Attitudes towards genetic testing: The role of genetic literacy, motivated cognition, and socio-demographic characteristics.

Understanding reasons for why people choose to have or not to have a genetic test is essential given the ever-increasing use of genetic technologies in everyday life. The present study explored the multiple drivers of people's attitudes towards genetic testing. Using the International Genetic Literacy and Attitudes Survey (iGLAS), we collected data on: (1) willingness to undergo testing; (2) genetic literacy; (3) motivated cognition; and (4) demographic and cultural characteristics. The 37 variables were explored in the largest to-date sample of 4311 participants from diverse demographic and cultural backgrounds. The results showed that 82% of participants were willing to undergo genetic testing for improved treatment; and over 73%-for research. The 35 predictor variables together explained only a small proportion of variance: 7%-in the willingness to test for Treatment; and 6%-for Research. The strongest predictors of willingness to undergo genetic testing were genetic knowledge and deterministic beliefs. Concerns about data misuse and about finding out unwanted health-related information were weakly negatively associated with willingness to undergo genetic testing. We also found some differences in factors linked to attitudes towards genetic testing across the countries included in this study. Our study demonstrates that decision-making regarding genetic testing is influenced by a large number of potentially interacting factors. Further research into these factors may help consumers to make decisions regarding genetic testing that are right for their specific circumstances.

Itinerant ferromagnet Re4-xMnxGe7-δ (x = 0.9-1.5, δ = 0.42-0.44) with incommensurate chimney-ladder structure stabilised at ambient pressure.

Re4-xMnxGe7-δ (x = 0.9-1.5, δ = 0.42-0.44) is a new member of the Nowotny chimney-ladder family of compounds and features an incommensurate composite structure of transition element T (Re and Mn) and Ge substructures. Our theoretical calculations indicate metallic conductivity and ferromagnetic ordering, the latter being experimentally observed below 157 K.

Persistent gender differences in spatial ability, even in STEM experts.

Background: Spatial ability (SA) shows wide variability. One proposed explanation for the observed individual difference in SA is variability in interest and engagement in activities that promote spatial ability. Research also robustly shown that males on average outperform females in most aspects of SA. Previous studies have identified a number of activities that can potentially contribute to both individual and gender differences in SA, including tinkering with electronics, particular sports activities, and designing. However, the findings regarding these links are inconsistent. One way to investigate these links is to compare the groups that are intensively engaged with these activities. Aim: The present study aims to evaluate the robustness of these links by comparing SA in adolescents with expertise in STEM, arts, and sports, with their unselected peers. We also aimed to assess whether gender differences in SA are still present in expert groups. Methods: The data on ten small-scale SA tests was collected in an unselected sample of adolescents (N = 864, Mean age = 15.4, SD = 1.1); as well as in 3 samples of adolescents with expertise in STEM (N = 667, Mean age = 15, SD = 1.2); in Arts (N = 280, Mean age = 15, SD = 1.2) and in Sports (N = 444, Mean age = 14.3, SD = 0.7). Results: Out of the three expert groups, only STEM experts on average outperformed the unselected group on all SA tasks. The STEM experts also outperformed Arts and Sports experts. Gender differences persisted in all expert groups, with moderate effect sizes. Discussion: Findings support previously established links between spatial ability and STEM-related expertise. In contrast, such links were not found for expertise in arts and sports. Consistent with previous research, we found gender differences in SA for all samples, which persisted in STEM experts.

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability.

Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven's progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven's) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

This is the way: Network perspective on targets for spatial ability development programmes.

BACKGROUND: Spatial ability (SA) was shown to be important for success in different fields, including STEM. Recent research suggested that SA is a unitary construct, rather than a set of related skills. However, it is not clear how individual differences in different facets of SA emerge, and how they relate to variance in general cognitive ability. AIMS: The aim of the present study was threefold: 1) to examine the structure of SA testing nine theoretical models; 2) to explore the relation between 16 different facets of SA with general cognitive ability; and 3) to identify central facet(s) within the network of SA - with most links and/or strongest links to other facets. SAMPLE: The study participants were 958 university students from Russia. METHODS: The study used a comprehensive battery of 16 SA tests and a verbal ability measure. RESULTS: Results supported previous research, suggesting moderate overlap between all SA facets. Factor analysis suggested several potential structures, with similar fit indices for five different theoretically driven models, including split into small- and large scale; partially independent manipulation, visualization and navigation facets. Confirmatory factor analysis, mediation and network analyses showed spatial ability being largely independent from verbal ability. In addition, network analysis showed that navigation according to directions is in the centre of the network, potentially linking all SA facets. CONCLUSION: The results have potential implications for identifying the best targets for SA interventions. The next step in research is conducting experimental studies to evaluate effectiveness of interventions targeting navigation in comparison with other facets of SA.

The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation.

Visuospatial working memory (VSWM) is essential to human cognitive abilities and is associated with important life outcomes such as academic performance. Recently, a number of reliable measures of VSWM have been developed to help understand psychological processes and for practical use in education. We sought to extend this work using Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) frameworks to construct, calibrate and validate a new adaptive, computerised, and open-source VSWM test. We aimed to overcome the limitations of previous instruments and provide researchers with a valid and freely available VSWM measurement tool. The Jack and Jill (JaJ) VSWM task was constructed using explanatory item response modelling of data from a sample of the general adult population (Study 1, N = 244) in the UK and US. Subsequently, a static version of the task was tested for validity and reliability using a sample of adults from the UK and Australia (Study 2, N = 148) and a sample of Russian adolescents (Study 3, N = 263). Finally, the adaptive version of the JaJ task was implemented on the basis of the underlying IRT model and evaluated with another sample of Russian adolescents (Study 4, N = 239). JaJ showed sufficient internal consistency and concurrent validity as indicated by significant and substantial correlations with established measures of working memory, spatial ability, non-verbal intelligence, and academic achievement. The findings suggest that JaJ is an efficient and reliable measure of VSWM from adolescent to adult age.

Intermetallic Compound Re2Ga9Ge with Re- and Ge-Embedded Gallium Clusters: Synthesis, Crystal Structure, Chemical Bonding, and Physical Properties.

Transition metal-based endohedral cluster intermetallic compounds are interesting electron phases, which frequently exhibit superconductivity with a peculiar interplay between the critical temperature and valence electron count. We present a new Re-based endohedral gallium cluster compound, Re2Ga9Ge. Its unique crystal structure (P42/mmc space group, a = 8.0452(3) Å, c = 6.7132(2) Å) is built by two types of gallium polyhedra: monocapped Archimedean antiprisms centered by rhenium atoms and tetrahedra containing a main-group element inside. The analysis of chemical bonding shows the presence of localized pairwise interactions between the p-block elements and the formation of multicenter bonds with the participation of d-orbitals of rhenium. In the electronic band structure, the Fermi level is located in a narrow pseudogap indicating the optimum band filling and thus explaining the virtual absence of a homogeneity range. The compound exhibits Pauli paramagnetism and metallic properties with unexpectedly low thermal conductivity. A sharp anomaly observed on the magnetic susceptibility and resistivity curves presumably indicates the electronic phase transition accompanied by charge ordering at the characteristic temperature of T * = 271 K in zero magnetic field.

Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports.

Background: Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective: Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design: Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results: Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery "OSSAB": Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion: Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers.

BACKGROUND: Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored. AIMS: The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. SAMPLE: Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty-one unselected adolescents (M = 15.07; SD = 1.18) participated in the study. METHODS: Participants completed self-report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained. RESULTS: The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15). CONCLUSION: Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high-achieving individuals may be characterized by specific combinations of personality and behavioural traits.

Electron-Precise Semiconducting ReGa2Ge: Extending the IrIn3 Structure Type to Group 7 of the Periodic Table.

Intermetallic compounds with semiconducting properties are rare, but they give rise to advanced materials for energy conversion and saving applications. Here, we present ReGa2Ge, a new electron-precise narrow-gap intermetallic semiconductor. The compound crystallizes in the IrIn3 structure type (space group P42/mnm, a = 6.5734(3) Å, c = 6.7450(8) Å, and Z = 4), where Re atoms occupy the Ir site, while Ga and Ge jointly populate the In sites. 69,71Ga nuclear quadrupole resonance spectroscopy indicates nonstatistical partially ordered distribution of Ga and Ge over two available crystallographic sites; however, the Ga:Ge ratio is exactly 2:1 without noticeable homogeneity range. The stoichiometry of ReGa2Ge ensures its precise valence electron count, which is 17 e- per formula unit. Accordingly, a narrow energy gap opens up at the Fermi energy in the electronic structure. Electrical resistivity, Seebeck coefficient, and thermal conductivity are in agreement with the semiconducting behavior deduced from the electronic structure calculations and point to prospective thermoelectric properties at high temperatures. Bonding analysis reveals dominant covalency in Re-E (E = Ga, Ge) and Re-Re interactions.

Visual and Linguistic Stimuli in the Remote Associates Test: A Cross-Cultural Investigation.

The Remote Associates Test (RAT) is a measure of associative ability, which is often regarded as essential for creative thinking. The most commonly used version of the test is the compound RAT. However, many RAT items do not translate directly in different languages. Additionally, a linguistic measure cannot be used to measure visual associative ability. A visual measure for associative ability that is similar to the RAT would be a useful tool for cross-cultural investigations of creativity. The present study investigated the relationship between the linguistic and a newly developed visual version of RAT in Russian and Finnish native speakers (for both samples n = 67). Both linguistic and visual measures showed good internal reliabilities in both samples (Cronbach's α = 0.73-0.84). The mean score in the visual task was slightly higher for the Finnish sample. The correlation between the two measures was stronger in the Russian sample (r = 0.56) compared to the Finnish sample (r = 0.28). These results are discussed in relation to linguistic and cultural differences between the samples.

ReGaGe2: an intermetallic compound with semiconducting properties and localized bonding.

ReGaGe2 is a new member of the family of intermetallic compounds with non-metallic properties. It displays highly localized covalent bonding patterns. Its electronic structure is governed by mixing of Re d orbitals with the s and p orbitals of Ga and Ge and features the Fermi level falling into the opened band gap, ensuring experimentally confirmed semiconducting properties.

ReGa0.4Ge0.6: Intermetallic Compound with Pronounced Covalency in the Bonding Pattern.

We report synthesis, crystal and electronic structure, and transport properties of new intermetallic compound ReGa0.4Ge0.6, which was obtained by two-step ampule method from the elements. ReGa0.4Ge0.6 crystallizes in its own structure type (space group I4/ mmm, a = 2.89222(3) Å, c = 15.1663(3) Å, and Z = 4) which can be described as a sequential alternation of blocks of rhenium atoms and blocks of gallium and germanium atoms. Chemical bonding analysis reveals pronounced covalency of Re-Re, Re-E, and E-E (E = Ga and Ge) interactions and an interesting bonding pattern that includes many variations of localized bonding within a single compound, including pairwise homo- and heterometallic bonding, three-centered homometallic and four-centered bonding, and possibly even more delocalized bonding, which is not often encountered in such a simple intermetallic compound. Metallic behavior is confirmed by electronic structure calculations and by measurements of electrical resistivity.

New literacy challenge for the twenty-first century: genetic knowledge is poor even among well educated.

We live in an age of rapidly advancing genetic research. This research is generating new knowledge that has implications for personal health and well-being. The present study assessed the level of genetic knowledge and personal engagement with genetics in a large sample (N = 5404) of participants. Participants received secondary education in 78 countries, with the largest samples from Russia, the UK and the USA. The results showed significant group differences in genetic knowledge between different countries, professions, education levels and religious affiliations. Overall, genetic knowledge was poor. The questions were designed to assess basic genetic literacy. However, only 1.2% of participants answered all 18 questions correctly, and the average score was 65.5%. Genetic knowledge was related to peoples' attitudes towards genetics. For example, those with greater genetic knowledge were on average more willing to use genetic knowledge for their personal health management. Based on the results, the paper proposes a number of immediate steps that societies can implement to empower the public to benefit from ever-advancing genetic knowledge.