Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures.

Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites' approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students' professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students' success in academia and research.

Executive Function and Temperamental Fear Concurrently Predict Deception in School-Aged Children.

The decision to intentionally withhold truthful information, or deception, is a key component of moral development and may be a precursor to more serious anti-social tendencies. Two factors, executive function and temperamental fear are each thought to influence childhood deception. Few studies, however, have explored deception in relation to both of these factors simultaneously. This was the goal of the present study. Executive function, as measured by a working memory task, and temperamental fear, as measured via maternal report were assessed in relation to observed deceptive behavior among 6 - 9-year-old children (N = 43). Results showed that children displaying high working memory capacity and high temperamental fear were more likely to exhibit deceptive behavior. Implications for predictors of childhood deception and applications for moral education are discussed.

Negative affectivity and EEG asymmetry interact to predict emotional interference on attention in early school-aged children.

Negative affectivity (NA) is a broad construct that has been associated with the development of psychopathologies, such as anxiety, and with exaggerated attention to threatening stimuli. EEG asymmetry reflects biological individual differences in emotional reactivity that may underlie the association between NA and attention to threat. The present study included a sample of 31 five-seven year olds (M age in months=74.39, SD=6.57) to test the hypothesis that greater NA, combined with greater right anterior and posterior asymmetries, predicts increased attention interference following threat stimuli. Children completed an executive attention task which presented task-irrelevant threat (angry) and non-threat (neutral) faces prior to each trial. EEG asymmetry was measured at baseline for anterior, anterior-temporal and posterior scalp regions and child NA was measured via maternal report. As predicted, children showing greater NA and greater right anterior-temporal asymmetry showed more attention interference following angry faces. Additionally, two trend-level effects emerged: children showing greater NA and greater left anterior-temporal asymmetry showed less attention interference following angry faces, and children showing greater NA and greater left posterior asymmetry showed less attention interference, but only following neutral faces. Discussion focuses on the utility of using EEG asymmetry in the study of temperament, attentional biases, and the biological processes by which temperament confers risk for psychopathology.

Neural correlates of cognitive reappraisal in children: an ERP study.

Cognitive emotion regulation strategies, such as reappraising the emotional meaning of events, are linked to positive adjustment and are disrupted in individuals showing emotional distress, like anxiety. The late positive potential (LPP) is sensitive to reappraisal: LPP amplitudes are reduced when unpleasant pictures are reappraised in a positive light, suggesting regulation of negative emotion. However, only one study has examined reappraisal in children using the LPP. The present study examined whether directed reappraisals reduce the LPP in a group of 5- to 7-year-olds, and correlate with individual differences in fear and anxiety. EEG was recorded from 32 typically developing children via 64 scalp electrodes during a directed reappraisal task. Mothers reported on child anxiety. Fearful behavior was observed. As predicted, LPP amplitudes were larger to unpleasant versus neutral pictures;counter to predictions, the LPP was not sensitive to reappraisal. The degree to which unpleasant versus neutral pictures elicited larger LPPs was correlated with greater anxiety and fear. Results suggest that reappraisal in young children is still developing, but that the LPP is sensitive to individual differences related to fear and anxiety. The utility of the LPP as a measure of cognitive emotion regulation and emotional processing biases in children is discussed.

Emotional picture processing in children: an ERP study.

The late positive potential (LPP) reflects increased attention to emotional versus neutral stimuli in adults. To date, very few studies have examined the LPP in children, and whether it can be used to measure patterns of emotional processing that are related to dispositional mood characteristics, such as temperamental fear and anxiety. To examine this question,39 typically developing 5­7 year olds (M age in months = 75.27, SD = 5.83) passively viewed complex emotional and neutral pictures taken from the International Affective Picture System.Maternal report of temperamental fear and anxiety was obtained and fearful behavior during an emotional challenge was observed. As documented in adults, LPP amplitudes to pleasant and unpleasant stimuli were larger than to neutral stimuli, although some gender differences emerged. Larger LPP amplitude differences between unpleasant and neutral stimuli were associated with greater observed fear. The LPP as a measure of individual differences in emotional processing is discussed.

Frontal EEG and emotion regulation: electrocortical activity in response to emotional film clips is associated with reduced mood induction and attention interference effects.

Frontal EEG activity is thought to reflect affective dispositions, but may also reflect the emotional demands of a specific context combined with the capability to regulate emotions in that context. The present study examined this hypothesis by testing whether frontal EEG activity during mood inductions versus a resting baseline predicted emotion regulation. EEG was recorded while participants (N=66, 40 females) received a fearful, sad, or neutral mood induction. Emotion regulation was measured following the mood inductions as self-reported change in negative mood and as attention interference in a task with mood-congruent emotional distracters. Greater frontal EEG activity during the mood inductions versus baseline was associated with more effective emotion regulation: less post-induction sadness and anxiety and reduced mood-congruent attention interference effects. Effects did not differ between the left and right hemispheres. Results support the hypothesis that frontal EEG activity reflects both emotional context and emotion-regulatory capabilities.