Beyond A/B Testing: Sequential Randomization for Developing Interventions in Scaled Digital Learning Environments

Randomized experiments ensure robust causal inference that are critical to effective learning analytics research and practice. However, traditional randomized experiments, like A/B tests, are limiting in large scale digital learning environments. While traditional experiments can accurately compare two treatment options, they are less able to inform how to adapt interventions to continually meet learners' diverse needs. In this work, we introduce a trial design for developing adaptive interventions in scaled digital learning environments -- the sequential randomized trial (SRT). With the goal of improving learner experience and developing interventions that benefit all learners at all times, SRTs inform how to sequence, time, and personalize interventions. In this paper, we provide an overview of SRTs, and we illustrate the advantages they hold compared to traditional experiments. We describe a novel SRT run in a large scale data science MOOC. The trial results contextualize how learner engagement can be addressed through inclusive culturally targeted reminder emails. We also provide practical advice for researchers who aim to run their own SRTs to develop adaptive interventions in scaled digital learning environments

What happens after prejudice is confronted in the workplace? How mindsets affect minorities' and women's outlook on future social relations

Organizations are increasingly concerned with fostering successful diversity. Toward this end, diversity research has focused on trying to reduce prejudice and biased behavior. But what happens when prejudice in the workplace inevitably occurs? Research also needs to focus on whether recovery and repair of social relations after incidents of prejudice are possible. To begin investigating this question, we develop a new framework for understanding reactions to prejudice in the workplace. We hypothesized that when women and minorities choose to confront a prejudiced comment in a workplace interaction (vs. remain silent) and hold a growth (vs. fixed) mindset — the belief that others can change — they remain more positive in their subsequent outlook in the workplace. Studies 1a, 1b, and 2 used hypothetical workplace scenarios to expose participants to someone who expressed bias; Study 3 ensured real-world relevance by eliciting retrospective accounts of workplace bias from African American employees. Across studies, women and minorities who confronted the perpetrator of prejudice exhibited more positive subsequent expectations of that co-worker when they held a growth mindset. Importantly, these more positive expectations were associated with reports of greater workplace belonging (Study 2), ratings of improved relations with co-workers who had displayed bias (Study 3), and greater workplace satisfaction (Studies 2-3). Thus, a growth mindset contributes to successful workplace diversity by protecting women’s and minorities’ outlook when they opt to confront expressions of bias

The role of perceived self-efficacy in the development of musical ability: what can the study of successful musicians tell us about teaching music to able children?

The role of perceived self-efficacy is important to human social development and to learning in general, but how it relates to music talent development is not well understood. This article explores the concept of perceived self-efficacy as it relates to the development of musical talent by considering what is meant by the concepts of high ability in music and self-efficacy, and by discussing the results of interviews with successful professional musicians. The interview data suggest the need for four aspects of self-efficacy to be present in order to fully develop talent: individual judgement of capability; a belief that outcomes are tied to individual actions; self-regulation of activities related to learning; and persistence in the face of difficulties. The implications of this for music teaching are also discussed

High-sensitivity troponin I concentrations are a marker of an advanced hypertrophic response and adverse outcomes in patients with aortic stenosis

Aims: High-sensitivity cardiac troponin I (cTnI) assays hold promise in detecting the transition from hypertrophy to heart failure in aortic stenosis. We sought to investigate the mechanism for troponin release in patients with aortic stenosis and whether plasma cTnI concentrations are associated with long-term outcome. Methods and results: Plasma cTnI concentrations were measured in two patient cohorts using a high-sensitivity assay. First, in the Mechanism Cohort, 122 patients with aortic stenosis (median age 71, 67% male, aortic valve area 1.0 ± 0.4 cm2) underwent cardiovascular magnetic resonance and echocardiography to assess left ventricular (LV) myocardial mass, function, and fibrosis. The indexed LV mass and measures of replacement fibrosis (late gadolinium enhancement) were associated with cTnI concentrations independent of age, sex, coronary artery disease, aortic stenosis severity, and diastolic function. In the separate Outcome Cohort, 131 patients originally recruited into the Scottish Aortic Stenosis and Lipid Lowering Trial, Impact of REgression (SALTIRE) study, had long-term follow-up for the occurrence of aortic valve replacement (AVR) and cardiovascular deaths. Over a median follow-up of 10.6 years (1178 patient-years), 24 patients died from a cardiovascular cause and 60 patients had an AVR. Plasma cTnI concentrations were associated with AVR or cardiovascular death HR 1.77 (95% CI, 1.22 to 2.55) independent of age, sex, systolic ejection fraction, and aortic stenosis severity. Conclusions: In patients with aortic stenosis, plasma cTnI concentration is associated with advanced hypertrophy and replacement myocardial fibrosis as well as AVR or cardiovascular death

Is education a fundamental right? People's lay theories about intellectual potential drive their positions on education

Does every child have a fundamental right to receive a high quality education? We propose that people’s beliefs about whether “nearly everyone” or “only some people” have high intellectual potential drive their positions on education. Three studies found that the more people believed that nearly everyone has high potential, the more they viewed education as a fundamental human right. Further, people who viewed education as a fundamental right, in turn, (1) were more likely to support the institution of free public education; (2) were more concerned upon learning that students in the country were not performing well academically compared to students in peer nations; and (3) were more likely to support redistributing educational funds more equitably across wealthier and poorer school districts. The studies show that people’s beliefs about intellectual potential can influence their positions on education, which can affect the future quality of life for countless students

Implicit theories of emotion shape regulation of negative affect

Mental contrasting of a desired future with the present reality strengthens the link between expectations and goal pursuit: The higher expectations of success, the more people engage in goal pursuit; the lower expectations of success, the more people let go or disengage from goal pursuit. In three studies, we tested if mental contrasting increases the link between expectations and goal pursuit by affecting the strength of mental associations between future and reality. We used lexical decision tasks to measure the strength of associations between future and reality for different domains of goal pursuit (i.e., interpersonal relations, achievement), and compared results in the mental contrasting condition to relevant control conditions (i.e., reverse contrasting and content control). In the mental contrasting condition but not in the control conditions emerged a strong link between expectations of success and the strength of associations between future and reality (Study 1, 2). The strength of associations between future and reality in turn mediated the link between expectations and self-reported as well as other-rated goal pursuit in the mental contrasting condition (Study 1, 2). Finally, the link between expectations and the strength of associations between future and reality in the mental contrasting condition vanished when the goal was attained (Study 3). Taken together, these results suggest that strength of future–reality associations are a mechanism specific to mental contrasting effects on goal pursuit

Aortic valve stenosis-multimodality assessment with PET/CT and PET/MRI

Aortic valve disease is the most common form of heart valve disease in developed countries and a growing healthcare burden with an ageing population. Transthoracic and transoesophageal echocardiography remains central to the diagnosis and surveillance of patients with aortic stenosis, providing gold standard assessments of valve haemodynamics and myocardial performance. However, other multimodality imaging techniques are being explored for the assessment of aortic stenosis, including combined PET/CT and PET/MR. Both approaches provide unique information with respect to disease activity in the valve alongside more conventional anatomic assessments of the valve and myocardium in this condition. This review investigates the emerging use of PET/CT and PET/MR to assess patients with aortic stenosis, examining how the complementary data provided by each modality may be used for research applications and potentially in future clinical practice

Who says we are bad people? The impact of criticism source and attributional content on responses to group-based criticism.

addresses: University of Exeter, UK. [email protected]: Journal Article; Randomized Controlled Trial; Research Support, Non-U.S. Gov'tCopyright © 2010 SAGE Publications. Author's draft version; post-print. Final version published by Sage available on Sage Journals Online http://online.sagepub.com/We investigated the interplay between the source of criticism and the attributional content of their message on behavioral responses to group-based criticism. Studies 1 and 2 revealed that outgroup critics were more effective when their criticism included internal attributions (to the ingroup's character) rather than external attributions (the ingroup's circumstances), whereas there was no effect of attributional content for ingroup critics (a significant Source x Content interaction). Study 3 explored the role of audiences in responses to outgroup criticism. The results indicated that the positive effects of internal versus external attributions were only evident when an outgroup audience was witness to participants' responses. Furthermore, these effects were mediated through concerns about the ingroup's image. Together, these patterns suggest that responses to criticism depend not just on the identity of the critic but also on what the critic says and who is watching. People may be surprisingly responsive to outgroup criticism-particularly when inaction might lead others to perceive them as "bad people.