Kindergarteners and adults learn fraction-rules in a categorization task

Both children and adults can learn new categories when presented with a rule about a perceptual feature. Likecategorization, numerical abstraction requires the ability to ignore irrelevant (non-numeric) perceptual features when makingdecisions about relevant (numeric) features. The present study fuses these two lines of research by training 5-7 year oldsand adults in a categorization task, in which they must form a rule about a fraction-based category. Can children form thismathematical category readily? Will they be able to do so without any formal instruction? How does this ability developor change across the lifespan? We find that young children and adults readily form fraction-based categories, indicating thatchildren can think about proportional information prior to formal schooling. Additionally, an ability to map between visual andsymbolic representations aided both children and adults in this numeric categorization task, with children showing additionalgains in traditional fraction knowledge

The small-large divide: The development of infant abilities to discriminate small from large sets

Thesis advisor: Sara CordesThesis advisor: Ellen WinnerEvidence suggests that humans and non-human animals have access to two distinct numerical representation systems: a precise "object-file" system used to visually track small quantities (<4) and an approximate, ratio-dependent analog magnitude system used to represent all natural numbers. Although many studies to date indicate that infants can discriminate exclusively small sets (e.g., 1 vs. 2, 2 vs. 3) or exclusively large sets (4 vs. 8, 8 vs. 16), a robust phenomenon exists whereby they fail to compare sets crossing this small-large boundary (2 vs. 4, 3 vs. 6) despite a seemingly favorable ratio of difference between the two set sizes. Despite these robust failures in infancy (up to 14 months), studies suggest that 3-year old children no longer encounter difficulties comparing small from large sets, yet little work has explored the development of this phenomenon between 14 months and 3 years of age. The present study investigates (1) when in development infants naturally overcome this inability to compare small vs. large sets, as well as (2) what factors may facilitate this ability: namely, perceptual variability and/or numerical language. Results from three cross-sectional studies indicate that infants begin to discriminate between small and large sets as early as 17 months of age. Furthermore, infants seemed to benefit from perceptual variability of the items in the set when making these discriminations. Moreover, although preliminary evidence suggests that a child's ability to verbally count may correlate with success on these discriminations, simply exposure to numerical language (in the form of adult modeling of labeling the cardinality and counting the set) does not affect performance.Thesis (PhD) — Boston College, 2015.Submitted to: Boston College. Graduate School of Arts and Sciences.Discipline: Psychology

Comparing Electronic News Media Reports of Potential Bioterrorism-Related Incidents Involving Unknown White Powder to Reports Received by the United States Centers for Disease Control and Prevention and the Federal Bureau of Investigation: U.S.A., 2009–2011†

There have been periodic electronic news media reports of potential bioterrorism-related incidents involving unknown substances (often referred to as “white powder”) since the 2001 intentional dissemination of Bacillus anthracis through the U.S. Postal System. This study reviewed the number of unknown “white powder” incidents reported online by the electronic news media and compared them with unknown “white powder” incidents reported to the U.S. Centers for Disease Control and Prevention (CDC) and the U.S. Federal Bureau of Investigation (FBI) during a 2-year period from June 1, 2009 and May 31, 2011. Results identified 297 electronic news media reports, 538 CDC reports, and 384 FBI reports of unknown “white powder.” This study showed different unknown “white powder” incidents captured by each of the three sources. However, the authors could not determine the public health implications of this discordance

Intraoperative Embolization during Inferior Vena Cava Tumor Thrombectomy for Renal Cell Carcinoma

Intraoperative tumor thrombus embolization is a potentially lethal complication during inferior vena cava (IVC) thrombectomy for renal cell carcinoma (RCC). Intraoperative embolization is uncommonly encountered because IVC thrombectomy surgical technique is focused on avoiding this complication. Nonetheless, early recognition of embolization is essential so that emergent management can be instituted. When available, cardiopulmonary bypass (CPB) and embolectomy should be considered the gold standard for the management of intraoperative embolization. Several novel endovascular techniques are also available for selective use. We present the case of a 71-year-old female with a right renal mass and level II (retrohepatic) IVC tumor thrombus. During cytoreductive nephrectomy and IVC thrombectomy, tumor embolization was diagnosed during a period of hypotension based on transesophageal echocardiographic finding of new thrombus within the right atrium. This prompted sternotomy, CPB, and pulmonary artery embolectomy. The patient survived this embolization event and has a complete response to systemic therapy 9 months postoperatively. This case serves as the framework for a discussion on management considerations surrounding intraoperative embolization during IVC thrombectomy

Implementation and assessment of a novel non-clinical skills curriculum for urology residents

BackgroundUrology is an increasingly competitive specialty that procures a highly selected and clinically excellent cohort of residents. However, other training needs such as leadership and professional development go underrecognized despite an identified need for formal training in these areas. The aim of this study was to implement, evaluate, and pilot a non-clinical skills curriculum, a novel individualized professional development workshop series, at a single institution.MethodsEighteen urology residents (15/year, 3 graduates/year) participated in this study over the course of two academic years. A pre-curriculum needs assessment was completed by 15 residents in Year 1 for purposes of curriculum design. The curriculum itself was a series of 1-hour monthly workshops given by an expert speaker on topics relevant to healthcare delivery, leadership and career promotion across various contexts. Survey-based assessments tracked gains in subject knowledge and satisfaction via a pre-post test design.ResultsThe pre-curriculum needs assessment indicated that trainees desired additional instruction in non-clinical skills (ps&gt;0.1) and endorsed formal teaching to ensure success in their future careers (p&lt;0.001). Trainees reported pre- to post-curriculum gains across each individual learning topic (Mean=20%, p&lt;0.001) with an aggregate increase in subject knowledge of 17% for senior residents and 21% for junior residents (p&lt;0.001).ConclusionA non-clinical skills curriculum implemented as a pilot ‘Hidden Curriculum’ for urology trainees was feasible and resulted in significant gains in non-clinical subject knowledge. Workshops were highly rated and trainees reported high satisfaction with the curriculum

When Less Isn’t More: A Real-World Fraction Intervention Study

Although an understanding of fractions is a critical precursorfor other mathematical concepts, including proportionalreasoning, algebra, and success in STEM fields, surveys ofmathematics education in the United States indicate thatschool-age children lack age-appropriate math skills andproficiency. Thus, understanding the critical precursors offraction knowledge is important for the development ofinstructional materials. The aim of the present study was toexamine whether instructional format affected children’slearning and transfer of fraction concepts, and whetherindividual variables such as executive function and mathknowledge moderated these effects. Six- to 8-year-oldchildren participated in a longitudinal, pre/post test design, inwhich they received a fraction-training intervention.Critically, we manipulated the extent to which real-worldinstruction was grounded in visual vs. symbolicrepresentations. We find that 1 st and 2 nd graders were able tolearn fraction concepts following this intervention, despitehaving no formal fraction education. The extent to which theinstructional stimuli were grounded in visual vs. symbolicrepresentations affected children’s proportional reasoningknowledge in a transfer task, and condition effects weremoderated my children’s working memory and prior mathknowledge. This work has implications for instructionaldesign and curriculum development in the classroom

Data and Stimuli for PLOS ONE article: "Being sticker rich: Numerical context influences children's sharing behavior"

Abstract: Young children spontaneously share resources with anonymous recipients, but little is known about the specific circumstances that promote or hinder these prosocial tendencies. Children (ages 3-11) received a small (12) or large (30) number of stickers, and were then given the opportunity to share their windfall with either one or multiple anonymous recipients (Dictator Game). Whether a child chose to share or not varied as a function of age, but was uninfluenced by numerical context. Moreover, children’s giving was consistent with a proportion-based account, such that children typically donated a similar proportion (but different absolute number) of the resources given to them, regardless of whether they originally received a small or large windfall. The proportion of resources donated, however did vary based on the number of recipients with whom they were allowed to share, such that on average, children shared more when there were more recipients available, particularly when they had more resources, suggesting they take others into consideration when making prosocial decisions. Finally, results indicated that a child’s gender also predicted sharing behavior, with males generally sharing more resources than females. Together, findings suggest that the numerical contexts under which children are asked to share, as well as the quantity of resources that they have to share, may interact to promote (or hinder) altruistic behaviors throughout childhood. The following files are included here: An excel file containing the data for all participant; a JPEG file of the stimuli offered to the participants; and separate JPEG files for each Figure cited within the manuscript

Improving pre-algebraic thinking in preschoolers through patterning

The learning and generalization of patterns is an importantaspect of mathematical thinking, such that the ability toidentify and use patterns early in development predicts futuresuccess in algebra and math. Thus, understanding thecritical factors that facilitate this relational knowledge isimportant for the development of instructional materials andfor curriculum development. The aim of the present studywas to examine the factors that facilitate the learning andtransfer of pattern knowledge. In two experiments, 4- to 6-year-old children participated in a pre-post test design, inwhich they received training on novel patterns. Critically, wemanipulated (1) the language with which children wereexposed to novel patterns during training and (2) theperceptual format in which children were exposed to novelpatterns. We find that 4-6 year old children were able tolearn about novel patterns following this intervention, butfaired best when trained on abstract (“A-B-A”) rather thanconcrete (“red-blue-red”) labels. Furthermore, the extent towhich the training stimuli were grounded in visualrepresentations affected both learning and generalization ofthis newly acquired pattern knowledge. This work hasimplications for instructional design and curriculumdevelopment in the classroom

Distribution of Resources by Gender.

<p>While 3–6 year olds did not differ in the proportion of resources they shared by gender, 7–11 year old males donated a significantly greater proportion of their resources. Error bars indicate standard error.</p

The mean proportion of resources shared (and standard error) in each of the four experimental conditions as a function of age group (means only include children who donated at least one sticker).

<p>The mean proportion of resources shared (and standard error) in each of the four experimental conditions as a function of age group (means only include children who donated at least one sticker).</p