An appropriate sleep environment is critical to achieve adequate quality and quantity of sleep. General sleep hygiene recommendations suggest that individuals should maintain a cool, dark, quiet ...sleep environment. Our goal was to conduct a review of the evidence surrounding the optimal characteristics for the sleep environment in the categories of noise, temperature, lighting, and air quality in order to provide specific recommendations for each of these components. We found that all forms of noise in the sleep environment should be reduced to below 35 dB. The optimal ambient temperature varies based on humidity and the bedding microclimate, ranging between 17 and 28 °C at 40–60% relative humidity. Complete darkness is optimal for sleep and blue light should be avoided during the sleep opportunity. Sea level air quality, with ventilation is optimal for sleep and supplemental oxygen is a useful countermeasure for improving sleep quality at altitude. Architectural design that incorporates these elements into bedroom design may improve sleep quality among inhabitants of such environments.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK, ZRSKP
The current research investigates how prior preferences affect causal learning. Participants were tasked with repeatedly choosing policies (e.g., increase vs. decrease border security funding) in ...order to maximize the economic output of an imaginary country and inferred the influence of the policies on the economy. The task was challenging and ambiguous, allowing participants to interpret the relations between the policies and the economy in multiple ways. In three studies, we found evidence of motivated reasoning despite financial incentives for accuracy. For example, participants who believed that border security funding should be increased were more likely to conclude that increasing border security funding actually caused a better economy in the task. In Study 2, we hypothesized that having neutral preferences (e.g., preferring neither increased nor decreased spending on border security) would lead to more accurate assessments overall, compared to having a strong initial preference; however, we did not find evidence for such an effect. In Study 3, we tested whether providing participants with possible functional forms of the policies (e.g., the policy takes some time to work or initially has a negative influence but eventually a positive influence) would lead to a smaller influence of motivated reasoning but found little evidence for this effect. This research advances the field of causal learning by studying the role of prior preferences, and in doing so, integrates the fields of causal learning and motivated reasoning using a novel explore‐exploit task.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Motivated reasoning occurs when we reason differently about evidence that supports our prior beliefs than when it contradicts those beliefs. Adult participants (N = 377) from Amazon's Mechanical Turk ...(MTurk) system completed written responses critically evaluating strengths and weaknesses in a vignette on the topic of anthropogenic climate change (ACC). The vignette had two fictional scientists present prototypical arguments for and against anthropogenic climate change that were constructed with equally flawed and conflicting reasoning. The current study tested and found support for three main hypotheses: cognitive style, personality, and ideology would predict both motivated reasoning and endorsement of human caused climate change; those who accept human-caused climate change will be less likely to engage in biased reasoning and more likely to engage in objective reasoning about climate change than those who deny human activity as a cause of climate change. (144 words)
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Over the course of training, physicians develop significant knowledge and expertise. We review dual-process theory, the dominant theory in explaining medical decision making: physicians use both ...heuristics from accumulated experience (System 1) and logical deduction (System 2). We then discuss how the accumulation of System 1 clinical experience can have both positive effects (e.g., quick and accurate pattern recognition) and negative ones (e.g., gaps and biases in knowledge from physicians’ idiosyncratic clinical experience). These idiosyncrasies, biases, and knowledge gaps indicate a need for individuals to engage in appropriate training and study to keep these cognitive skills current lest they decline over time. Indeed, we review converging evidence that physicians further out from training tend to perform worse on tests of medical knowledge and provide poorer patient care. This may reflect a variety of factors, such as specialization of a physician’s practice, but is likely to stem at least in part from cognitive factors. Acquired knowledge or skills gained may not always be readily accessible to physicians for a number of reasons, including an absence of study, cognitive changes with age, and the presence of other similar knowledge or skills that compete in what is brought to mind. Lastly, we discuss the cognitive challenges of keeping up with standards of care that continuously evolve over time.
Until recently, physicians in the USA who were board-certified in a specialty needed to take a summative test every 6–10 years. However, the 24 Member Boards of the American Board of Medical ...Specialties are in the process of switching toward much more frequent assessments, which we refer to as
longitudinal assessment
. The goal of longitudinal assessments is to provide formative feedback to physicians to help them learn content they do not know as well as serve an evaluation for board certification. We present five articles collectively covering the science behind this change, the likely outcomes, and some open questions. This initial article introduces the context behind this change. This article also discusses various forms of lifelong learning opportunities that can help physicians stay current, including longitudinal assessment, and the pros and cons of each.
Is self-assessment enough to keep physicians’ cognitive skills—such as diagnosis, treatment, basic biological knowledge, and communicative skills—current? We review the cognitive strengths and ...weaknesses of self-assessment in the context of maintaining medical expertise. Cognitive science supports the importance of accurately self-assessing one’s own skills and abilities, and we review several ways such accuracy can be quantified. However, our review also indicates a broad challenge in self-assessment is that individuals do not have direct access to the strength or quality of their knowledge and instead must infer this from heuristic strategies. These heuristics are reasonably accurate in many circumstances, but they also suffer from systematic biases. For example, information that feels easy to process in the moment can lead individuals to overconfidence in their ability to remember it in the future. Another notable phenomenon is the Dunning–Kruger effect: the poorest performers in a domain are also the least accurate in self-assessment. Further, explicit instruction is not always sufficient to remove these biases. We discuss what these findings imply about when physicians’ self-assessment can be useful and when it may be valuable to supplement with outside sources.
We apply a motivational perspective to understand the implications of physicians’ longitudinal assessment. We review the literature on situated expectancy-value theory, achievement goals, mindsets, ...anxiety, and stereotype threat in relation to testing and assessment. This review suggests several motivational benefits of testing as well as some potential challenges and costs posed by high-stakes, standardized tests. Many of the motivational benefits for testing can be understood from the equation of having the perceived benefits of the test outweigh the perceived costs of preparing for and taking the assessment. Attention to instructional framing, test purposes and values, and longitudinal assessment frameworks provide vehicles to further enhance motivational benefits and reduce potential costs of assessment.
Although tests and assessments—such as those used to maintain a physician’s Board certification—are often viewed merely as tools for decision-making about one’s performance level, strong evidence now ...indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving targeted information from memory strengthens the ability to use it again in the future, known as the testing effect. We review meta-analytic evidence for the learning benefits of testing, including in the domain of medicine, and discuss theoretical accounts of its mechanism(s). We also review key moderators—including the timing, frequency, order, and format of testing and the content of feedback—and what they indicate about how to most effectively use testing for learning. We also identify open questions for the optimal use of testing, such as the timing of feedback and the sequencing of complex knowledge domains. Lastly, we consider how to facilitate adoption of this powerful study strategy by physicians and other learners.
There are ongoing debates about whether the U.S. should switch from plurality voting to alternative systems (e.g., cardinal or ranked-choice voting) and debates about the relative fairness and ease ...of learning different systems. To address these issues, we developed the ‘Who Won the Election Task’ (WWET) in which participants were shown the results of a hypothetical election in which a group of people were voting on which candidate to hire. The WWET had participants determine elections from raw data and allowed us to calculate the degree to which participants’ choices agreed with the three voting systems. In four studies, we evaluated how participants’ preferences about voting systems, the consistency in these preferences when measured in different ways, and whether their understanding of the voting systems and individual differences predicted their voting system preferences. Additionally, we tested educational interventions, which improved participants’ understanding of the voting systems. Across all the studies, participants’ choices in the WWET were most consistent with plurality voting. However, participants tended to view ranked-choice voting as fairer than plurality. In Studies 3 and 4 participants even sometimes viewed cardinal voting as fairer than plurality. In general, we found low consistency in voting system preferences when measured in different ways. One reason this may occur is because participants struggled to comprehend the alternative voting systems and were not adequately self-assessing their own knowledge. This research has implications for persuading the public to change voting systems for elections as well as how groups should make collective decisions (e.g., hiring decisions).
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