Gender stereotypes and social perception of vocal confidence is mitigated by salience of socio-indexical cues to gender.

Introduction: Socio-indexical cues to gender and vocal affect often interact and sometimes lead listeners to make differential judgements of affective intent based on the gender of the speaker. Previous research suggests that rising intonation is a common cue that both women and men produce to communicate lack of confidence, but listeners are more sensitive to this cue when it is produced by women. Some speech perception theories assume that listeners will track conditional statistics of speech and language cues (e.g., frequency of the socio-indexical cues to gender and affect) in their listening and communication environments during speech perception. It is currently less clear if these conditional statistics will impact listener ratings when context varies (e.g., number of talkers). Methods: To test this, we presented listeners with vocal utterances from one female and one male-pitched voice (single talker condition) or many female/male-pitched voices (4 female voices; 4 female voices pitch-shifted to a male range) to examine how they impacted perceptions of talker confidence. Results: Results indicated that when one voice was evaluated, listeners defaulted to the gender stereotype that the female voice using rising intonation (a cue to lack of confidence) was less confident than the male-pitched voice (using the same cue). However, in the multi-talker condition, this effect went away and listeners equally rated the confidence of the female and male-pitched voices. Discussion: Findings support dual process theories of information processing, such that listeners may rely on heuristics when speech perception is devoid of context, but when there are no differentiating qualities across talkers (regardless of gender), listeners may be ideal adapters who focus on only the relevant cues.

How Does the Accuracy of Children's Number Representations Influence the Accuracy of Their Numerical Predictions?

Predictions begin with an extrapolation of the properties of their underlying representations to forecast a future state not presently in evidence. For numerical predictions, sets of numbers are summarized and the result forms the basis of and constrains numerical predictions. One open question is how the accuracy of underlying representations influences predictions, particularly numerical predictions. It is possible that inaccuracies in individual number representations are randomly distributed and averaged over during summarization (e.g., wisdom of crowds). It is also possible that inaccuracies are not random and lead to errors in predictions. We investigated this question by measuring the accuracy of individual number representations of 279 children ages 8-12 years, using a 0-1,000 number line, and numerical predictions, measured using a home run derby task. Consistent with prior research, our results from mixed random effects models evaluating percent absolute error (PAE; prediction error) demonstrated that third graders' representations of individual numbers were less accurate, characterized by overestimation errors, and were associated with overpredictions (i.e., predictions above the set mean). Older children had more accurate individual number representations and a slight tendency to underpredict (i.e., predictions below the set mean). The results suggest that large, systematic inaccuracies appear to skew predictions while small, random errors appear to be averaged over during summarization. These findings add to our understanding of summarization and its role in numerical predictions.

Comparing the effectiveness of badges and leaderboards on academic performance and motivation of students in fully versus partially gamified online physics classes.

Gamification, or the intentional use of gaming elements in non-game contexts, has been touted as a promising tool to improve educational outcomes in online education, yet the evidence regarding why it might work and its effectiveness is inconclusive. One reason is that previous research has often included several gamification tools together, neglecting that each gamification tool can vary in effectiveness. In order to evaluate their relative impact, two frequently used gamification tools, badges (i.e., digital credentials given for achievements) and leaderboards (i.e., digital rankings based on performance), were compared for their effectiveness on the academic performance and motivation of students. Two experiments were conducted in two online undergraduate physics courses taught via a learning management system. In Experiment 1 (N = 102), badges and leaderboards were implemented in only one part of the course grading system (i.e., quizzes). In Experiment 2 (N = 88), all course grading system was gamified (i.e., quizzes and assignments). Four groups were created by random assignment of participants: badges-only, leaderboards-only, badges with leaderboards, and control (i.e., no badges, no leaderboards). Academic performance was measured by comparing quiz scores among groups in Experiment 1 and both quiz and assignment scores in Experiment 2. Participants filled out a self-report motivation survey about badges and leaderboards at the end of the study. Two experiments yielded similar results: badges and leaderboards did not affect participants' academic performance; however, most students approached them positively as motivational tools and wanted to see them in future online classes.

Contextualized Knowledge Reduces Misconceived COVID-19 Health Decisions.

How do we resolve conflicting ideas about how to protect our health during a pandemic? Prior knowledge influences our decisions, potentially creating implicit cognitive conflict with new, correct information. COVID-19 provides a natural condition for investigating how an individual's health-specific knowledge (e.g., understanding mask efficacy) and their personal context (e.g., outbreak proximity) influence their protective health behavior endorsement, as information about the virus, its spread, and lethality has changed over time. Using a dual-process-model framework, we investigated the role cognitive conflict has on health decision-making. We used a computer mouse-tracking paradigm alongside geographical information systems (GIS) as a proxy for context. The results support a contextualized-deficit-model framework in which relevant knowledge and context-based factors help individuals override cognitive conflict to make more preventative health decisions. Findings from this study may provide evidence for a more effective way for experts to combat non-adherence due to conflicting health information.

Current Management of Extraperitoneal Bladder Injuries: Results from the Multi-Institutional Genito-Urinary Trauma Study (MiGUTS).

PURPOSE: We studied the current management trends for extraperitoneal bladder injuries and evaluated the use of operative repair versus catheter drainage, and the associated complications with each approach. MATERIALS AND METHODS: We prospectively collected data on bladder trauma from 20 level 1 trauma centers across the United States from 2013 to 2018. We excluded patients with intraperitoneal bladder injury and those who died within 24 hours of hospital arrival. We separated patients with extraperitoneal bladder injuries into 2 groups (catheter drainage vs operative repair) based on their initial management within the first 4 days and compared the rates of bladder injury related complications among them. Regression analyses were used to identify potential predictors of complications. RESULTS: From 323 bladder injuries we included 157 patients with extraperitoneal bladder injuries. Concomitant injuries occurred in 139 (88%) patients with pelvic fracture seen in 79%. Sixty-seven patients (43%) initially underwent operative repair for their extraperitoneal bladder injuries. The 3 most common reasons for operative repair were severity of injury or bladder neck injury (40%), injury found during laparotomy (39%) and concern for pelvic hardware contamination (28%). Significant complications were identified in 23% and 19% of the catheter drainage and operative repair groups, respectively (p=0.55). The only statistically significant predictor for complications was bladder neck or urethral injury (RR 2.69, 95% 1.21-5.97, p=0.01). CONCLUSIONS: In this large multi-institutional cohort, 43% of patients underwent surgical repair for initial management of extraperitoneal bladder injuries. We found no significant difference in complications between the initial management strategies of catheter drainage and operative repair. The most significant predictor for complications was concomitant urethral or bladder neck injury.

The American Association for the Surgery of Trauma renal injury grading scale: Implications of the 2018 revisions for injury reclassification and predicting bleeding interventions.

BACKGROUND: In 2018, the American Association for the Surgery of Trauma (AAST) published revisions to the renal injury grading system to reflect the increased reliance on computed tomography scans and non-operative management of high-grade renal trauma (HGRT). We aimed to evaluate how these revisions will change the grading of HGRT and if it outperforms the original 1989 grading in predicting bleeding control interventions. METHODS: Data on HGRT were collected from 14 Level-1 trauma centers from 2014 to 2017. Patients with initial computed tomography scans were included. Two radiologists reviewed the scans to regrade the injuries according to the 1989 and 2018 AAST grading systems. Descriptive statistics were used to assess grade reclassifications. Mixed-effect multivariable logistic regression was used to measure the predictive ability of each grading system. The areas under the curves were compared. RESULTS: Of the 322 injuries included, 27.0% were upgraded, 3.4% were downgraded, and 69.5% remained unchanged. Of the injuries graded as III or lower using the 1989 AAST, 33.5% were upgraded to grade IV using the 2018 AAST. Of the grade V injuries, 58.8% were downgraded using the 2018 AAST. There was no statistically significant difference in the overall areas under the curves between the 2018 and 1989 AAST grading system for predicting bleeding interventions (0.72 vs. 0.68, p = 0.34). CONCLUSION: About one third of the injuries previously classified as grade III will be upgraded to grade IV using the 2018 AAST, which adds to the heterogeneity of grade IV injuries. Although the 2018 AAST grading provides more anatomic details on injury patterns and includes important radiologic findings, it did not outperform the 1989 AAST grading in predicting bleeding interventions. LEVEL OF EVIDENCE: Prognostic and Epidemiological Study, level III.

The associations between initial radiographic findings and interventions for renal hemorrhage after high-grade renal trauma: Results from the Multi-Institutional Genitourinary Trauma Study.

BACKGROUND: Indications for intervention after high-grade renal trauma (HGRT) remain poorly defined. Certain radiographic findings can be used to guide the management of HGRT. We aimed to assess the associations between initial radiographic findings and interventions for hemorrhage after HGRT and to determine hematoma and laceration sizes predicting interventions. METHODS: The Genitourinary Trauma Study is a multicenter study including HGRT patients from 14 Level I trauma centers from 2014 to 2017. Admission computed tomography scans were categorized based on multiple variables, including vascular contrast extravasation (VCE), hematoma rim distance (HRD), and size of the deepest laceration. Renal bleeding interventions included angioembolization, surgical packing, renorrhaphy, partial nephrectomy, and nephrectomy. Mixed-effect Poisson regression was used to assess the associations. Receiver operating characteristic analysis was used to define optimal cutoffs for HRD and laceration size. RESULTS: In the 326 patients, injury mechanism was blunt in 81%. Forty-seven (14%) patients underwent 51 bleeding interventions, including 19 renal angioembolizations, 16 nephrectomies, and 16 other procedures. In univariable analysis, presence of VCE was associated with a 5.9-fold increase in risk of interventions, and each centimeter increase in HRD was associated with 30% increase in risk of bleeding interventions. An HRD of 3.5 cm or greater and renal laceration depth of 2.5 cm or greater were most predictive of interventions. In multivariable models, VCE and HRD were significantly associated with bleeding interventions. CONCLUSION: Our findings support the importance of certain radiographic findings in prediction of bleeding interventions after HGRT. These factors can be used as adjuncts to renal injury grading to guide clinical decision making. LEVEL OF EVIDENCE: Prognostic and Epidemiological Study, Level III and Therapeutic/Care Management, Level IV.

A nomogram predicting the need for bleeding interventions after high-grade renal trauma: Results from the American Association for the Surgery of Trauma Multi-institutional Genito-Urinary Trauma Study (MiGUTS).

BACKGROUND: The management of high-grade renal trauma (HGRT) and the indications for intervention are not well defined. The American Association for the Surgery of Trauma (AAST) renal grading does not incorporate some important clinical and radiologic variables associated with increased risk of interventions. We aimed to use data from a multi-institutional contemporary cohort to develop a nomogram predicting risk of interventions for bleeding after HGRT. METHODS: From 2014 to 2017, data on adult HGRT (AAST grades III-V) were collected from 14 level 1 trauma centers. Patients with both clinical and radiologic data were included. Data were gathered on demographics, injury characteristics, management, and outcomes. Clinical and radiologic parameters, obtained after trauma evaluation, were used to predict renal bleeding interventions. We developed a prediction model by applying backward model selection to a logistic regression model and built a nomogram using the selected model. RESULTS: A total of 326 patients met the inclusion criteria. Mechanism of injury was blunt in 81%. Median age and injury severity score were 28 years and 22, respectively. Injuries were reported as AAST grades III (60%), IV (33%), and V (7%). Overall, 47 (14%) underwent interventions for bleeding control including 19 renal angioembolizations, 16 nephrectomies, and 12 other procedures. Of the variables included in the nomogram, a hematoma size of 12 cm contributed the most points, followed by penetrating trauma mechanism, vascular contrast extravasation, pararenal hematoma extension, concomitant injuries, and shock. The area under the receiver operating characteristic curve was 0.83 (95% confidence interval, 0.81-0.85). CONCLUSION: We developed a nomogram that integrates multiple clinical and radiologic factors readily available upon assessment of patients with HGRT and can provide predicted probability for bleeding interventions. This nomogram may help in guiding appropriate management of HGRT and decreasing unnecessary interventions. LEVEL OF EVIDENCE: Prognostic and epidemiological study, level III.

Optimal timing of delayed excretory phase computed tomography scan for diagnosis of urinary extravasation after high-grade renal trauma.

BACKGROUND: Excretory phase computed tomography (CT) scan is used for diagnosis of renal collecting system injuries and accurate grading of high-grade renal trauma. However, optimal timing of the excretory phase is not well established. We hypothesized that there is an association between excretory phase timing and diagnosis of urinary extravasation and aimed to identify the optimal excretory phase timing for diagnosis of urinary extravasation. METHODS: The Genito-Urinary Trauma Study collected data on high-grade renal trauma (grades III-V) from 14 Level I trauma centers between 2014 and 2017. The time between portal venous and excretory phases at initial CT scans was recorded. Poisson regression was used to measure the association between excretory phase timing and diagnosis of urinary extravasation. Predictive receiver operating characteristic analysis was used to identify a cutoff point optimizing detection of urinary extravasation. RESULTS: Overall, 326 patients were included; 245 (75%) had excretory phase CT scans for review either initially (n = 212) or only at their follow-up (n = 33). At initial CT with excretory phase, 46 (22%) of 212 patients were diagnosed with urinary extravasation. Median time between portal venous and excretory phases was 4 minutes (interquartile range, 4-7 minutes). Time of initial excretory phase was significantly greater in those diagnosed with urinary extravasation. Increased time to excretory phase was positively associated with finding urinary extravasation at the initial CT scan after controlling for multiple factors (risk ratio per minute, 1.15; 95% confidence interval, 1.09-1.22; p < 0.001). The optimal delay for detection of urinary extravasation was 9 minutes. CONCLUSION: Timing of the excretory phase is a significant factor in accurate diagnosis of renal collecting system injury. A 9-minute delay between the early and excretory phases optimized detection of urinary extravasation. LEVEL OF EVIDENCE: Diagnostic tests/criteria study, level III.

Contemporary management of high-grade renal trauma: Results from the American Association for the Surgery of Trauma Genitourinary Trauma study.

BACKGROUND: The rarity of renal trauma limits its study and the strength of evidence-based guidelines. Although management of renal injuries has shifted toward a nonoperative approach, nephrectomy remains the most common intervention for high-grade renal trauma (HGRT). We aimed to describe the contemporary management of HGRT in the United States and also evaluate clinical factors associated with nephrectomy after HGRT. METHODS: From 2014 to 2017, data on HGRT (American Association for the Surgery of Trauma grades III-V) were collected from 14 participating Level-1 trauma centers. Data were gathered on demographics, injury characteristics, management, and short-term outcomes. Management was classified into three groups-expectant, conservative/minimally invasive, and open operative. Descriptive statistics were used to report management of renal trauma. Univariate and multivariate logistic mixed effect models with clustering by facility were used to look at associations between proposed risk factors and nephrectomy. RESULTS: A total of 431 adult HGRT were recorded; 79% were male, and mechanism of injury was blunt in 71%. Injuries were graded as III, IV, and V in 236 (55%), 142 (33%), and 53 (12%), respectively. Laparotomy was performed in 169 (39%) patients. Overall, 300 (70%) patients were managed expectantly and 47 (11%) underwent conservative/minimally invasive management. Eighty-four (19%) underwent renal-related open operative management with 55 (67%) of them undergoing nephrectomy. Nephrectomy rates were 15% and 62% for grades IV and V, respectively. Penetrating injuries had significantly higher American Association for the Surgery of Trauma grades and higher rates of nephrectomy. In multivariable analysis, only renal injury grade and penetrating mechanism of injury were significantly associated with undergoing nephrectomy. CONCLUSION: Expectant and conservative management is currently utilized in 80% of HGRT; however, the rate of nephrectomy remains high. Clinical factors, such as surrogates of hemodynamic instability and metabolic acidosis, are associated with nephrectomy for HGRT; however, higher renal injury grade and penetrating trauma remain the strongest associations. LEVEL OF EVIDENCE: Prognostic/epidemiologic study, level III; Therapeutic study, level IV.

Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task.

Do children spontaneously represent spatial-numeric features of a task, even when it does not include printed numbers (Mix et al., 2016)? Sixty first grade students completed a novel spatial estimation task by seeking and finding pages in a 100-page book without printed page numbers. Children were shown pages 1 through 6 and 100, and then were asked, "Can you find page X?" Children's precision of estimates on the page finder task and a 0-100 number line estimation task was calculated with the Percent Absolute Error (PAE) formula (Siegler and Booth, 2004), in which lower PAE indicated more precise estimates. Children's numerical knowledge was further assessed with: (1) numeral identification (e.g., What number is this: 57?), (2) magnitude comparison (e.g., Which is larger: 54 or 57?), and (3) counting on (e.g., Start counting from 84 and count up 5 more). Children's accuracy on these tasks was correlated with their number line PAE. Children's number line estimation PAE predicted their page finder PAE, even after controlling for age and accuracy on the other numerical tasks. Children's estimates on the page finder and number line tasks appear to tap a general magnitude representation. However, the page finder task did not correlate with numeral identification and counting-on performance, likely because these tasks do not measure children's magnitude knowledge. Our results suggest that the novel page finder task is a useful measure of children's magnitude knowledge, and that books have similar spatial-numeric affordances as number lines and numeric board games.

Comparing data sets: implicit summaries of the statistical properties of number sets.

Comparing datasets, that is, sets of numbers in context, is a critical skill in higher order cognition. Although much is known about how people compare single numbers, little is known about how number sets are represented and compared. We investigated how subjects compared datasets that varied in their statistical properties, including ratio of means, coefficient of variation, and number of observations, by measuring eye fixations, accuracy, and confidence when assessing differences between number sets. Results indicated that participants implicitly create and compare approximate summary values that include information about mean and variance, with no evidence of explicit calculation. Accuracy and confidence increased, while the number of fixations decreased as sets became more distinct (i.e., as mean ratios increase and variance decreases), demonstrating that the statistical properties of datasets were highly related to comparisons. The discussion includes a model proposing how reasoners summarize and compare datasets within the architecture for approximate number representation.

High fives motivate: the effects of gestural and ambiguous verbal praise on motivation.

The type of praise children receive influences whether children choose to persist after failure. One mechanism through which praise affects motivation is through the causal attributions inferred from language. For example, telling a child "You got an A on the test because you're smart," provides an explicit link between possessing a trait and an outcome, specifically that intelligence causes success. Nonetheless, most praise given to children is ambiguous, or lacks explicit attributions (e.g., "yea" or a thumbs up). To investigate the effects of ambiguous praise on motivation, we randomly assigned 95 5-6-year-old children to a praise condition (verbal trait; verbal effort; verbal ambiguous; or gestural) and measured motivation using task persistence, self-evaluations, and eye fixations on errors. Ambiguous praise, similar to verbal effort praise, produced higher persistence and self-evaluations, and fewer fixations on error after failure compared to verbal trait praise. Interestingly, gestures produced the highest self-evaluations. Thus, praise without explicit attributions motivated as well or better than praise explicitly focused on effort, which may suggest that children interpret ambiguous praise in the most beneficial manner.

Gaming science: the "Gamification" of scientific thinking.

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

A critical eye: praise directed toward traits increases children's eye fixations on errors and decreases motivation.

Although there is evidence that praise of different types (i.e., generic vs. nongeneric) influences motivation, it is unclear how this occurs. Generic praise (e.g., "You are smart") conveys that a child possesses a trait responsible for their performance, whereas nongeneric praise (e.g., "You worked hard") conveys that performance is effort-based. Because praise conveys the basis for success, praise may change the interpretation and salience of errors. Specifically, generic praise may highlight the threatening nature of error (i.e., the child does not possess this trait). Because attention is drawn to threats in the environment, we expected generic praise to increase attention to error. We used eyetracking to measure implicit responses to errors (i.e., visual attention: fixation counts and durations) in order to determine the relation between visual attention and verbal reports of motivation (persistence and self-evaluations) in 30 four- to seven-year-old children. Children first saw pictures attributed to them, for which they received either generic or nongeneric praise. The children then saw pictures attributed to them that contained errors--that is, missing features. As a pretest and posttest, the children saw pictures that were "drawn by other children," half of which contained errors. The results indicated that children who received generic praise ("you are a good drawer") produced more and longer fixations on errors, both their "own" and on "other children's," than did children who received nongeneric praise ("you did a good job drawing"). More fixations on errors were related to lower persistence and lower self-evaluations. These results suggest that generic praise increases attention to errors because error threatens the possession of a positive trait.

"Good job, you're so smart": The effects of inconsistency of praise type on young children's motivation.

Previous research has demonstrated that generic praise ("good drawer") is related to children giving up after failure because failure implies the lack of a critical trait (e.g., drawing ability). Conversely, nongeneric praise ("good job drawing") is related to mastery motivation because it implies that success is related to effort. Yet children may receive a mixture of these praise types (i.e., inconsistent praise), the effects of which are unclear. We tested how inconsistent praise influenced two components of motivation: self-evaluation and persistence. Kindergarteners (N=135) were randomly assigned to one of five conditions in which consistency of praise type was varied. After two failure scenarios, children reported self-evaluations and persistence. Results indicated that more nongeneric praise related linearly to greater motivation, yet self-evaluation and persistence were impacted differently by inconsistent praise types. Hearing even a small amount of generic praise reduced persistence, whereas hearing a small amount of nongeneric praise preserved self-evaluation.

Multiple sources of competence underlying the comprehension of inconsistencies: A developmental investigation.

How do children know the sentence "the glass is empty and not empty" is inconsistent? One possibility is that they are sensitive to the formal structure of the sentences and know that a proposition and its negation cannot be jointly true. Alternatively, they could represent the 2 state of affairs referred to and realize that these are incommensurate, that is, that a glass cannot simultaneously be empty and contain something. In 2 studies, the authors investigated how children (N = 186; ages 4-8) acquire competence to notice inconsistencies. The authors found that children could determine that 2 states of affairs were incommensurate before being able to determine that statements of the form p and not-p were inconsistent. The results demonstrate that competence in understanding inconsistent relations depends on (a) the ability to represent 2 states of affairs and (b) the ability to process negation in the context of an inconsistency. The authors discuss these results in relation to sources of competence that may underlie the assessment of such simple inconsistencies.

Investigating the development of data evaluation: the role of data characteristics.

A crucial skill in scientific and everyday reasoning is the ability to interpret data. The present study examined how data features influence data interpretation. In Experiment 1, one hundred and thirty-three 9-year-olds, 12-year-olds, and college students (mean age = 20 years) were shown a series of data sets that varied in the number of observations and the amount of variance between and within observations. Only limited context for the data was provided. In Experiment 2, similar data sets were presented to 101 participants from the same age groups incrementally rather than simultaneously. The results demonstrated that data characteristics affect how children interpret observations, with significant age-related increases in detecting multiple data characteristics, in using them in combination, and in explicit verbal descriptions of data interpretations.

Opposites attract: the role of predicate dimensionality in preschool children's processing of negations.

Three experiments investigated the role of oppositional predicate dimensionality in four- and five-year-old children's processing of negation. In Experiment 1 children (37 four-year-olds, mean age 4;8, and 20 five-year-olds, mean age 5;9) were asked to produce opposites for common terms (e.g. 'big'). In Experiment 2 children (27 four-year-olds, mean age 4;8; 23 five-year-olds, mean age 5;9) were asked to make pictures corresponding to statements phrased as negations (e.g. The arrow is NOT pointing up). In Experiment 3, children were asked to evaluate a series of pictures made by 'another child' using materials and procedures similar to those used in Experiment 2. Preschool children made use of predicate dimensionality when producing negations but could accurately evaluate truth-values regardless of content. Children often recalled negated items as affirmations (usually corresponding to antipodal opposites), which suggests that children's use of predicate dimensionality contributes to non-classical processing.