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Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019-2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex-matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.

Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf’s eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf’s eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students’ learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons.

People often display essentialist biases, which can lead them to underestimate within-species variability. This bias is especially pronounced when traits are described as advantageous for survival. However, it is unclear whether this bias is limitedto the specified trait or encompasses complex trait interactions. We used Markov Chain Monte Carlo with People (MCMCp) to analyze people's representations of biological variability, using ladybeetles as a model species. Participants either received contextual information about the benefits of ladybeetle color for survival, or survival-irrelevant information. Overall, participants held consistent beliefs about ladybeetle features,but those with survival-relevant context produced lighter and larger ladybeetles; this difference was consistent with survey responses. However, we found no significant interaction between MCMCp variability and essentialism scores, given our context manipulation. We discuss potential explanations for these results and highlight advantages of MCMCp for assessing biological variability, particularly when studying the development of essentialist biases.

Do children think of genetic inheritance as deterministic or probabilistic? In two novel tasks, children viewed the eye colors of animal parents and judged and selected possible phenotypes of offspring. Across three studies (N = 353, 162 girls, 172 boys, 2 non-binary; 17 did not report gender) with predominantly White U.S. participants collected in 2019-2021, 4- to 12-year-old children showed a probabilistic understanding of genetic inheritance, and they accepted and expected variability in the genetic inheritance of eye color. Children did not show a mother bias but they did show two novel biases: perceptual similarity and sex-matching. These results held for unfamiliar animals and several physical traits (e.g., eye color, ear size, and fin type), and persisted after a lesson.

Do adults think about genetic inheritance as a deterministic or probabilistic process? Do adults display systematic biases when reasoning about genetic inheritance? Knowing how adults think about genetic inheritance is valuable, both for understanding the developmental end point of these concepts and for identifying biases that persist even after formal education. In two studies, we examined adults' reasoning about genetic inheritance for familiar animals (Study 1) and unfamiliar animals (Study 2). First, participants were presented with animals that varied in eye color and were asked to judge whether each could be the offspring of a particular set of animal parents that had either the same or different eye colors. The potential offspring had eye colors that were either identical to the parents, blended the parents' eye colors, or differed from the parents. Next, participants predicted how six offspring of the animal parents would look. Participants judged a variety of choices as possible-not only the ones resembling the parents-suggesting that they thought genetic inheritance was a probabilistic process. Additionally, many participants thought that female offspring would look more like their mothers and male offspring would look more like their fathers. Thus, systemic biases in reasoning about inheritance persist into adulthood. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Genetic inheritance is a fundamental biological concept that is critical to understanding more advanced biological concepts. Diagrams are frequently used to aid learning in biology, though their presentation varies greatly. We examined teachers’ expectations about how different types of diagrams would influence learning outcomes. We chose representative diagrams based on our previous analysis of inheritance diagrams, focusing on features like detailedness, label usage, and diagram type (pedigree vs Punnett square). Science teachers (K-12) were asked to rate how well their students would learn from the presented diagrams in an online survey. Overall, teachers rated the diagrams highly. Most teachers believed Punnett squares would be more beneficial to students than pedigrees. Diagrams with labels and greater detail were also rated higher. We will discuss how these findings relate to previous research on diagram-based learning in science and the prevalence of preferred diagrams in educational materials.

Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students' intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future.

Within-species variability is a fundamental biological concept, essential in understanding advanced concepts like evolution. Students formally encounter variability in their study of genetics in 4th grade; however, children’s cognitive biases can constrain their learning of variability. Diagrams are often used to facilitate learning of biological concepts, so it is important to understand how genetic inheritance diagrams depict variability. We analyzed 647 diagrams collected from textbooks and websites to examine how much variation diagrams present. We coded (1) depictions of within-species variability, and (2) other perceptual features implicated in learning (e.g., concreteness, richness). Preliminary findings indicate that many diagrams depict some within-species variability. Additionally, most diagrams used abstract representations of organisms and traits, which research suggests may be less optimal for younger students’ learning but may encourage transfer in older students. We will discuss how diagram features may reinforce children’s cognitive biases and may influence students’ learning of inheritance and variability.

Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf’s eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf’s eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students’ learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons.

A breath of research has investigated how characteristics of visualizations and characteristics of texts influence learningand generalization. Given that students integrate information from visualizations and text, we investigate how the char-acteristics of the text depends on characteristics of the visualization. We focus on two characteristics of visualizations(perceptual richness, and whether they display variability), and one characteristic of the text (use of generic language). Wefound that the majority of visualization were detailed photographs and do not display variability. Most of the text usedgeneric language, but we found that some visualizations qualified these generic statements with more specific phrases.The use of generic was more common for visualizations that display variability and photographs. Our study highlightsthe importance of investigating what students are normally exposed to and suggest that future research on multi-medialearning should place close attention to the characteristics of the text that accompany the visualization.

Low-spin states in the neutron-rich, N=90 nuclide Ba146 were populated following β decay of Cs146, with the goal of clarifying the development of deformation in barium isotopes through delineation of their nonyrast structures. Fission fragments of Cs146 were extracted from a 1.7-Ci Cf252 source and mass selected using the CAlifornium Rare Ion Breeder Upgrade (CARIBU) facility. Low-energy ions were deposited at the center of a box of thin β detectors, surrounded by a highly efficient high-purity Ge array. The new Ba146 decay scheme now contains 31 excited levels extending up to ∼2.5 MeV excitation energy, double what was previously known. These data are compared to predictions from the interacting boson approximation (IBA) model. It appears that the abrupt shape change found at N=90 in Sm and Gd is much more gradual in Ba and Ce, due to an enhanced role of the γ degree of freedom.

Low-spin states in the neutron-rich, N=90 nuclide Ba146 were populated following β decay of Cs146, with the goal of clarifying the development of deformation in barium isotopes through delineation of their nonyrast structures. Fission fragments of Cs146 were extracted from a 1.7-Ci Cf252 source and mass selected using the CAlifornium Rare Ion Breeder Upgrade (CARIBU) facility. Low-energy ions were deposited at the center of a box of thin β detectors, surrounded by a highly efficient high-purity Ge array. The new Ba146 decay scheme now contains 31 excited levels extending up to ∼2.5 MeV excitation energy, double what was previously known. These data are compared to predictions from the interacting boson approximation (IBA) model. It appears that the abrupt shape change found at N=90 in Sm and Gd is much more gradual in Ba and Ce, due to an enhanced role of the γ degree of freedom.