Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning.

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools-and the DIT-2 especially-have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase "ethical decision-making." It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.

Evaluating language models for mathematics through interactions.

There is much excitement about the opportunity to harness the power of large language models (LLMs) when building problem-solving assistants. However, the standard methodology of evaluating LLMs relies on static pairs of inputs and outputs; this is insufficient for making an informed decision about which LLMs are best to use in an interactive setting, and how that varies by setting. Static assessment therefore limits how we understand language model capabilities. We introduce CheckMate, an adaptable prototype platform for humans to interact with and evaluate LLMs. We conduct a study with CheckMate to evaluate three language models (InstructGPT, ChatGPT, and GPT-4) as assistants in proving undergraduate-level mathematics, with a mixed cohort of participants from undergraduate students to professors of mathematics. We release the resulting interaction and rating dataset, MathConverse. By analyzing MathConverse, we derive a taxonomy of human query behaviors and uncover that despite a generally positive correlation, there are notable instances of divergence between correctness and perceived helpfulness in LLM generations, among other findings. Further, we garner a more granular understanding of GPT-4 mathematical problem-solving through a series of case studies, contributed by experienced mathematicians. We conclude with actionable takeaways for ML practitioners and mathematicians: models that communicate uncertainty, respond well to user corrections, and can provide a concise rationale for their recommendations, may constitute better assistants. Humans should inspect LLM output carefully given their current shortcomings and potential for surprising fallibility.

Functional fixedness in chimpanzees.

Differences in the tool use of non-human primates and humans are subject of ongoing debate. In humans, representations of object functions underpin efficient tool use. Yet, representations of object functions can lead to functional fixedness, which describes the fixation on a familiar tool function leading to less efficient problem solving when the problem requires using the tool for a new function. In the current study, we examined whether chimpanzees exhibit functional fixedness. After solving a problem with a tool, chimpanzees were less efficient in solving another problem which required using the same tool with a different function compared to a control group. This fixation effect was still apparent after a period of nine months and when chimpanzees had learned about the function of a tool by observation of a conspecific. These results suggest that functional fixedness in our closest living relatives likely exists and cast doubt on the notion that stable function representations are uniquely human.

Question-asking as a mechanism of information seeking.

Ivancovsky et al. explore the relationship between curiosity and creativity, by suggesting they align through novelty-seeking mechanisms. We argue that a general mechanism linking both capacities together is question-asking: Curiosity drives question-asking that leads to creative problem solving. Yet, current findings from our lab suggest that question complexity relates to creativity, but not necessarily to curiosity, warranting further investigation.

Using structured problem solving to promote fluid consumption in the prevention of urinary stones with hydration (PUSH) trial.

BACKGROUND: Structured Problem Solving (SPS) is a patient-centered approach to promoting behavior change that relies on productive collaboration between coaches and participants and reinforces participant autonomy. We aimed to describe the design, implementation, and assessment of SPS in the multicenter Prevention of Urinary Stones with Hydration (PUSH) randomized trial. METHODS: In the PUSH trial, individuals with a history of urinary stone disease and low urine output were randomized to control versus a multicomponent intervention including SPS that was designed to promote fluid consumption and thereby prevent recurrent stones. We provide details specifically about training and fidelity assessment of the SPS coaches. We report on implementation experiences related to SPS during the initial conduct of the trial. RESULTS: With training and fidelity assessment, coaches in the PUSH trial applied SPS to help participants overcome barriers to fluid consumption. In some cases, coaches faced implementation barriers such as variable participant engagement that required tailoring their work with specific participants. The coaches also faced challenges including balancing rapport with problem solving, and role clarity for the coaches. CONCLUSIONS: We adapted SPS to the setting of kidney stone prevention and overcame challenges in implementation, such as variable patient engagement. Tools from the PUSH trial may be useful to apply to other health behavior change settings in nephrology and other areas of clinical care. TRIAL REGISTRATION: ClinicalTrials.gov Identifier NCT03244189.

Solving Bongard Problems With a Visual Language and Pragmatic Constraints.

More than 50 years ago, Bongard introduced 100 visual concept learning problems as a challenge for artificial vision systems. These problems are now known as Bongard problems. Although they are well known in cognitive science and artificial intelligence, only very little progress has been made toward building systems that can solve a substantial subset of them. In the system presented here, visual features are extracted through image processing and then translated into a symbolic visual vocabulary. We introduce a formal language that allows representing compositional visual concepts based on this vocabulary. Using this language and Bayesian inference, concepts can be induced from the examples that are provided in each problem. We find a reasonable agreement between the concepts with high posterior probability and the solutions formulated by Bongard himself for a subset of 35 problems. While this approach is far from solving Bongard problems like humans, it does considerably better than previous approaches. We discuss the issues we encountered while developing this system and their continuing relevance for understanding visual cognition. For instance, contrary to other concept learning problems, the examples are not random in Bongard problems; instead they are carefully chosen to ensure that the concept can be induced, and we found it helpful to take the resulting pragmatic constraints into account.

[Relationship between Moral Concerns and Problem-Solving Behaviors for Outpatient Nurses Working in Palliative Care Accredited Educational Facilities].

The purpose of this study was to examine the moral concerns and problem-solving behavior for outpatient nurses in palliative cancer care. The target of this study was 284 outpatient nurses(22.9%)out of 1,241 respondents. As a result, it was concluded that outpatient nurses providing palliative cancer care have higher ethical concerns than nurses working in acute care hospitals. In addition, the more moral concerns there were, the more nurses manage their care according to patient's individual circumstances. In the future, it is necessary to provide education on the moral concerns of outpatient nurses and the problem-solving behavior for nurses so that patients in the final stages of life and their families can spend a better time.

A design for life: Predicting cognitive performance from lifestyle choices.

Maintaining cognitive capacity through adulthood has been the target of many recent studies that have examined the influence of lifestyle choices such as exercise, diet, and sleeping habits. Many of these studies have focused on a single factor (e.g., diet) and its effect on cognitive abilities; however, humans make numerous lifestyle choices every single day, many of which interact and influence each other. Here, we investigated whether combinations of lifestyle choices can predict better or worse cognitive performance in the general population, and whether optimal combinations of choices existed depending on the cognitive domain. Specifically, we examined 20 self-reported lifestyle choices, such as playing video games, drinking alcohol, and amount of exercise taken, in a sample of almost 10,000 participants. All participants also completed 12 cognitive tests that have been shown to generate three composite cognitive domain scores pertaining to short-term memory, verbal abilities, and reasoning. Using recursive feature elimination and random forest regression, we were able to explain 9% of the variance in short-term memory scores, 8% of the variance in reasoning scores, and 7% of the variance in verbal ability scores. While the regression model provided predictive power in all three domains, these levels indicate that even when considering a large number of lifestyle choices, there remains a considerable degree of variability in predicting short-term memory, reasoning and verbal abilities. Thus, while some modifiable lifestyle factors may have an impact on cognitive capacity, there likely exists no single optimal design for life.

People see more of their biases in algorithms.

Algorithmic bias occurs when algorithms incorporate biases in the human decisions on which they are trained. We find that people see more of their biases (e.g., age, gender, race) in the decisions of algorithms than in their own decisions. Research participants saw more bias in the decisions of algorithms trained on their decisions than in their own decisions, even when those decisions were the same and participants were incentivized to reveal their true beliefs. By contrast, participants saw as much bias in the decisions of algorithms trained on their decisions as in the decisions of other participants and algorithms trained on the decisions of other participants. Cognitive psychological processes and motivated reasoning help explain why people see more of their biases in algorithms. Research participants most susceptible to bias blind spot were most likely to see more bias in algorithms than self. Participants were also more likely to perceive algorithms than themselves to have been influenced by irrelevant biasing attributes (e.g., race) but not by relevant attributes (e.g., user reviews). Because participants saw more of their biases in algorithms than themselves, they were more likely to make debiasing corrections to decisions attributed to an algorithm than to themselves. Our findings show that bias is more readily perceived in algorithms than in self and suggest how to use algorithms to reveal and correct biased human decisions.

Enhancing Robotic Perception through Synchronized Simulation and Physical Common-Sense Reasoning.

We introduce both conceptual and empirical findings arising from the amalgamation of a robotics cognitive architecture with an embedded physics simulator, aligning with the principles outlined in the intuitive physics literature. The employed robotic cognitive architecture, named CORTEX, leverages a highly efficient distributed working memory known as deep state representation. This working memory inherently encompasses a fundamental ontology, state persistency, geometric and logical relationships among elements, and tools for reading, updating, and reasoning about its contents. Our primary objective is to investigate the hypothesis that the integration of a physics simulator into the architecture streamlines the implementation of various functionalities that would otherwise necessitate extensive coding and debugging efforts. Furthermore, we categorize these enhanced functionalities into broad types based on the nature of the problems they address. These include addressing challenges related to occlusion, model-based perception, self-calibration, scene structural stability, and human activity interpretation. To demonstrate the outcomes of our experiments, we employ CoppeliaSim as the embedded simulator and both a Kinova Gen3 robotic arm and the Open-Manipulator-P as the real-world scenarios. Synchronization is maintained between the simulator and the stream of real events. Depending on the ongoing task, numerous queries are computed, and the results are projected into the working memory. Participating agents can then leverage this information to enhance overall performance.

Teach Design to Surgical Trainees: One Small Step for Surgeons, One Giant Leap for Surgery.

The field of surgery faces complex, systemic challenges that will require new academic frameworks. In this paper, we propose design thinking as a useful problem-solving technique to apply to such challenges. We define design thinking and provide a brief history of this practice. Finally, we offer suggestions to introduce design thinking to surgical trainees, drawing from the experience of innovation programs that have incorporated this technique.

The effects of Urban Identity on Entrepreneurial Choice.

This study investigate how the Urban identity(UI) influence the entrepreneurial choice of the migrants. Drawing on the identity economics theory in combination with microscopic perspective on entrepreneurship, we conclude that the UI increases the odds of self-employment of the migrants by 19.91% after solving endogenous problem in our sample of 126385 individuals from the China Migrants Dynamic Survey. We test the moderating effect of medical insurance and find that the interaction coefficient is positive. This study further reveals that the expanding social networks, improving urban integration, and increasing income are the three main mechanisms through which the UI influences the entrepreneurial choice of the migrants. So, we derive results consistent with our hypotheses. The findings have implications for both the entrepreneurship and national policy literature.

"It is very hard to just accept this" - a qualitative study of palliative care teams' ethical reasoning when patients do not want information.

BACKGROUND: The aim of this study was to explore how palliative care staff reason about the autonomy challenge that arises when a patient who has first said he wants full information appears to change his mind and rejects being informed. METHODS: The study had a qualitative and exploratory design. Participants (physicians, registred nurses, social workers, physiotherapists and occupational therapists) were recruited from palliative care teams in southern Sweden. Six separate focus group interviews with a total number of 33 participants were conducted. The teams were asked to discuss a fictional case of a man who first wants, then rejects, information about his situation. The interviews were audiotaped and transcribed verbatim. Reflexive thematic analysis following Braun and Clarke was undertaken to analyse data. RESULTS: The analysis resulted in three themes: Patients have a right to reject information, Questioning whether this patient WANTS to reject information and There are other values at stake, too. Although participants endorsed a right to reject information, they were unsure whether this right was relevant in this situation, and furthermore felt that it should be balanced against counteracting factors. The effect of such balancing was that participants would aim to find a way to present relevant information to the patient, but in a probing and flexible way. CONCLUSIONS: In their work with dying patients, palliative care staff meet many autonomy challenges. When faced with a choice to withhold information as per a patient's wishes, or to provide information with the patient's best interest in mind, staff find it hard to balance competing values. Staff also find it hard to balance their own interests against a purely professional stance. The overall strategy seems to be to look for caring ways to impart the information.

Investigating low intelligence stereotype threat in adults with developmental dyslexia.

Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.

Students' performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom.

In response to global demands, Uganda's Vision 2040 seeks to transform the country into a modern and prosperous nation by implementing Sustainable Development Goal (SDG) 4, focusing on equitable and quality education. The 21st-century workforce requires individuals who can effectively navigate complex workplace challenges. This dataset was gathered from Form-2 Ugandan secondary school students (aged 12 to 15) across 12 schools in the Sheema District. The dataset comprises three types of data: students' performance in a physics topic (simple machines), their attitudes toward problem-solving and critical thinking when learning physics using Problem-Based Learning (PBL) supplemented by YouTube videos, and classroom observations documented with the reformed teaching observational protocol (RTOP). The intervention of teaching using PBL was executed in 2022, collecting data from 973 lower secondary school students. The intervention involved three approaches: one group (144 students) received PBL along with YouTube videos, another group of 482 students received PBL alone, and a third group (347 students) was taught using the traditional method. This data article explains the study's data creation, collection, and analysis process. The dataset holds significance for secondary school teachers, policymakers, and researchers, offering insights into the impact of PBL with and without ICT resources on learning physics and students' attitudes toward these learner-centered approaches.

Improving mental health in chronic care in general practice: study protocol for a cluster-randomised controlled trial of the Healthy Mind intervention.

BACKGROUND: Mental health issues are common among patients with chronic physical conditions, affecting approximately one in five patients. Poor mental health is associated with worse disease outcomes and increased mortality. Problem-solving therapy (PST) may be a suitable treatment for targeting poor mental health in these patients. This study protocol describes a randomised controlled trial of the Healthy Mind intervention, a general practice-based intervention offering PST to patients with type 2 diabetes and/or ischaemic heart disease and poor mental well-being. METHODS: A stepped-wedge cluster-randomised controlled trial with 1-year follow-up will be conducted in Danish general practice. At the annual chronic care consultation, patients with type 2 diabetes and/or chronic ischaemic heart disease will be screened for poor mental well-being. Patients in the control group will be offered usual care while patients in the intervention group will be offered treatment with PST provided by general practitioners (GPs) or general practice staff, such as nurses, who will undergo a 2-day PST course before transitioning from the control to the intervention group. The primary outcome is change in depressive symptoms after 6 and 12 months. Secondary outcomes include change in mental well-being, anxiety, and diabetes distress (patients with type 2 diabetes) after 6 and 12 months as well as change in total cholesterol levels, low-density lipoprotein (LDL) levels, and blood glucose levels (patients with diabetes) after 12 months. Process outcomes include measures of implementation and mechanisms of impact. We aim to include a total of 188 patients, corresponding to approximately 14 average-sized general practices. DISCUSSION: The Healthy Mind trial investigates the impact of PST treatment for patients with chronic disease and poor mental well-being in general practice. This will be the first randomised controlled trial determining the effect of PST treatment for patients with chronic diseases in general practice. The results of this study will provide relevant insights to aid GPs, and general practice staff manage patients with poor mental well-being. TRIAL REGISTRATION: ClinicalTrials.gov NCT05611112. Registered on October 28, 2022.

Peripheral vision and crowding in mental maze-solving.

Solving a maze effectively relies on both perception and cognition. Studying maze-solving behavior contributes to our knowledge about these important processes. Through psychophysical experiments and modeling simulations, we examine the role of peripheral vision, specifically visual crowding in the periphery, in mental maze-solving. Experiment 1 measured gaze patterns while varying maze complexity, revealing a direct relationship between visual complexity and maze-solving efficiency. Simulations of the maze-solving task using a peripheral vision model confirmed the observed crowding effects while making an intriguing prediction that saccades provide a conservative measure of how far ahead observers can perceive the path. Experiment 2 confirms that observers can judge whether a point lies on the path at considerably greater distances than their average saccade. Taken together, our findings demonstrate that peripheral vision plays a key role in mental maze-solving.

From integers to fractions: The role of analogy in transfer and long-term learning.

Fractions are the gatekeepers to advanced mathematics but are difficult to learn. One powerful learning mechanism is analogy, which builds fraction understanding on a pre-existing foundation of integer knowledge. Indeed, a short intervention that aligned fractions and integers on number lines improved children's estimates of fractions (Yu et al., 2022). The breadth and durability of such gains, however, are unknown, and analogies to other sources (such as percentages) may be equally powerful. To investigate this issue, we randomly assigned 109 fourth and fifth graders to one of three experimental conditions with different analogical sources (integers, percentages, or fractions) or a control condition. During training, children in the experimental conditions solved pairs of aligned fraction number line problems and proportionally-equivalent problems expressed in integers, percentages, or fractions (e.g., 3/8 on a 0-1 number line aligned with 3 on a 0-8 number line). Children in the control group solved fraction number-line problems sequentially. At pretest and a two-week delayed posttest, children completed a broad fraction knowledge battery, including estimation, comparison, categorization, ordering, and arithmetic. Results showed that aligning integers and fractions on number lines facilitated better estimation of fractional magnitudes, and the training effect transferred to novel fraction problems after two weeks. Similar gains were not observed for analogies using percentages. These findings highlight the importance of building new mathematical knowledge through analogies to familiar, similar sources.

The involvement of decomposition and composition processes in restructuring during problem solving.

Decomposition of chunks has been widely accepted as a critical proxy of restructuring, but the role of composition in forming new representations has been largely neglected. This study aims to investigate the roles of both decomposition and composition processes in chunk restructuring, as well as their relationships with "aha" experiences during problem-solving. Participants were asked to move a part of a character to another character to create two new characters. Across three experiments, the characters to be decomposed or composed were varied in terms of tight or loose chunks. The results showed that decomposition or composition of tight chunks led to lower success rates, longer response times, and significantly stronger "Aha!" emotional experiences (mainly in terms of surprise and suddenness). This study provides evidence for the contribution of both decomposition and composition processes to restructuring in creative insight.

The effect of episodic specificity inductions on cognitive tasks involving episodic retrieval: A quantitative review.

A growing body of research suggests that an episodic specificity induction (ESI), that is, training in recalled details of a (recent) past event, impacts performance on subsequent tasks that require episodic retrieval processes. The constructive episodic simulation hypothesis (Schacter and Addis, 2007) posits that various tasks which require, at least partially, episodic retrieval processes rely on a single, flexible episodic memory system. As such, a specificity induction activates that episodic memory system and improves subsequent performance on tasks that require use of that memory system. The present quantitative review analyzed the literature demonstrating that the Episodic Specificity Induction (ESI) improves performance on subsequence cognitive tasks that require (at least partial) episodic retrieval processes. Twenty-three studies met criteria for measuring the impact of ESI, compared to a non-specificity control induction(s), on subsequent tasks requiring edpisodic retrieval, including memory, imagination, problem solving, divergent thinking. The results of this review demonstrate a strong, positive effect of ESI on episodic memory, imagination, divergent thinking, and problem-solving tasks.