Counting without end: A cross-linguistic exploration of infinity beliefs in English and Hindi learners

Journal of Experimental Child Psychology · 2026-02-05

Improving equity and inclusion: One nursing school's journey to update the dress code

Nurse Education Today · 2025-04-29 · 2 citations

Children’s understanding of the causal mechanisms underlying disease prevention

Cognitive Development · 2025-02-27

Do adults think talking to children about race is appropriate? Experimental evidence of the effects of race, age, and messaging

Applied Developmental Science · 2025-01-02

Masking is good, but conforming is better: The consequences of masking non-conformity within the college classroom

PLoS ONE · 2025-01-16 · 2 citations

In the years following the acute COVID-19 crisis, facemask mandates became increasingly rare, rendering masking a highly visible personal choice. Across three studies conducted in the U.S. in 2022 and 2023 (N = 2,973), the current work provided a novel exploration of the potential impacts of adhering to vs. deviating from group masking norms within college classrooms. Experiments 1 and 2 used causal methods to assess the impact of hypothetical target students' masking behavior on participants' beliefs about that student's classroom fit (e.g., how well they fit in, how much their professor likes them, whether they are invited to study group). Maskers were expected to experience more classroom inclusion relative to non-maskers, but the largest effects were conformity effects: participants expected that students who deviated from a class's dominant mask-wearing behavior would experience massively lower classroom fit. Study 3 used correlational and qualitative methods to establish the real-world impact of mask conformity in a diverse sample of college students. Students reported believing that masking-and mask conformity-impacted others' perceptions of them, and reported avoiding deviating from masking norms. Students reported that their desire for mask-conformity impacted both their willingness to enroll in courses and their actual masking behavior, suggesting both academic and public health impacts. Across all three studies, we asked whether pressures to conform have disproportionate effects on particular groups, by exploring the effects of gender (Studies 1 and 3), immune-status (Studies 2 and 3) and race (Study 3). Our data raise important issues that should be considered when determining whether to e.g., enact mask mandates within college classrooms and beyond, and for understanding the cognitive and social consequences of mask wearing.

Understanding the Challenges and Opportunities of Talking to Children about Race and Racism in Child-Facing Institutions

2025-12-16

Incorporating Genetics and Genomics Content Into a Doctor of Nursing Practice Program

Journal of Nursing Education · 2025-05-16 · 1 citations

BACKGROUND: With the exponential development of genetic and genomic (GG) knowledge and technology comes a great responsibility for nurses to be prepared to educate and support their clients; however, educational gaps in nursing curricula are common. This article describes the process and results of assessing GG content in a Doctor of Nursing Practice-Family Nurse Practitioner (DNP-FNP) program and the approach to addressing the identified gaps. METHOD: A DNP-FNP curriculum was reviewed to identify GG gaps. RESULTS: Eleven GG gaps were identified. Interactive case studies were incorporated into the DNP-FNP program, addressing seven of the gaps. Students appreciated the applicability of the GG content to their future practices. CONCLUSION: Nurse educators must evaluate their curricula and develop a plan to incorporate GG content for graduate students. Online case studies provide a simple way to address GG gaps and increase GG knowledge for both graduate nursing students and faculty.

Towards mechanistic investigations of numerical and music cognition.

Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale · 2024-07-25 · 1 citations

Are there cognitive connections between humans' ability to make music and their understanding of math and numbers? This question has motivated centuries of speculation across the fields of philosophy and education and an increasing number of empirical studies of the topic. We review research at the intersection of numerical and music cognition, and establish its relevance both to the applied sphere (e.g., education) and to core theoretical issues in the cognitive sciences. Next, we identify notable limitations within the literature, and attempt to explain some of the likely causes of-and solutions to-these limitations. Finally, we propose specific themes of focus (spatialization and the mapping between symbolic and nonsymbolic representations) for future research aimed at understanding whether there is shared cognitive architecture for reasoning about number and math. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

An academic-health department partnership to expand adolescent access to care and FNP student clinical experiences

Journal of Professional Nursing · 2024-05-17

General Surgery Resident Participation in a Mandatory Wellness Program: Six Years Later

Journal of Surgical Research · 2024-03-08 · 3 citations