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Objective: Sexual assault (SA) perpetration remains prevalent among young men, and emotion regulation (ER) is a prominent contributor to sexual assault perpetration among young men experiencing anger or sexual arousal. However, little is known about the specific ER strategies which men use when perpetrating. Thus, the present study used latent profile analysis to group men into profiles based on their in-the-moment use of several ER strategies during two hypothetical sexual situations: one which induced anger and another which induced sexual arousal. Method: In total, 187 single, young, and heterosexually active men from the United States provided responses to an online study, in which they projected themselves into two hypothetical sexual scenarios and answered questions regarding their use of ER strategies and intentions to perpetrate sexual assault after their hypothetical partner indicated she did not consent. Results: Participants were grouped into four profiles based on their use of different ER strategies. Men in the "high acting with awareness, low resignation" profile reported lower perpetration intentions than men in the "low acting with awareness" or "moderate all strategies" profiles following both scenarios. Conclusions: Men in the "high acting with awareness, low resignation" profile may have reported lower perpetration intentions because of the reduced cognitive load associated with acting with awareness relative to other ER strategies, and the increased self-efficacy to avoid sexual aggression associated with low resignation. Thus, future research should replicate the results with this profile in other contexts to determine its feasibility and effectiveness for reducing sexual assault in future interventions. [ABSTRACT FROM AUTHOR]

Current initiatives to transform undergraduate STEM education in the United States advocate for the use of multidimensional learning, wherein instruction provides opportunities for students to gain competency with fundamental or cross-disciplinary concepts and practices. To achieve this goal, the discipline-based education research (DBER) community is drawing on theories and approaches from the cognitive sciences to better understand how instructional choices may influence student cognition and performance. In this study, we investigate the extent to which adding visual representation to exam questions may alter the cognitive demand placed on the learner, thereby affecting exam performance. Exam questions were crafted in pairs – one form embedded some necessary information within a visual representation, while the other comprised only text – and distributed on exams across an undergraduate molecular life sciences curriculum. Comparison of analogous questions indicates that visual representation does affect performance on most questions; however, the nature of that effect depends on other features (e.g., format, cognitive level) of the task. Adding a visual representation to difficult open-response questions often decreased performance further, while adding a representation to similarly difficult forced-response items was more likely to increase performance. Drawing on cognitive theories of learning, we rationalize how the presence and interactivity of these elements may affect the cognitive load of the task and working memory efficiency. The findings of this study have implications for instructors regarding the design and interpretation of student assessments and call on researchers for deeper investigation of the relationship between student cognition and multidimensional assessments. [ABSTRACT FROM AUTHOR]

In response to the COVID-19 pandemic, most U.S. medical schools acutely transitioned from regimented in-person learning to highly flexible virtual asynchronous learning. This transition at our medical school provided a unique opportunity to evaluate if and how students adapted their academic and personal lives in response. Medical students in a single class that made this transition were retrospectively provided with 24-hour diaries for three periods – one shortly before the transition, a second early in the transition, and third several months into the transition – and asked to select the academic or personal activities done in each hour. The percentage of medical students performing each activity each hour was analyzed, as was the time spent on each activity per day, and per morning, afternoon, per evening within the day. Overall study time did not change in either virtual period but shifted significantly to the morning (6 AM to 12 PM). Time spent studying in groups fell significantly during both virtual periods, concordant with a significant increase in alone study time in the early virtual period. Early in the transition to virtual learning, students replaced in-person didactics with online faculty lectures; several months later in virtual learning, they had replaced online faculty lectures with commercial products. There was no significant change in time spent on specific personal activities. Consistent with extensive constraints imposed by the heavy cognitive load of a medical school curriculum, students did not significantly change their overall study time and any self-care-related activities in the transition to virtual learning. However, transitioning to virtual learning allowed our students to adapt their study strategies, i.e. reducing group study time and increasing lone studying time. Furthermore, students shifted studying time to the morning to optimize the management of the cognitive task-load they faced. [ABSTRACT FROM AUTHOR]

The resource depletion model proposes that self-control is a limited resource that may become depleted after repeated use. This study aimed to improve our understanding of the correlates of resource depletion in parents, examine the association between resource depletion and use of coercive food parenting practices, and explore the relationship between resource depletion and stress. Children aged 5–9 and their parents (n = 631 dyads) were recruited from primary care clinics in a large metropolitan area in the United States in 2016–2019. Ecological momentary assessment was carried out over seven days with parents. Frequency tabulations and descriptive statistics were calculated to examine the overall, between-participant, and within-participant frequency of resource depletion, stress, and coercive food parenting practices. Resource depletion was higher among mothers (as compared to fathers) and native born participants (as compared to immigrants). Resource depletion was found to decrease significantly with each increase in household income level and perceived co-parenting support was negatively associated with resource depletion. Greater resource depletion earlier in the day was positively associated with coercive food parenting practices (e.g., food restriction, pressure-to-eat) at dinner the same night. Further, prior day resource depletion was associated with greater pressure-to-eat the next day. Parents with lower chronic stress were found to engage in pressuring when experiencing higher depletion. Clinicians and public health professionals should be aware of the role the resource depletion can play in parent's use of specific food parenting practices and seek to provide parents with the support they need to manage the cognitive load they are experiencing. [ABSTRACT FROM AUTHOR]

• Pattern learning depends on the variability of the concrete pattern materials. • Children seeing the same materials across training had an initial advantage. • Children seeing variable materials across training performed best overall. • Variable materials may allow children to extract common structures across examples. Concrete materials (e.g., pictures, objects) are believed to be helpful with learning, but not in all circumstances. Variability in these materials (i.e., using different materials vs. the same materials) could be an important factor. We compared how variability in concrete images influenced children's learning about repeating patterns (e.g., ABBABBABB). A total of 87 children aged 4 to 6 years from the United States (75% White; 44% female) completed an experiment via Zoom in which they received brief pattern training. Children were randomly assigned into Low, Medium, and High Variability training conditions, which differed in terms of whether the same materials were used over and over or they varied in their perceptual features. Children in the Low Variability condition performed better at the beginning of training, but this trend ultimately reversed. Children in the High Variability condition performed best by the end of training and on the posttest. Using variable materials may allow children to extract common structures across instances. [ABSTRACT FROM AUTHOR]

Smartphone possession is on the rise in the United States, and their presence may have detrimental effects in face-to-face (f2f) interactions. Two potential theories were explored: expectation violation theory, which suggests that smartphone presence in a conversation could lead to negative social evaluations, and cognitive load theory, which suggests that smartphone use during f2f conversations could be a distraction. Participants engaged in a scripted dyadic conversation scenario with a confederate, where the confederate did or did not appear to use a smartphone during the conversation, and/or the participant did or did not use a smartphone for a simultaneous texting task. In each condition, participants were asked to socially evaluate their confederate partner's conversation behavior and perform a conversation recognition task. As predicted, participants had more negative social evaluations for behaviors of confederate partners using their smartphones (ηp² = .07) and scored lower on the recognition task (ηp² = .22) when engaged in their own smartphone use. Results of this study suggest social and cognitive rationales for not using smartphones in f2f interactions and encourage continued research on the effects smartphones may have in different f2f interactions. [ABSTRACT FROM AUTHOR]

Background: The task complexity involved in connecting to telehealth video visits may disproportionately impact health care access in populations already experiencing inequities. Human intermediaries can be a strategy for addressing health care access disparities by acting as technology helpers to reduce the cognitive load demands required to learn and use patient-facing telehealth technologies., Objective: We conducted a cognitive load theory-informed pilot intervention involving warm accompaniment telehealth helping sessions with patients at a Federally Qualified Health Center (FQHC). We demonstrate how to design and report recruitment methods, reach, delivery process, and the preliminary impact of a novel equity-focused intervention., Methods: Early into the COVID-19 pandemic a telehealth helping session was offered to patients at FQHC via phone. Graduate students led the sessions on conducting a telehealth video test run or helping with patient portal log-in. They systematically recorded their recruitment efforts, intervention observations, and daily reflection notes. Following the intervention, we asked the intervention participants to participate in an interview and all patients who had telehealth visits during and 4 weeks before and after the intervention period to complete a survey. Electronic health records were reviewed to assess telehealth visit format changes. Descriptive and inferential statistical analyses of the recruitment records, electronic health record data, and surveys were performed. Through integrative analysis, we developed process-related themes and recommendations for future equity-focused telehealth interventions., Results: Of the 239 eligible patients, 34 (14.2%) completed the intervention and 3 (1.2%) completed subsequent interviews. The intervention participants who completed the survey (n=15) had lower education and less technological experience than the nonintervention survey participants (n=113). We identified 3 helping strategies for cognitive load reduction: providing step-by-step guidance for configuring and learning, building rapport to create confidence while problem-solving, and being on the same page to counter informational distractions. Intervention participants reported increased understanding but found that learning the video visit software was more difficult than nonintervention participants. A comparison of visit experiences did not find differences in difficulty (cognitive load measure) using telehealth-related technologies, changes to visit modality, or reported technical problems during the visit. However, the intervention participants were significantly less satisfied with the video visits., Conclusions: Although a limited number of people participated in the intervention, it may have reached individuals more likely to need technology assistance. We postulate that significant differences between intervention and nonintervention participants were rooted in baseline differences between the groups' education level, technology experience, and technology use frequency; however, small sample sizes limit conclusions. The barriers encountered during the intervention suggest that patients at FQHC may require both improved access to web-based technologies and human intermediary support to make telehealth video visits feasible. Future large, randomized, equity-focused studies should investigate blended strategies to facilitate video visit access., (©Marcy G Antonio, Alicia Williamson, Vaishnav Kameswaran, Ashley Beals, Elizabeth Ankrah, Shannon Goulet, Yucen Wang, Grecia Macias, Jade James-Gist, Lindsay K Brown, Sage Davis, Srijanani Pillai, Lorraine Buis, Tawanna Dillahunt, Tiffany C Veinot. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 01.02.2023.)

The current threat of global terrorism has sparked a renewed interest in the development of more effective methods for the detection of deception. In the United States, the American Psychological Association (APA)--spurred by torture allegations involving terrorist suspects--established guidelines for professional practice regarding investigative methods that could be conceptualized as coercive. As affirmed by APA, psychological research can play an active and ethical role in the development of standardized methods for the detection of deception. Instead of focusing on external sources of terrorism, this conceptual paper argues for programmatic research on insider threats, specifically risks to national security posed by government and other employees. In briefly reviewing deception research, recent investigations of cognitive loads and deceptions hold particular promise, especially studies that systematically manipulate levels of cognitive load. These methods can be extended to collateral sources, further minimizing ethical concerns while broadening the scope of deception investigation. [ABSTRACT FROM AUTHOR]

The ability to accurately detect deception is a skill that many law enforcement professionals think they possess, but often, they do not-at least, not at a rate much greater than that of chance. Of course, having this skill would be incredibly valuable in police work, as well as in life in general. In the following article, the author presents an overview of the subtle, subconscious, nonverbal cues that deceptive people reveal as they try to relieve their own discomfort caused by their lies. The author explains briefly the physiological basis of some nonverbal elements such as kinesics, paralanguage, and microexpressions (Ekman, 2009). And, she concludes with some tips to help law enforcement professionals more accurately and reliably detect deception. [ABSTRACT FROM AUTHOR]

Background: Electronic health record (EHR) usability and physician task load both contribute to physician professional burnout. The association between perceived EHR usability and workload has not previously been studied at a national level. Better understanding these interactions could give further information as to the drivers of extraneous task load., Objective: This study aimed to determine the relationship between physician-perceived EHR usability and workload by specialty and evaluate for associations with professional burnout., Methods: A secondary analysis of a cross-sectional survey of US physicians from all specialties was conducted from October 2017 to March 2018. Among the 1250 physicians invited to respond to the subsurvey analyzed here, 848 (67.8%) completed it. EHR usability was assessed with the System Usability Scale (SUS; range: 0-100). Provider task load (PTL) was assessed using the mental demand, physical demand, temporal demand, and effort required subscales of the National Aeronautics and Space Administration Task Load Index (range: 0-400). Burnout was measured using the Maslach Burnout Inventory., Results: The mean scores were 46.1 (SD 22.1) for SUS and 262.5 (SD 71.7) for PTL. On multivariable analysis adjusting for age, gender, relationship status, medical specialty, practice setting, hours worked per week, and number of nights on call per week, physician-rated EHR usability was associated with PTL, with each 1-point increase in SUS score (indicating more favorable) associated with a 0.57-point decrease in PTL score (P<.001). On mediation analysis, higher SUS score was associated with lower PTL score, which was associated with lower odds of burnout., Conclusions: A strong association was observed between EHR usability and workload among US physicians, with more favorable usability associated with less workload. Both outcomes were associated with the odds of burnout, with task load acting as a mediator between EHR usability and burnout. Improving EHR usability while decreasing task load has the potential to allow practicing physicians more working memory for medical decision making and patient communication., (©Edward R Melnick, Elizabeth Harry, Christine A Sinsky, Liselotte N Dyrbye, Hanhan Wang, Mickey Todd Trockel, Colin P West, Tait Shanafelt. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 22.12.2020.)

Since 1997, when the U.S. Food and Drug Administration first allowed prescription drug companies to release ads directly targeting the public, direct-to-consumer (DTC) advertising has become an integral part of the pharmaceutical industry marketing toolkit, reaching over $4 billion in 2005. In an experiment where cognitive load, a task that requires the investment of a subject's memory in an unrelated task; source credibility; and advertising appeal type (affective or cognitive) were manipulated, attitude toward the ad was measured for a print DTC meningitis vaccine ad. Main effect results for source credibility and advertising appeal type on attitude toward the ad were found, and interactions between manipulated variables were apparent when the individual difference variables related to a specific illness (vaccination history, living in a dorm, family members or friends who had suffered the illness) were taken into account.