Pub Date : 2023-12-13DOI: 10.1177/23727322231218906
Veronica X. Yan, Faria Sana, Paulo F. Carvalho
Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.
{"title":"No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions","authors":"Veronica X. Yan, Faria Sana, Paulo F. Carvalho","doi":"10.1177/23727322231218906","DOIUrl":"https://doi.org/10.1177/23727322231218906","url":null,"abstract":"Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"20 5","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1177/23727322231220258
Christopher R. Madan
Memory profoundly define individual beliefs and identity, shaping how societies make decisions. Five key memory phenomena include—first impressions and the primacy effect, risky decision-making and memory availability, information reliability and source memory, music preferences and the reminiscence bump, and long-term planning and episodic future thinking. Each phenomenon is explored for its impact on policy, revealing the profound ways that memory biases and processes shape critical societal choices, such as judicial decisions, hiring practices, financial planning, and pro-environmental behavior. Although memory's importance in daily life is widely recognized, its central role in shaping self-identity and influencing societal structures is often underestimated. Memory biases, evident in various aspects, from cultural exposures to decision-making heuristics, play a pivotal role in individual and collective behavior. These biases, often manifesting subtly, guide the formation of beliefs and preferences, with strong implications for policy making. Taken together, this work advocates for a multidisciplinary approach to bridge memory theory and policy practice.
{"title":"Memory Can Define Individual Beliefs and Identity—and Shape Society","authors":"Christopher R. Madan","doi":"10.1177/23727322231220258","DOIUrl":"https://doi.org/10.1177/23727322231220258","url":null,"abstract":"Memory profoundly define individual beliefs and identity, shaping how societies make decisions. Five key memory phenomena include—first impressions and the primacy effect, risky decision-making and memory availability, information reliability and source memory, music preferences and the reminiscence bump, and long-term planning and episodic future thinking. Each phenomenon is explored for its impact on policy, revealing the profound ways that memory biases and processes shape critical societal choices, such as judicial decisions, hiring practices, financial planning, and pro-environmental behavior. Although memory's importance in daily life is widely recognized, its central role in shaping self-identity and influencing societal structures is often underestimated. Memory biases, evident in various aspects, from cultural exposures to decision-making heuristics, play a pivotal role in individual and collective behavior. These biases, often manifesting subtly, guide the formation of beliefs and preferences, with strong implications for policy making. Taken together, this work advocates for a multidisciplinary approach to bridge memory theory and policy practice.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"44 3","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1177/23727322231218891
Kathryn S. McCarthy, Eleanor F. Yan
Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.
{"title":"Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence","authors":"Kathryn S. McCarthy, Eleanor F. Yan","doi":"10.1177/23727322231218891","DOIUrl":"https://doi.org/10.1177/23727322231218891","url":null,"abstract":"Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"288 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1177/23727322231217461
Tzipi Horowitz-Kraus, Liana S. Magaliff, Bradley L. Schlaggar
The American Association of Pediatrics recommends reading to young children from birth as a method of exposing children to language and literacy as early as possible. This article describes the known neurobiological support for this recommendation—also addressing the differential effects of parental versus stranger reading as well as other factors, that is, pathological conditions, that may influence the contributions of the recommended early reading interactions. Finally, the possible effects of screen exposure on parent–child interaction around the book will be discussed to inform new possible policies.
美国儿科学会（American Association of Pediatrics）建议从幼儿出生开始就为其进行阅读，以此让幼儿尽早接触语言和识字。本文将介绍这一建议的已知神经生物学支持--同时探讨父母阅读与陌生人阅读的不同效果，以及可能影响建议的早期阅读互动的其他因素，即病理条件。最后，还将讨论屏幕接触对亲子围绕图书互动可能产生的影响，以便为新的可能政策提供参考。
{"title":"Neurobiological Evidence for the Benefit of Interactive Parent–Child Storytelling: Supporting Early Reading Exposure Policies","authors":"Tzipi Horowitz-Kraus, Liana S. Magaliff, Bradley L. Schlaggar","doi":"10.1177/23727322231217461","DOIUrl":"https://doi.org/10.1177/23727322231217461","url":null,"abstract":"The American Association of Pediatrics recommends reading to young children from birth as a method of exposing children to language and literacy as early as possible. This article describes the known neurobiological support for this recommendation—also addressing the differential effects of parental versus stranger reading as well as other factors, that is, pathological conditions, that may influence the contributions of the recommended early reading interactions. Finally, the possible effects of screen exposure on parent–child interaction around the book will be discussed to inform new possible policies.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"3 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/23727322231197578
Sara LoTemplio, Amy S. McDonnell, Nalini Nadkarni, Sarah Walker, Carlos Andres Gallegos-Riofrío, Emily E. Scott, Joanna E. Bettmann, David Rojas-Rueda, Jamie Dahl, Linda Powers Tomasso, Joshua J. Lawler, Deana Davalos, David L. Strayer
Research suggests that spending time in nature is associated with numerous human behavioral health benefits, including improved executive functioning abilities, enhanced recovery from stressful situations, better mental health, and better educational outcomes. Greener neighborhoods also tend to have positive population-level health outcomes. Although promising, much of this research has focused primarily on selective populations and fails to account for cultural differences in how “nature” is conceptualized. Therefore, challenges may arise as policymakers aim to implement nature-based policies in their communities, given the immense cultural diversity of the United States alone. Given this ever-present challenge in behavioral sciences, policy recommendations aim both to maximize benefits of nature contact and to employ a flexible equity lens that allow for differences according to community need.
{"title":"Healthy by Nature: Policy Practices Aimed at Maximizing the Human Behavioral Health Benefits of Nature Contact","authors":"Sara LoTemplio, Amy S. McDonnell, Nalini Nadkarni, Sarah Walker, Carlos Andres Gallegos-Riofrío, Emily E. Scott, Joanna E. Bettmann, David Rojas-Rueda, Jamie Dahl, Linda Powers Tomasso, Joshua J. Lawler, Deana Davalos, David L. Strayer","doi":"10.1177/23727322231197578","DOIUrl":"https://doi.org/10.1177/23727322231197578","url":null,"abstract":"Research suggests that spending time in nature is associated with numerous human behavioral health benefits, including improved executive functioning abilities, enhanced recovery from stressful situations, better mental health, and better educational outcomes. Greener neighborhoods also tend to have positive population-level health outcomes. Although promising, much of this research has focused primarily on selective populations and fails to account for cultural differences in how “nature” is conceptualized. Therefore, challenges may arise as policymakers aim to implement nature-based policies in their communities, given the immense cultural diversity of the United States alone. Given this ever-present challenge in behavioral sciences, policy recommendations aim both to maximize benefits of nature contact and to employ a flexible equity lens that allow for differences according to community need.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136093225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/23727322231195268
Aaron R. Seitz, Allison Sekuler, Barbara Dosher, Beverly A. Wright, Chang-Bing Huang, C. Shawn Green, Christopher C. Pack, Dov Sagi, Dennis Levi, Duje Tadin, Elizabeth Quinlan, Fang Jiang, Gabriel J. Diaz, Geoffrey Ghose, Jozsef Fiser, Karen Banai, Kristina Visscher, Krystel Huxlin, Ladan Shams, Lorella Battelli, Marisa Carrasco, Michael Herzog, Michael Webster, Miguel Eckstein, Nicholas B. Turk-Browne, Nitzan Censor, Peter De Weerd, Rufin Vogels, Shaul Hochstein, Takeo Watanabe, Yuka Sasaki, Uri Polat, Zhong-Lin Lu, Zoe Kourtzi
Perceptual learning is the process by which experience alters how incoming sensory information is processed by the brain to give rise to behavior—it is critical for how humans educate children, train experts, treat diseases, and promote health and well-being throughout the lifespan. Knowledge of perceptual learning requires basic and applied research in humans and nonhuman animal models, which informs strategic targets for advancing applications. Commercial products to induce perceptual learning are proliferating rapidly with limited regulation (e.g., for rehabilitation), while at the same time basic science is increasingly restricted by changing regulations (such as new granting-agency definitions of clinical trials). Realizing the full potential of perceptual learning requires balancing basic and translational science to advance new knowledge, while serving and protecting consumers. Reforms can promote open, accessible, and representative research, and the translation of this research to applications across different sectors of society.
{"title":"Perceptual Learning: Policy Insights From Basic Research to Real-World Applications","authors":"Aaron R. Seitz, Allison Sekuler, Barbara Dosher, Beverly A. Wright, Chang-Bing Huang, C. Shawn Green, Christopher C. Pack, Dov Sagi, Dennis Levi, Duje Tadin, Elizabeth Quinlan, Fang Jiang, Gabriel J. Diaz, Geoffrey Ghose, Jozsef Fiser, Karen Banai, Kristina Visscher, Krystel Huxlin, Ladan Shams, Lorella Battelli, Marisa Carrasco, Michael Herzog, Michael Webster, Miguel Eckstein, Nicholas B. Turk-Browne, Nitzan Censor, Peter De Weerd, Rufin Vogels, Shaul Hochstein, Takeo Watanabe, Yuka Sasaki, Uri Polat, Zhong-Lin Lu, Zoe Kourtzi","doi":"10.1177/23727322231195268","DOIUrl":"https://doi.org/10.1177/23727322231195268","url":null,"abstract":"Perceptual learning is the process by which experience alters how incoming sensory information is processed by the brain to give rise to behavior—it is critical for how humans educate children, train experts, treat diseases, and promote health and well-being throughout the lifespan. Knowledge of perceptual learning requires basic and applied research in humans and nonhuman animal models, which informs strategic targets for advancing applications. Commercial products to induce perceptual learning are proliferating rapidly with limited regulation (e.g., for rehabilitation), while at the same time basic science is increasingly restricted by changing regulations (such as new granting-agency definitions of clinical trials). Realizing the full potential of perceptual learning requires balancing basic and translational science to advance new knowledge, while serving and protecting consumers. Reforms can promote open, accessible, and representative research, and the translation of this research to applications across different sectors of society.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136093226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/23727322231195213
Amanda Lueck, Karen Harpster, Elizabeth Hartmann, Helen St Clair Tracy, Monika Jones, Richard Legge, Barry Kran, John Ravenscroft, Corinna M. Bauer
Cerebral visual impairment (CVI) is a leading cause of pediatric visual impairment worldwide. Despite the ramifications on multiple developmental domains and quality of life factors, substantial barriers remain for evaluation, diagnosis, treatment, and education of this growing population of children and adults. At the root is a lack of consensus on the definition and diagnostic criteria of CVI and a narrow ocular/acuity-based classification of visual impairment. This article covers four main issues that need to be urgently addressed to make strides toward removing current barriers. These challenges highlight the need for policy change at multiple levels to help ensure that individuals with CVI will have access to appropriate (re)habilitation and education services regardless of their acuity or visual function. Suggested solutions include the implementation of a globally accepted definition of CVI and increased multidisciplinary training programs. These will support international efforts to develop and implement quantitative interdisciplinary assessment methods, identify meaningful and effective intervention approaches, and monitor long-term outcomes for those with CVI. Additionally, sensitive and specific markers can be identified for differentiating CVI from other related developmental conditions, such as autism spectrum disorder and developmental coordination disorder. Ultimately, these proposed changes will lead toward improved quality of life for individuals with CVI and their caregivers.
{"title":"Toward Removing Barriers in the Evaluation, Diagnosis, and Care of Individuals With Cerebral Visual Impairments","authors":"Amanda Lueck, Karen Harpster, Elizabeth Hartmann, Helen St Clair Tracy, Monika Jones, Richard Legge, Barry Kran, John Ravenscroft, Corinna M. Bauer","doi":"10.1177/23727322231195213","DOIUrl":"https://doi.org/10.1177/23727322231195213","url":null,"abstract":"Cerebral visual impairment (CVI) is a leading cause of pediatric visual impairment worldwide. Despite the ramifications on multiple developmental domains and quality of life factors, substantial barriers remain for evaluation, diagnosis, treatment, and education of this growing population of children and adults. At the root is a lack of consensus on the definition and diagnostic criteria of CVI and a narrow ocular/acuity-based classification of visual impairment. This article covers four main issues that need to be urgently addressed to make strides toward removing current barriers. These challenges highlight the need for policy change at multiple levels to help ensure that individuals with CVI will have access to appropriate (re)habilitation and education services regardless of their acuity or visual function. Suggested solutions include the implementation of a globally accepted definition of CVI and increased multidisciplinary training programs. These will support international efforts to develop and implement quantitative interdisciplinary assessment methods, identify meaningful and effective intervention approaches, and monitor long-term outcomes for those with CVI. Additionally, sensitive and specific markers can be identified for differentiating CVI from other related developmental conditions, such as autism spectrum disorder and developmental coordination disorder. Ultimately, these proposed changes will lead toward improved quality of life for individuals with CVI and their caregivers.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136093227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/23727322231196789
Sylvain Laborde, Stefan Ackermann, Uirassu Borges, Martina D'Agostini, Manon Giraudier, Maša Iskra, Emma Mosley, Cristina Ottaviani, Caterina Salvotti, Maximilian Schmaußer, Christoph Szeska, Ilse Van Diest, Carlos Ventura-Bort, Laura Voigt, Julia Wendt, Mathias Weymar
This contribution highlights the significance of using vagally-mediated heart rate variability (vmHRV), a general indicator of adaptation, as an actionable biomarker to assess and enhance self-regulation abilities in individuals and organizations. The paper reviews the state-of-the-art on vmHRV and introduces various techniques to enhance vmHRV, including slow-paced breathing, the diving reflex, transcutaneous vagus nerve stimulation (tVNS), transcranial magnetic stimulation (TMS), and transcranial direct current stimulation (tDCS). The recommendations for policymaking are based on recent systematic reviews and meta-analyses related to the implementation of these techniques in diverse settings, such as clinical, organizational, and educational contexts. The discussion emphasizes the efficacy, accessibility, and cost-effectiveness of vmHRV assessments and offers practical tools for individuals and organizations through a three-part framework—assessment, intervention, and evaluation—ultimately fostering self-regulation abilities at both individual and societal levels.
{"title":"Leveraging Vagally Mediated Heart Rate Variability as an Actionable, Noninvasive Biomarker for Self-Regulation: Assessment, Intervention, and Evaluation","authors":"Sylvain Laborde, Stefan Ackermann, Uirassu Borges, Martina D'Agostini, Manon Giraudier, Maša Iskra, Emma Mosley, Cristina Ottaviani, Caterina Salvotti, Maximilian Schmaußer, Christoph Szeska, Ilse Van Diest, Carlos Ventura-Bort, Laura Voigt, Julia Wendt, Mathias Weymar","doi":"10.1177/23727322231196789","DOIUrl":"https://doi.org/10.1177/23727322231196789","url":null,"abstract":"This contribution highlights the significance of using vagally-mediated heart rate variability (vmHRV), a general indicator of adaptation, as an actionable biomarker to assess and enhance self-regulation abilities in individuals and organizations. The paper reviews the state-of-the-art on vmHRV and introduces various techniques to enhance vmHRV, including slow-paced breathing, the diving reflex, transcutaneous vagus nerve stimulation (tVNS), transcranial magnetic stimulation (TMS), and transcranial direct current stimulation (tDCS). The recommendations for policymaking are based on recent systematic reviews and meta-analyses related to the implementation of these techniques in diverse settings, such as clinical, organizational, and educational contexts. The discussion emphasizes the efficacy, accessibility, and cost-effectiveness of vmHRV assessments and offers practical tools for individuals and organizations through a three-part framework—assessment, intervention, and evaluation—ultimately fostering self-regulation abilities at both individual and societal levels.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136093376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/23727322231193963
Elizabeth Brondolo, Amandeep Kaur, Rebecca Seavey, Melissa Flores
Health effects of structural racism occur on cultural and institutional levels and potentiate racism on an interpersonal level. Consequently, efforts to mitigate the health effects of racism may require intervention on all levels. The effectiveness of these approaches may depend partly on the degree to which they address the underlying patterns of social cognition, shaping social norms and influencing thoughts, feelings, and expectations about oneself, one's relationships with others, and interactions with the healthcare system. This paper aims to evaluate the current approaches to addressing structural racism (via racism and health statements and training programs in diversity, equity, and inclusion or cultural competence). These interventions work to shift social cognition, and consequently, shape social behavior in the healthcare context. Our goal is to identify ways to maximize the potential of these approaches to address social cognition to guide efforts to achieve a more inclusive and equitable healthcare system.
{"title":"Anti-Racism Efforts in Healthcare: A Selective Review From a Social Cognitive Perspective","authors":"Elizabeth Brondolo, Amandeep Kaur, Rebecca Seavey, Melissa Flores","doi":"10.1177/23727322231193963","DOIUrl":"https://doi.org/10.1177/23727322231193963","url":null,"abstract":"Health effects of structural racism occur on cultural and institutional levels and potentiate racism on an interpersonal level. Consequently, efforts to mitigate the health effects of racism may require intervention on all levels. The effectiveness of these approaches may depend partly on the degree to which they address the underlying patterns of social cognition, shaping social norms and influencing thoughts, feelings, and expectations about oneself, one's relationships with others, and interactions with the healthcare system. This paper aims to evaluate the current approaches to addressing structural racism (via racism and health statements and training programs in diversity, equity, and inclusion or cultural competence). These interventions work to shift social cognition, and consequently, shape social behavior in the healthcare context. Our goal is to identify ways to maximize the potential of these approaches to address social cognition to guide efforts to achieve a more inclusive and equitable healthcare system.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01Epub Date: 2023-10-26DOI: 10.1177/23727322231196305
Dejan Draschkow, Nicola C Anderson, Erwan David, Nathan Gauge, Alan Kingstone, Levi Kumle, Xavier Laurent, Anna C Nobre, Sally Shiels, Melissa L-H Võ
Extended reality (XR, including augmented and virtual reality) creates a powerful intersection between information technology and cognitive, clinical, and education sciences. XR technology has long captured the public imagination, and its development is the focus of major technology companies. This article demonstrates the potential of XR to (1) deliver behavioral insights, (2) transform clinical treatments, and (3) improve learning and education. However, without appropriate policy, funding, and infrastructural investment, many research institutions will struggle to keep pace with the advances and opportunities of XR. To realize the full potential of XR for basic and translational research, funding should incentivize (1) appropriate training, (2) open software solutions, and (3) collaborations between complementary academic and industry partners. Bolstering the XR research infrastructure with the right investments and incentives is vital for delivering on the potential for transformative discoveries, innovations, and applications.
{"title":"Using XR (Extended Reality) for Behavioral, Clinical, and Learning Sciences Requires Updates in Infrastructure and Funding.","authors":"Dejan Draschkow, Nicola C Anderson, Erwan David, Nathan Gauge, Alan Kingstone, Levi Kumle, Xavier Laurent, Anna C Nobre, Sally Shiels, Melissa L-H Võ","doi":"10.1177/23727322231196305","DOIUrl":"10.1177/23727322231196305","url":null,"abstract":"<p><p>Extended reality (XR, including augmented and virtual reality) creates a powerful intersection between information technology and cognitive, clinical, and education sciences. XR technology has long captured the public imagination, and its development is the focus of major technology companies. This article demonstrates the potential of XR to (1) deliver behavioral insights, (2) transform clinical treatments, and (3) improve learning and education. However, without appropriate policy, funding, and infrastructural investment, many research institutions will struggle to keep pace with the advances and opportunities of XR. To realize the full potential of XR for basic and translational research, funding should incentivize (1) appropriate training, (2) open software solutions, and (3) collaborations between complementary academic and industry partners. Bolstering the XR research infrastructure with the right investments and incentives is vital for delivering on the potential for transformative discoveries, innovations, and applications.</p>","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"10 2","pages":"317-323"},"PeriodicalIF":3.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10602770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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