The Role of Information Visualisation and Anecdotal Evidence in Medical Students' Clinical Reasoning Process: A Cross-Sectional Survey Study.

Background: Medical students are often taught clinical reasoning implicitly, rather than through a formal curriculum. Like qualified health professionals, they engage in a wide range of information seeking and other practices as part of the clinical reasoning process. This increasingly includes seeking out information online and being informed by anecdotal information from social media or peer groups.

Anecdotes impact medical decisions even when presented with statistical information or decision aids.

People are inundated with popular press reports about medical research concerning what is healthy, get advice from doctors, and hear personal anecdotes. How do people integrate conflicting anecdotal and statistical information when making medical decisions? In four experiments (N = 4126), we tested how people use conflicting information to judge the efficacy of artificial and real medical treatments. Participants read an anecdote from someone in a clinical trial, or who had undergone a medical treatment previously, for whom the medical treatment was ineffective.

Children's recognition of causal system categories across superficially distinct events.

A deep understanding of any phenomenon requires knowing how its causal elements are related to one another. Here, we examine whether children treat causal structure as a metric for assessing similarity across superficially distinct events. In two experiments, we presented 156 4-7-year-olds (approximately 55% of participants identified as White, 29% as multiracial, and 12% as Asian) with three-variable narratives in which story events unfold according to a causal chain or a common effect structure.

Instruction on the Scientific Method Provides (Some) Protection Against Illusions of Causality.

People tend to overestimate the efficacy of an ineffective treatment when they experience the treatment and its supposed outcome co-occurring frequently. This is referred to as the effect. Here, we attempted to improve the accuracy of participants' assessments of an ineffective treatment by instructing them about the scientific practice of comparing treatment effects against a relevant base-rate, i.

A 10-week intergenerational program bringing together community-living older adults and preschool children (INTERACTION): a pilot feasibility non-randomised clinical trial.

Background: Social isolation and low levels of physical activity are strong drivers for frailty, which is linked to poor health outcomes and transition to long-term care. Frailty is multifactorial, and thus an integrated approach is needed to maintain older adults' health and well-being. Intergenerational programs represent a novel multifactorial approach to target frailty, social isolation and physical decline but these have not yet been rigorously tested in Australia.

Promoting Complex Problem Solving by Introducing Schema-Governed Categories of Key Causal Models.

The ability to recognize key causal models across situations is associated with expertise. The acquisition of schema-governed category knowledge of key causal models may underlie this ability. In an experimental study ( = 183), we investigated the effects of promoting the construction of schema-governed categories and how an enhanced ability to recognize the key causal models relates to performance in complex problem-solving tasks that are based on the key causal models.

To kill or not to kill: A systematic literature review of high-stakes moral decision-making measures and their psychometric properties.

Introduction: The present systematic review investigates the psychological tools available for capturing high-stakes decisions involving life-death content and their psychometric properties. Valid measurement of these individual differences will provide crucial information in the personnel selection and training in fields where high-stakes moral issues exist (e.g.

Misinformation: an empirical study with scientists and communicators during the COVID-19 pandemic.

Objectives: To study the experiences and views within the health science community regarding the spread and prevention of science misinformation within and beyond the setting of the COVID-19 pandemic.

Methods: An exploratory study with an empirical ethics approach using qualitative interviews with Australians who produce, communicate and study health science research.

Results: Key elements that participants considered might facilitate misinformation included: the production of low-quality, fraudulent or biased science research; inadequate public access to high-quality research; insufficient public reading of high-quality research.

Scalable Science Education via Online Cooperative Questioning.

A critical goal for science education is to design and implement learning activities that develop a deep conceptual understanding, are engaging for students, and are scalable for large classes or those with few resources. Approaches based on peer learning and online technologies show promise for scalability but often lack a grounding in cognitive learning principles relating to conceptual understanding. Here, we present a novel design for combining these elements in a principled way.

A national harmonised data collection network for neurodevelopmental disorders: A transdiagnostic assessment protocol for neurodevelopment, mental health, functioning and well-being.

Background: Children with neurodevelopmental disorders share common phenotypes, support needs and comorbidities. Such overlap suggests the value of transdiagnostic assessment pathways that contribute to knowledge about research and clinical needs of these children and their families. Despite this, large transdiagnostic data collection networks for neurodevelopmental disorders are not well developed.

Pseudoscientific Health Beliefs and the Perceived Frequency of Causal Relationships.

Beliefs about cause and effect, including health beliefs, are thought to be related to the frequency of the target outcome (e.g., health recovery) occurring when the putative cause is present and when it is absent (treatment administered vs.

Analogy Generation in Science Experts and Novices.

There is a critical inconsistency in the literature on analogical retrieval. On the one hand, a vast set of laboratory studies has found that people often fail to retrieve past experiences that share deep relational commonalities, even when they would be useful for reasoning about a current problem. On the other hand, historical studies and naturalistic research show clear evidence of remindings based on deep relational commonalities.

Linguistic syncopation: Meter-syntax alignment affects sentence comprehension and sensorimotor synchronization.

The hierarchical organization of speech rhythm into meter putatively confers cognitive affordances for perception, memory, and motor coordination. Meter also aligns with phrasal structure in systematic ways. In this paper, we show that this alignment affects the robustness of syntactic comprehension and discuss possible underlying mechanisms.

The Double Bind of Communicating About Zoonotic Origins: Describing Exotic Animal Sources of COVID-19 Increases Both Healthy and Discriminatory Avoidance Intentions.

Many novel diseases are of zoonotic origin, likely including COVID-19. Describing diseases as originating from a diverse range of animals is known to increase risk perceptions and intentions to engage in preventative behaviors. However, it is also possible that communications depicting use of exotic animals as food sources may activate stereotypes of cultures at the origin of a disease, increasing discriminatory behaviors and disease stigma.

Intergenerational Programmes bringing together community dwelling non-familial older adults and children: A Systematic Review.

Background: Social isolation is associated with an increased risk of adverse health outcomes, including functional decline, cognitive decline, and dementia. Intergenerational engagement, i.e.

Relational rule discovery in complex discrimination learning.

Failure to learn and generalize abstract relational rules has critical implications for education. In this study, we aimed to determine which training conditions facilitate relational transfer in a relatively simple (patterning) discrimination versus a relatively complex (biconditional) discrimination. The amount of training participants received had little influence on rates of relational transfer.

Children's understanding of habitual behaviour.

Research into the development of Theory of Mind (ToM) has shown how children from a very early age infer other people's goals. However, human behaviour is sometimes driven not by plans to achieve goals, but by habits, which are formed over long periods of reinforcement. Habitual and goal-directed behaviours are often aligned with one another but can diverge when the optimal behavioural policy changes without being directly reinforced (thus specifically hobbling the habitual learning strategy).

Can a relational mindset boost analogical retrieval?

Background: Memory retrieval is driven by similarity between a present situation and some prior experience, but not all similarity is created equal. Analogical retrieval, rooted in the similarity between two situations in their underlying structural relations, is often responsible for new insights and innovative solutions to problems. However, superficial similarity is instead more likely to drive spontaneous retrieval.

Speech Facilitates the Categorization of Motions in 9-Month-Old Infants.

Two experiments were used to investigate the influence of both native and non-native speech on the categorization of a set of an object's motions by 9-month-olds. In Experiment 1, infants were habituated to a set of three object motions and tested with familiar and novel motions. Results of Experiment 1 show that infants were more likely to categorize the motion stimuli if they listened to either the native or non-native speech during the categorization process than if they listened to music or heard nothing at all.

Will human-like machines make human-like mistakes?

Although we agree with Lake et al.'s central argument, there are numerous flaws in the way people use causal models. Our models are often incorrect, resistant to correction, and applied inappropriately to new situations.

Relational discovery in category learning.

Learning categories defined by the relations among objects supports the transfer of knowledge from initial learning contexts to novel contexts that share few surface similarities. Often relational categories have correlated (but nonessential) surface features, which can be a distraction from discovering the category-defining relations, preventing knowledge transfer. This is one explanation for "the inert knowledge problem" in education wherein many students fail to spontaneously apply their learning outside the classroom.

Can you catch Ebola from a stork bite? Inductive reasoning influences generalization of perceived zoonosis risk.

Emerging zoonoses are a prominent global health threat. Human beliefs are central to drivers of emerging zoonoses, yet little is known about how people make inferences about risk in such scenarios. We present an inductive account of zoonosis risk perception, suggesting that beliefs about the range of animals able to transmit diseases to each other influence how people generalize risks to other animals and health behaviors.

Grammatical Constructions as Relational Categories.

This paper argues that grammatical constructions, specifically argument structure constructions that determine the "who did what to whom" part of sentence meaning and how this meaning is expressed syntactically, can be considered a kind of relational category. That is, grammatical constructions are represented as the abstraction of the syntactic and semantic relations of the exemplar utterances that are expressed in that construction, and it enables the generation of novel exemplars. To support this argument, I review evidence that there are parallel behavioral patterns between how children learn relational categories generally and how they learn grammatical constructions specifically.