This pilot study explores the feasibility of a novel intergenerational program bringing preschool children and community-dwelling older adults together. This paper reports the acceptability of this program and the feasibility of collecting empirically robust assessment measures. Using a non-randomized wait-listed controlled trial design, 20 children were recruited across two preschools, with one preschool assigned to the intervention group (n = 10) and the other to the control group (n = 10). The intervention group received 10 weekly 2-hr intergenerational sessions, while the control group continued with their usual routine and received the same intergenerational program after the 10-week control period. Study outcomes supported the acceptability of the program to children and their families, with sustained child recruitment targets (Mean weekly attendance = 80%). The collection of empirically valid assessments, including Expressive Vocabulary Test (EVT-3), Peabody Picture Vocabulary Test (PPVT-5) and the Measure of Empathy in Early Childhood (MEEC) proved feasible for most children (>70%).

People read much of their news on social media, including news based on scientific publications. When the underlying paper is retracted, it is often difficult for readers to discover this. To address this, we modified the social media post interface to incorporate retraction information. We conducted a new crowdsourcing study (CS; N = 220) and compared the resulting data with existing Think-Aloud (TA; N = 44) data, using the same interface, task, and social media news posts to examine how retraction information shapes credibility judgments. Across both methods, retraction information reduced credibility, but the effect was larger in TA than in CS (combined across topics: $\Delta\mu = 2.72$ vs. $0.75$). Interaction logs suggest one reason for this difference: in the Control condition, CS participants rated 84\% of posts without clicking through to the underlying news article or scientific publisher page, whereas TA participants opened linked news articles more often and spent 3.5 times longer investigating sources. We also found that prior beliefs and participants' understanding of scientific retractions moderated credibility ratings. Our contributions are threefold: (1) replicating prior TA findings with CS data, (2) showing how study method shapes observed intervention impact, and (3) providing evidence that TA and CS can approximate different points on an engagement spectrum, with TA offering a more deliberative upper estimate of intervention impact and CS offering a lower estimate under rapid, less supervised assessment.

Recent evidence has shown that eliciting confidence ratings can affect cognitive performance– a so-called reactivity effect. Several mechanisms have been proposed to account for reactivity, but currently there is only indirect evidence about why confidence ratings are reactive. Here, we explore the strategic changes in cognitive processes that occur in response to confidence ratings. Using a category learning paradigm that distinguishes between memorization and rule learning, in a large-sample (N = 710) pre-registered study, we show that eliciting confidence ratings caused a reduction in rule-based learning, even when compared to participants who made judgments of learning that asked them to reflect on their learning during the task as a whole. We argue that confidence ratings promote changes in the strategies participants adopt, driven by a more conservative approach that prioritizes performance over mastery and ultimately hinders rule-based learning and knowledge transfer.

BackgroundAlthough in vitro fertilization (IVF) has enhanced fertility opportunities for many people, it also comes with considerable burden. Concerns have been raised about patients holding unrealistic expectations and continuing treatment indefinitely. This study aimed to investigate whether anecdotes of IVF success affect hypothetical intentions to continue treatment despite very low chances of success.DesignOnline randomized controlled trial with a parallel 3-arm design, conducted in May 2022. After viewing a clinical vignette depicting 6 unsuccessful IVF cycles with less than 5% chance of subsequent treatment success, 606 females aged 18 to 45 years in Australia were randomized to receive either 1) an anecdote of IVF success despite limited chances, 2) the anecdote of success and an anecdote of failure, or 3) no anecdote. Outcomes were intention to undergo another IVF cycle, worry, likelihood of success, and narrative transportation.ResultsThere was a main effect of anecdote condition on intention to have another IVF cycle, with participants randomized to the positive and negative anecdote having higher intention than those given no additional information (mean difference = 0.65, 95% confidence interval [CI] = 0.12-1.18, P = 0.017). There were no differences between conditions regarding worry, likelihood of success, or narrative transportation. In adjusted analyses accounting for prior IVF experience, the main effect of anecdotes on intention was no longer statistically significant. Those with prior IVF experience reported a statistically higher likelihood of success and narrative transportation than those without prior IVF experience (mean difference [MD] = 34.28, 95% CI = 27.26-41.30, P < 0.001, and MD = 1.35, 95% CI = 0.96-1.74, P < 0.001, respectively).ConclusionHearing anecdotes may encourage continuation of IVF despite extremely low chances of success. These findings, along with our sample's overestimation of IVF success, illustrate the importance of frequent and frank discussions about expected treatment outcomes.Trial registration:ACTRN12622000576729.HighlightsThe presence of IVF anecdotes increased the intention to undergo another IVF cycle despite extremely low chances of success.Balancing an anecdote of success with an anecdote of failure had no attenuating effect on intention.IVF providers should be wary of the potential impact of success stories on patients' decision making.In the vignette depicting overuse of IVF, participants with previous IVF experience greatly overestimated the likelihood of success with another IVF cycle, supporting previous research finding that patients often have unrealistically high expectations about their own chance of success.

In 2005, India launched the Accredited Social Health Activist (ASHA) program, which has augmented access to medical services and health education in marginalized rural communities. Despite notable progress in health delivery, uptake of medical services remains below target levels. The current research asked ASHAs and their clients why people reject medical advice and what the ASHAs could do to convince them otherwise. Our results identify a consistent mismatch between reasons to reject advice versus how to persuade clients to follow the advice. Two reasons were primarily cited for rejecting the uptake of medical services: insufficient or inaccurate understanding of the medical benefits of these services and the dynamics of the social situation, such as pressure from family members. In contrast, the predominant solutions addressed these knowledge gaps; ASHAs and their clients felt that highlighting the health advantages would be the most effective persuasion technique. ASHAs and their clients infrequently mentioned strategies addressing societal dynamics and norms. This mismatch between barriers to uptake and solutions suggests that the ASHA program inadvertently operates with a "deficit model" of decision-making and persuasion. The deficit model is the belief that the way to convince people to comply with health recommendations is to address their knowledge deficit by educating them on the medical benefits. The current research suggests that ASHAs should be trained in the science of belief revision and behavior change, which requires directly addressing the concerns and motivations of others, not just providing information.

Spatial representation and reasoning are important in cognition, yet they are challenging for children. Research has shown that comparison can support learning about common spatial structure and that using common labels can facilitate this process. Here, we show that a comparable pattern holds for learning about differences. That is, contrastive labels can promote comparison-based learning of key spatial differences. In two experiments, 5- to 7-year-old children were asked to learn a key engineering principle-namely, that diagonal braces confer stability in building structures. Two factors were varied between subjects: the alignability of the training exemplars, and whether a contrastive label was used. Learning was assessed through a variety of transfer tasks, both immediately and after a delay of 2-5 days. The results showed that children in the high-alignment condition performed better than those in the low-alignment condition, replicating previous findings. Further, children who received the contrasting brace label performed better than those who did not. This suggests that hearing contrastive language can invite structural alignment and reveal differences that inform children's learning. We discuss broader implications for cognition and education.

Evidence for two qualitatively different learning strategies has emerged from the function- and category-learning literatures: a rule-based and an exemplar-based strategy. With a rule-based strategy, learners abstract some common principle from training items, which allows extrapolation to novel instances. With an exemplar-based strategy, learners encode training items without abstraction, which facilitates generalisation based on surface similarity to trained items. Previous studies offer preliminary evidence that strategies are stable; that is, convergent performance was found across pairs of disparate tasks. The current paper advances this work by examining whether performance across a battery of tasks converges, providing evidence for a latent variable underlying learning strategy. Subjects completed five learning strategy and three working memory tasks. Using data reduction and latent structure modelling methods, we found evidence for a general strategy construct that was unrelated to working memory. This is important because it shows that differences in learning strategy are not simply due to differences in working memory.

Eliciting judgments of learning (JOLs) from participants has been shown to enhance memory recall on paired-associates tasks in some contexts, a reactivity effect. However, little is known about the effect of JOLs on forms of learning where the task requires generalizing beyond the training set, such as in category learning. Here, we explore the effect of JOLs on relational rule discovery using a categorization paradigm. In Experiments 1 and 2, where both a relational rule and visual stimulus features can be effectively used for categorization, we show that JOLs impair rule discovery but do not affect memorization of visual features. In Experiment 3, we modified the task such that only a relational rule could be used to categorize stimuli and observed no evidence of reactivity. We explain these findings using a conservative strategy-shift account of reactivity, which proposes that eliciting JOLs causes participants to shift strategies to utilize the more obviously rewarded strategy. Specifically, when participants have multiple viable strategies, JOLs shift participants' categorization strategy away from rule discovery and instead encourage a more obvious strategy based on memorization of visual features.

For many people, social media is an important way to consume news on important topics like health. Unfortunately, some influential health news is misinformation because it is based on retracted scientific work. Ours is the first work to explore how people can understand this form of misinformation and how an augmented social media interface can enable them to make use of information about retraction. We report a between-subjects think-aloud study with 44 participants, where the experimental group used our augmented interface. Our results indicate that this helped them consider retraction when judging the credibility of news. Our key contributions are foundational insights for tackling the problem, revealing the interplay between people's understanding of scientific retraction, their prior beliefs about a topic and the way they use a social media interface that provides access to retraction information.

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. The aim of this research was to investigate how anecdotes and icon arrays influenced the clinical reasoning process of medical students deciding to prescribe a hypothetical new drug. METHODS A cross-sectional survey design was used. The survey required participants to respond to six hypothetical clinical scenarios in which they were asked to prescribe a hypothetical drug “polypill” for a specific patient. The order of delivery of the six scenarios was randomised for each participant. In response to each scenario, participants indicated how effective they perceived each drug to be. The study received ethics approval from the University of Sydney Human Research Ethics Committee: Protocol No: 2019/001. All participants provided written informed consent before agreeing to participate in the study. RESULTS A total of 56 medical students fully completed the survey. Statistical analysis of the responses indicated that the icon array may be effective for highlighting how the polypill reduces CVD risk, reducing the impact of anecdotes on efficacy judgments. Without the icon array, both the positive and negative anecdotes made participants less willing to prescribe the polypill. CONCLUSIONS Medical student clinical reasoning processes appear to be influenced by anecdotal information and data visualisations. The extent of this influence is unclear, but there may be a need to actively educate students about the influence of these factors on their decision-making as they graduate into a world where they will be increasingly interacting with anecdotal information on social media and visualisations of electronic data.

Large language models (LLMs) generate diverse, situated, persuasive texts from a plurality of potential perspectives, influenced heavily by their prompts and training data. As part of LLM adoption, we seek to characterize - and ideally, manage - the socio-cultural values that they express, for reasons of safety, accuracy, inclusion, and cultural fidelity. We present a validated approach to automatically (1) extracting heterogeneous latent value propositions from texts, (2) assessing resonance and conflict of values with texts, and (3) combining these operations to characterize the pluralistic value alignment of human-sourced and LLM-sourced textual data.

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. We found that reading anecdotes for either artificial or real medical treatments shifted participants’ beliefs about the efficacy of a medical treatment. We observed this result even when the anecdote was uninformative, was paired with an icon array, or when participants were provided with thorough medical decision aids about reproductive health procedures. Our findings highlight the pervasive effect of anecdotes on medical decision making.

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. Here, we present the results of our pilot study which aimed to test the feasibility of a 10-week intergenerational program between older adults and preschool children. Methods A non-randomised wait-listed controlled trial was conducted. Participants were allocated to either the intervention or wait-list control group. The intervention group received 10 weekly 2-h intergenerational sessions led by trained child educators; the control group continued with their usual routine and received their intergenerational program after the 10-week control period. All participants were assessed at baseline and 10 weeks. The primary outcome was the feasibility and acceptability of the program including measures of recruitment eligibility, adherence and effective data collection across the multiple domains important for frailty, including functional mobility and balance, grip strength, cognitive function, mood, social engagement, quality of life and concerns about falling. Results Nineteen adults were included, with nine in the intervention and ten in the control group. A total of 42% of older adults screened were eligible, 75% of participants were present at each intervention session and the overall attrition rate was 21% ( n = 4). The reasons for participant absence were primarily health-related. Missing data was minimal for the majority of assessments but more apparent for the cognitive testing where completion rates ranged from 53 to 79% for baseline tests and 73 to 100% for those who received follow-up testing. Conclusions The high program compliance and low attrition show that a 10-week intergenerational program embedded in the local community, designed for community-living older adults and preschool children, is feasible and acceptable to older adults. Our next trial will test the efficacy of intergenerational programs in this setting.

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. We then asked children to make judgments about which stories are the most similar. In Experiment 1, we presented all events in the context of simple, illustrated stories. In Experiment 2, we removed all low-level linguistic cues that may have supported children's similarity judgments in Experiment 1 and used animated videos to support understanding of the causal elements in each story. Results indicated a gradual shift between 4 and 7 years in children's use of causal structure as a metric of similarity between narratives: While we found that children as young as five were capable of correctly representing the causal structure of each story individually, only 6- and 7-year-olds relied on shared causal structure across stories when making similarity judgments. We discuss these findings in light of children's developing causal and abstract reasoning and propose directions for future work.

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 outcome density 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.e., when no treatment is delivered. The effect of these instructions was assessed in both a trial-by-trial contingency learning task, where cue administration was either decided by the participant (Experiments 1 & 2) or pre-determined by the experimenter (Experiment 3), as well as in summary format where all information was presented on a single screen (Experiment 4). Overall, we found two means by which base-rate instructions influence efficacy ratings for the ineffective treatment: 1) When information was presented sequentially, the benefit of base-rate instructions on illusory belief was mediated by reduced sampling of cue-present trials, and 2) When information was presented in summary format, we found a direct effect of base-rate instruction on reducing causal illusion. Together, these findings suggest that simple instructions on the scientific method were able to decrease participants' (over-)weighting of cue-outcome coincidences when making causal judgements, as well as decrease their tendency to over-sample cue-present events. However, the effect of base-rate instructions on correcting illusory beliefs was incomplete, and participants still showed illusory causal judgements when the probability of the outcome occurring was high. Thus, simple textual information about assessing causal relationships is partially effective in influencing people's judgements of treatment efficacy, suggesting an important role of scientific instruction in debiasing cognitive errors.

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 (n = 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. In a 2 × 2 design, we tested the effects of an adapted version of an intervention designed to build abstract mental representations of the key causal models and a tutorial designed to convey conceptual understanding of the key causal models and procedural knowledge. Participants who were enabled to recognize the underlying key causal models across situations as a result of the intervention and the tutorial (i.e., causal sorters) outperformed non-causal sorters in the subsequent complex problem-solving task. Causal sorters outperformed the control group, except for the subtask knowledge application in the experimental group that did not receive the tutorial and, hence, did not have the opportunity to elaborate their conceptual understanding of the key causal models. The findings highlight that being able to categorize novel situations according to their underlying key causal model alone is insufficient for enhancing the transfer of the according concept. Instead, for successful application, conceptual and procedural knowledge also seem to be necessary. By using a complex problem-solving task as the dependent variable for transfer, we extended the scope of the results to dynamic tasks that reflect some of the typical challenges of the 21st century.