An Introductory Synthetic Data Tool

Objectives Synthetic data reproduces features of a dataset without disclosing sensitive information, allowing researchers to explore data structures and test code without requiring access to real, potentially sensitive, data. We produced a low-fidelity synthetic data generation tool, accompanied by extensive documentation, allowing novice and expert users to produce such data. Methods Our tool, consisting of a Python notebook and a user guide, takes a dataset as input, and produces ‘low-fidelity’ synthetic copy of this dataset, recreating the data fields (or columns) of a dataset, as well as the data types and statistical relationships within these fields, but not between them. It has been tested using real-world administrative data sets and with several users, looking at the quality of the data generated, inspecting whether the data is indeed low-fidelity (i.e. statistical relationships between fields are not recreated) and the usability of the tool. Results Our tool successfully created synthetic datasets from administrative datasets. Users were positive about its usability and the generated data. Tests indicated that computational memory is a main constraint on the size of datatable that can be read in by the tool. We have since implemented improvements to the memory efficiency of the tool to partially address this and have also added procedures that allow for using subsets instead of complete datasets, allowing for the use of datasets which would have otherwise been too large to be used. Testing further indicated that, while the tool by design does not preserve any relationships between fields, they can be reproduced by coincidence, and a limited disclosure process may be required when correlations from the original data are reproduced. Conclusions The tool is easy to use and therefore a useful introduction to synthetic data, providing users with a foundation before using more sophisticated synthetic data tools like Synthpop. Future work could include the development of a Python library and extension of the tool to handle linked datatables

Anxiety-related attention bias in four- to eight-year-olds: an eye-tracking study

(1) Background: There is evidence of an attention bias–anxiety relationship in children, but lack of appropriate methods has limited the number of studies with children younger than eight years old. This study used eye tracking as a measure of overt attention in young children. The aim of this study was to assess anxiety-related attention bias in children aged four to eight years. Age was considered a moderator, and the influence of effortful control was investigated. (2) Method: A community sample of 104 children was shown pairs of happy–neutral and angry–neutral faces. Growth curve analyses were used to examine patterns of gaze over time. (3) Results: Analyses revealed moderation by age and anxiety, with distinct patterns of anxiety-related biases seen in different age groups in the angry–neutral face trials. Effortful control did not account for age-related effects. (4) Conclusions: The results support a moderation model of the development of anxiety in children

Diminishing covariation bias in women with a negative body evaluation and the potential roles of outcome aversiveness and interpretation of social feedback

Women with a more negative body evaluation perceive that their body is associated with more negative social feedback. This covariation bias could reinforce negative body evaluation. We investigated whether covariation bias could be diminished and explored the potential roles of outcome aversiveness and interpretation of negative social feedback associated with one's body. Ninety-seven undergraduate women completed a computer task wherein photos of their body, a control woman's body, and a neutral object were followed by negative social feedback or nothing. When the relation between each category and the negative feedback was random, women with a more negative body evaluation perceived more negative feedback following their body. They also experienced negative feedback following their body and the control woman's body as more aversive. After a manipulation block, women with a more negative body evaluation no longer perceived more negative feedback for their body. These effects coincided with improvements in state body evaluation

Do you think I should be scared? The effect of peer discussion on children's fears

This study investigated whether close friends affect each other’s fear responses (fear beliefs and avoidance) when they discuss fear-related issues together. Children (N = 242) aged 7 to 10 years were first presented with ambiguous and threatening information about two novel animals respectively, after which their fear responses towards each animal were assessed (T1). Next, dyads of close friends had a discussion about their feelings regarding the animals, and their fear responses were measured again (T2). Results showed that children influenced each other’s cognitions following the discussion; from T1 to T2 their fear responses became more similar and close friends’ fear responses at T1 significantly predicted children’s fear responses at T2. Gender pair type predicted change in children’s fear responses over time. Children in boy-boy pairs showed a significant increase in fear responses following the discussion; their fear level became more in line with that of other gender pairs at T2, while those in girl-girl pairs showed a significant decrease in their fear beliefs, at least when threatening information was given. Differences in anxiety level between close friends did not affect change in fear responses over time. Altogether, the results indicate that children may affect each other’s fears

Considering self or others across two cultural contexts:How children's resource allocation is affected by self-construal manipulations

Most humans share to some degree. Yet, from middle childhood, sharing behavior varies substantially across societies. Here, for the first time, we explored the effect of self-construal manipulation on sharing decisions in 7- and 8-year-old children from two distinct societies: urban India and urban United Kingdom. Children participated in one of three conditions that focused attention on independence, interdependence, or a control. Sharing was then assessed across three resource allocation games. A focus on independence resulted in reduced generosity in both societies. However, an intriguing societal difference emerged following a focus on interdependence, where only Indian children from traditional extended families displayed greater generosity in one of the resource allocation games. Thus, a focus on independence can move children from diverse societies toward selfishness with relative ease, but a focus on interdependence is very limited in its effectiveness to promote generosity

Medical students' cognitive load in volumetric image interpretation:Insights from human-computer interaction and eye movements

Medical image interpretation is moving from using 2D- to volumetric images, thereby changing the cognitive and perceptual processes involved. This is expected to affect medical students' experienced cognitive load, while learning image interpretation skills. With two studies this explorative research investigated whether measures inherent to image interpretation, i.e. human-computer interaction and eye tracking, relate to cognitive load. Subsequently, it investigated effects of volumetric image interpretation on second-year medical students' cognitive load. Study 1 measured human-computer interactions of participants during two volumetric image interpretation tasks. Using structural equation modelling, the latent variable 'volumetric image information' was identified from the data, which significantly predicted self-reported mental effort as a measure of cognitive load. Study 2 measured participants' eye movements during multiple 2D and volumetric image interpretation tasks. Multilevel analysis showed that time to locate a relevant structure in an image was significantly related to pupil dilation, as a proxy for cognitive load. It is discussed how combining human-computer interaction and eye tracking allows for comprehensive measurement of cognitive load. Combining such measures in a single model would allow for disentangling unique sources of cognitive load, leading to recommendations for implementation of volumetric image interpretation in the medical education curriculum

Trajectories of anxiety when children start school: the role of behavioural inhibition and attention bias to angry and happy faces

Extensive research has examined attention bias to threat in the context of anxiety in adults, but little is understood about this association in young children and there is a dearth of longitudinal research examining whether attention bias to threat predicts anxiety over time in childhood. In the current study, a sample of 180 children participated in a longitudinal study, first as preschoolers and again as they transitioned to formal schooling. At baseline, children aged 3-4 years completed a free-viewing eyetracking task with angry-neutral and happy-neutral face pairs and an assessment of behavioural inhibition (BI). At follow-up, parents provided daily reports of their child’s state anxiety over a 2-week period as their child started school and completed a measure of their child’s anxiety symptoms. Results indicated that, on average, preschool-aged children exhibit a bias for emotional faces that is stronger for angry than happy faces. There was little evidence that this bias was associated with anxiety symptoms. However, BI interacted with dwell bias for angry faces to predict trajectories of anxiety over the transition to school. An unexpected interaction between BI and dwell bias for happy faces was also found, with dwell for happy faces associated with lower anxiety for children higher in BI. The findings are consistent with recent developmental models of the BI-anxiety relationship and indicate that attention bias modification may not be suitable for young children, for whom attention bias to threat may be normative