolescent depression in primary care.

Preschoolers' relevance inferences in linguistic and non-linguistic contexts.

Understanding symbols requires going beyond what they literally are, and figuring out what they're intended to communicate. For example, a drawing of a bird (or the word bird) could refer to a particular bird, a species, etc… The interpreter must decide between these intended meanings. We ask how children go beyond the literal meanings of communicative acts (i.e., compute pragmatic inferences), and whether these inferences are domain-general. We tested 443 US 2- to 6-year-olds' inferences about the referential interpretation of ambiguous symbols. We manipulated the domain (e.g., word or a drawing) and task (interpret vs. create the communicative act). Children robustly identified the referents of ambiguous symbols and chose from among alternatives during linguistic and non-linguistic communication tasks. There were no effects of age or domain on performance. These data provide some of the earliest evidence of children's computations of pragmatic inferences, and provide exciting evidence that pragmatic inferences may extend beyond the domain of language.

How age and race affect the frequency, timing, and content of conversations about race with children.

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; Mage  = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3-12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults.

Improving the generalizability of infant psychological research: The ManyBabies model.

Yarkoni's analysis clearly articulates a number of concerns limiting the generalizability and explanatory power of psychological findings, many of which are compounded in infancy research. ManyBabies addresses these concerns via a radically collaborative, large-scale and open approach to research that is grounded in theory-building, committed to diversification, and focused on understanding sources of variation.

What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function.

Although many U.S. children can count sets by 4 years, it is not until 5½-6 years that they understand how counting relates to number-that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this "successor function": (a) mastery of productive rules governing count list generation; and (b) training with "+1" math facts. Both productive counting and "+1" math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from "+1" math facts.

Do children use language structure to discover the recursive rules of counting?

We test the hypothesis that children acquire knowledge of the successor function - a foundational principle stating that every natural number n has a successor n + 1 - by learning the productive linguistic rules that govern verbal counting. Previous studies report that speakers of languages with less complex count list morphology have greater counting and mathematical knowledge at earlier ages in comparison to speakers of more complex languages (e.g., Miller & Stigler, 1987). Here, we tested whether differences in count list transparency affected children's acquisition of the successor function in three languages with relatively transparent count lists (Cantonese, Slovenian, and English) and two languages with relatively opaque count lists (Hindi and Gujarati). We measured 3.5- to 6.5-year-old children's mastery of their count list's recursive structure with two tasks assessing productive counting, which we then related to a measure of successor function knowledge. While the more opaque languages were associated with lower counting proficiency and successor function task performance in comparison to the more transparent languages, a unique within-language analytic approach revealed a robust relationship between measures of productive counting and successor knowledge in almost every language. We conclude that learning productive rules of counting is a critical step in acquiring knowledge of recursive successor function across languages, and that the timeline for this learning varies as a function of count list transparency.

Language-specific numerical estimation in bilingual children.

We tested 5- to 7-year-old bilingual learners of French and English (N = 91) to investigate how language-specific knowledge of verbal numerals affects numerical estimation. Participants made verbal estimates for rapidly presented random dot arrays in each of their two languages. Estimation accuracy differed across children's two languages, an effect that remained when controlling for children's familiarity with number words across their two languages. In addition, children's estimates were equivalently well ordered in their two languages, suggesting that differences in accuracy were due to how children represented the relative distance between number words in each language. Overall, these results suggest that bilingual children have different mappings between their verbal and nonverbal counting systems across their two languages and that those differences in mappings are likely driven by an asymmetry in their knowledge of the structure of the count list across their languages. Implications for bilingual math education are discussed.

Differentiating scalar implicature from exclusion inferences in language acquisition.

During acquisition, children must learn both the meanings of words and how to interpret them in context. For example, children must learn the logical semantics of the scalar quantifier some and its pragmatically enriched meaning: 'some but not all'. Some studies have shown that 'scalar implicature' - that some implies 'some but not all' - poses a challenge even to nine-year-olds, while others find success by age three. We asked whether reports of children's successes might be due to the computation of exclusion inferences (like contrast or mutual exclusivity) rather than scalar implicatures. We found that young children (N = 214; ages 4;0-7;11) sometimes compute symmetrical exclusion inferences rather than asymmetric scalar inferences. These data suggest that a stronger burden of evidence is required in studies of implicature; before concluding that children compute implicatures, researchers should first show that children exhibit sensitivity to asymmetric entailment in the task.

Phosphoproteomic profiling of mouse primary HSPCs reveals new regulators of HSPC mobilization.

Protein phosphorylation is a central mechanism of signal transduction that both positively and negatively regulates protein function. Large-scale studies of the dynamic phosphorylation states of cell signaling systems have been applied extensively in cell lines and whole tissues to reveal critical regulatory networks, and candidate-based evaluations of phosphorylation in rare cell populations have also been informative. However, application of comprehensive profiling technologies to adult stem cell and progenitor populations has been challenging, due in large part to the scarcity of such cells in adult tissues. Here, we combine multicolor flow cytometry with highly efficient 3-dimensional high performance liquid chromatography/mass spectrometry to enable quantitative phosphoproteomic analysis from 200 000 highly purified primary mouse hematopoietic stem and progenitor cells (HSPCs). Using this platform, we identify ARHGAP25 as a novel regulator of HSPC mobilization and demonstrate that ARHGAP25 phosphorylation at serine 363 is an important modulator of its function. Our approach provides a robust platform for large-scale phosphoproteomic analyses performed with limited numbers of rare progenitor cells. Data from our study comprises a new resource for understanding the molecular signaling networks that underlie hematopoietic stem cell mobilization.

Prosocial Predictions by Bottlenose Dolphins ( Tursiops spp.) Based on Motion Patterns in Visual Stimuli.

In this study, paradigms that test whether human infants make social attributions to simple moving shapes were adapted for use with bottlenose dolphins. The dolphins observed animated displays in which a target oval would falter while moving upward, and then either a "prosocial" oval would enter and help or caress it or an "antisocial" oval would enter and hinder or hit it. In subsequent displays involving all three shapes, when the pro- and antisocial ovals moved offscreen in opposite directions, the dolphins reliably predicted-based on anticipatory head turns when the target briefly moved behind an occluder-that the target oval would follow the prosocial one. When the roles of the pro- and antisocial ovals were reversed toward a new target, the animals' continued success suggests that such attributions may be dyad specific. Some of the dolphins also directed high arousal behaviors toward these displays, further supporting that they were socially interpreted.

Voice gender and the segregation of competing talkers: Perceptual learning in cochlear implant simulations.

Two experiments explored the role of differences in voice gender in the recognition of speech masked by a competing talker in cochlear implant simulations. Experiment 1 confirmed that listeners with normal hearing receive little benefit from differences in voice gender between a target and masker sentence in four- and eight-channel simulations, consistent with previous findings that cochlear implants deliver an impoverished representation of the cues for voice gender. However, gender differences led to small but significant improvements in word recognition with 16 and 32 channels. Experiment 2 assessed the benefits of perceptual training on the use of voice gender cues in an eight-channel simulation. Listeners were assigned to one of four groups: (1) word recognition training with target and masker differing in gender; (2) word recognition training with same-gender target and masker; (3) gender recognition training; or (4) control with no training. Significant improvements in word recognition were observed from pre- to post-test sessions for all three training groups compared to the control group. These improvements were maintained at the late session (one week following the last training session) for all three groups. There was an overall improvement in masked word recognition performance provided by gender mismatch following training, but the amount of benefit did not differ as a function of the type of training. The training effects observed here are consistent with a form of rapid perceptual learning that contributes to the segregation of competing voices but does not specifically enhance the benefits provided by voice gender cues.

Discourse bootstrapping: preschoolers use linguistic discourse to learn new words.

When children acquire language, they often learn words in the absence of direct instruction (e.g. 'This is a ball!') or even social cues to reference (e.g. eye gaze, pointing). However, there are few accounts of how children do this, especially in cases where the referent of a new word is ambiguous. Across two experiments, we test whether preschoolers (2- to 4-year-olds; n = 239) can learn new words by inferring the referent of a new word from the surrounding linguistic discourse. Across two experiments, we show that children as young as 2 can learn a new word from the linguistic discourse in which it appears. This suggests that children use the linguistic discourse in which a word appears to learn new words.

Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction.

Mental abacus (MA) is a technique of performing fast, accurate arithmetic using a mental image of an abacus; experts exhibit astonishing calculation abilities. Over 3 years, 204 elementary school students (age range at outset: 5-7 years old) participated in a randomized, controlled trial to test whether MA expertise (a) can be acquired in standard classroom settings, (b) improves students' mathematical abilities (beyond standard math curricula), and (c) is related to changes in basic cognitive capacities like working memory. MA students outperformed controls on arithmetic tasks, suggesting that MA expertise can be achieved by children in standard classrooms. MA training did not alter basic cognitive abilities; instead, differences in spatial working memory at the beginning of the study mediated MA learning.

Grammatical morphology as a source of early number word meanings.

How does cross-linguistic variation in linguistic structure affect children's acquisition of early number word meanings? We tested this question by investigating number word learning in two unrelated languages that feature a tripartite singular-dual-plural distinction: Slovenian and Saudi Arabic. We found that learning dual morphology affects children's acquisition of the number word two in both languages, relative to English. Children who knew the meaning of two were surprisingly frequent in the dual languages, relative to English. Furthermore, Slovenian children were faster to learn two than children learning English, despite being less-competent counters. Finally, in both Slovenian and Saudi Arabic, comprehension of the dual was correlated with knowledge of two and higher number words.

An analysis of error patterns in children's backward digit recall in noise.

The purpose of the study was to determine whether perceptual masking or cognitive processing accounts for a decline in working memory performance in the presence of competing speech. The types and patterns of errors made on the backward digit span in quiet and multitalker babble at -5 dB signal-to-noise ratio (SNR) were analyzed. The errors were classified into two categories: item (if digits that were not presented in a list were repeated) and order (if correct digits were repeated but in an incorrect order). Fifty five children with normal hearing were included. All the children were aged between 7 years and 10 years. Repeated measures of analysis of variance (RM-ANOVA) revealed the main effects for error type and digit span length. In terms of listening condition interaction, it was found that the order errors occurred more frequently than item errors in the degraded listening condition compared to quiet. In addition, children had more difficulty recalling the correct order of intermediate items, supporting strong primacy and recency effects. Decline in children's working memory performance was not primarily related to perceptual difficulties alone. The majority of errors was related to the maintenance of sequential order information, which suggests that reduced performance in competing speech may result from increased cognitive processing demands in noise.

Inference and association in children's early numerical estimation.

How do children map number words to the numerical magnitudes they represent? Recent work in adults has shown that two distinct mechanisms-structure mapping and associative mapping-connect number words to nonlinguistic numerical representations (Sullivan & Barner, ). This study investigated the development of number word mappings, and the roles of inference and association in children's estimation. Fifty-eight 5- to 7-year-olds participated, and results showed that at both ages, children possess strong item-based associative mappings for numbers up to around six, but rely primarily on structure mapping-an inferential process-for larger quantities. These findings suggest that children rely primarily on an inferential mechanism to construct and deploy mappings between number words and large approximate magnitudes.

The development of structural analogy in number-line estimation.

Recent studies have revealed that making number-line estimates requires not only number knowledge but also a host of other cognitive skills. Here, we argue that a fundamental component of number-line estimation is the act of relating the target number being estimated to another numerical reference point (e.g., a previous estimate, the endpoint of the line) and then extending this relation to the spatial domain-in other words, that children recruit analogical reasoning skills when estimating. Because such analogical comparisons require both the selection of a numerical reference point and the comparison of that reference point with the target number, we aimed to understand which reference points children use and how they use them. To this end, we tested whether and how 5-, 6-, and 7-year-olds used their previous estimates to constrain subsequent estimates. We found that children used their previous estimates as reference points, that older children used reference points differently than younger children, and that the ability to access previous estimates limited our youngest participants' ability to perform well on our number-line estimation task. We conclude that the analogical reasoning component of number-line estimation is substantial and shapes children's earliest estimation performance.