Yoxas/statistical_literacy huggingface dataset:
Research on cognitive ability is done in different paradigms. In the Piagetian paradigm, cognitive ability focuses on cognitive development along qualitative stages. Interactive real scenarios, "Piagetian tasks", are constructed for measurement. According to age, tasks differing in complexity are applied in individual measurements. In the psychometric paradigm, the investigation of cognitive ability focuses on individual differences. Intelligence is seen as a quantitative construct with gradual differences between persons and ages. Paper-and-pencil tests with items differing in difficulty are used for IQ measurement of single persons or school classes. However, do those tasks measure two distinct cognitive abilities? Solving tasks in both approaches requires basic (speed, working memory) and complex cognitive abilities (reasoning, understanding). Regarding empirical relationships, we used three Austrian samples (in kindergarten four to six years old N = 40, in primary school six to eight years old N = 40, and nine to ten years old N = 41). They were tested with psychometric tests (Raven CPM or SPM) and Piagetian tasks. In addition, mental speed (ZVT) was measured in the two school samples. The average observed correlation between IQ and Piagetian tasks was r = .51. In factor analyses, the tests loaded on a common factor of general intelligence. Further analyses revealed that mental speed is correlated more strongly with psychometric (r = .50) than with Piagetian tasks (r = .39), while Piagetian tasks are more related to parental education indicators (speed: r = .11, Raven: r = .20, Piaget: r = .25).
Research on dual-process theories of judgment makes abundant use of reasoning problems that present a conflict between Type 1 intuitive responses and Type 2 rule-based responses. However, in many of these reasoning tasks, there is no way to discriminate between the adequate and inadequate use of rules based on logical or probabilistic principles. To experimentally discriminate between the two, we developed a new set of problems: rule-inadequate versions of standard base-rate problems (where base rates are made irrelevant). Across four experiments, we observed conflict sensitivity (measured in terms of response latencies and response confidence) in responses to standard base-rate problems but also in responses to rule-inadequate versions of these problems. This failure to discriminate between real and merely apparent (or spurious) conflict suggests that participants often misuse statistical information and draw conclusions based on irrelevant base rates. We conclude that inferring the sound use of statistical rules from normatively correct responses to standard conflict problems may be unwarranted when this kind of reasoning bias is not controlled for.
Research on examinees' response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test-the Verbal Reasoning and Quantitative Reasoning measures of the GRE revised General Test. We analyzed data from 8,538 examinees for Quantitative and 9,140 for Verbal sections who took the GRE revised General Test in 12 countries. The analyses yielded findings consistent with prior research. In addition, as examinees' ability increases, the benefit of response changing increases. The study yielded significant implications for both test agencies and test takers. Computer adaptive tests often do not allow the test takers to review and revise. Findings from this study confirm the benefit of such features.
Research on health literacy is still at an early stage, lacking a dedicated measurement instrument for assessing children's and adolescents' health literacy. Such tools are necessary to generate the evidence required for informed intervention development. This study translated the validated German HLS-Child-Q15 into the Nepalese context, creating the HLS-Child-Q22-NEP. The research team initially created the HLS-Child-Q22-NEP using an additional item pool. We conducted thirteen one-on-one cognitive interviews with adolescent students from community schools in three districts of Nepal during the pre-test. We employed verbal probing techniques and deductively analysed the interviews based on Tourneau's model, uncovering four main themes: (1) comprehension (with the two sub-categories: a) item comprehension and b) word comprehension); (2) retrieval; (3) judgement; and (4) response. Overall, participants responded positively to the HLS-Child-Q22-NEP. However, this study revealed comprehension challenges such as unfamiliarity, misunderstandings, and translation issues. Additionally, the study identified retrieval challenges and poor judgement, indicating limitations in the assessment. Participants experienced varying levels of difficulty with some items, emphasising the need for revised instructions. Subsequent revisions, guided by pretest insights, led to the development of the HLS-Child-Q24-NEP. The development of the HLS-Child-Q22-NEP is a significant step in addressing Nepali adolescents' lack of health literacy measurement. Despite its generally positive reception, this study encountered challenges in comprehending the scale, prompting enhancements, and developing the HLS-Child-Q24-NEP. Further research, both qualitative and quantitative, is necessary to evaluate the validity and reliability of the modified items.
Research on intersectionality and chronic pain disparities is very limited. Intersectionality explores the interconnections between multiple aspects of identity and provides a more accurate image of disparities. This study applied a relatively novel statistical approach (ie, Latent Class Analysis) to examine chronic pain disparities with an intersectional identity approach. Cross-sectional data were analyzed using pretreatment data from the Learning About My Pain trial, a randomized comparative effectiveness study of group-based psychosocial interventions (Patient-Centered Outcomes Research Institute Contract #941, Beverly Thorn, PI; clinicaltrials.gov identifier NCT01967342) for patients receiving care for chronic pain at low-income clinics in rural and suburban Alabama. Latent Class Analysis results suggested a 5-class model. To easily identify each class, the following labels were created: older adults, younger adults, severe disparity, older Black or African American, and Working Women. The latent disparity classes varied by pretreatment chronic pain functioning. Overall, the severe disparity group had the lowest levels of functioning, and the Working Women group had the highest levels of functioning. Although younger and with higher literacy levels, the younger adults group had similar levels of pain interference and depressive symptoms to the severe disparity group (P's < 0.05). The younger adults group also had higher pain catastrophizing than the older adults group (P < 0.005). Results highlighted the importance of the interactions between the multiple factors of socioeconomic status, age, and race in the experience of chronic pain. The intersectional identity theory approach through Latent Class Analysis provided an integrated image of chronic pain disparities in a highly understudied and underserved population.
Research on reasons for malpractice claims in oral and maxillofacial surgery is scarce. The aim of this study was to investigate the causes and prevalence of permanent harm among craniofacial fracture related malpractice claims. A retrospective register study was designed and implemented. All patients with a complaint and a diagnosis of facial or cranial fracture were included. The main outcome was the presence of permanent harm, and the predictor variable was the cause of complaint. Chi-square test was used for estimation of statistical significance. Delay in correct diagnosis was the leading cause of malpractice claims (63.2%), and permanent harm was found in 23.1% of the population. 82.4% of injuries were facial fractures in total population. 65.3% (n = 98) of facial trauma were related with delayed diagnostics (p < 0.001). Permanent harm was more frequent in patients with delayed diagnosis (71.4%) than those without (60.7%, p = 0.299). Claims of craniofacial trauma are related with under-diagnostics, and un-diagnosed facial fracture can lead to a high rate of permanent harm. Systematic clinical evaluation and facial trauma specialist consultation is recommended to set early correct diagnosis for and improve treatment of craniofacial trauma patients.
Research on symptom clusters in oncology is progressing, but knowledge gaps remain. One question is whether the number and types of symptom subgroups (i.e., latent classes) differ based on cancer diagnosis. The purpose of this study was to: (1) identify and compare latent class subgroups based on four highly prevalent symptoms (pain, fatigue, sleep disturbance, and depression), and (2) examine the differences in sociodemographic and clinical factors in the identified latent classes across the seven cancer types (i.e., prostate, non-small cell lung, non-Hodgkin's lymphoma, breast, uterine, cervical, and colorectal cancer). This study is a cross-sectional secondary analysis of data obtained from the My-Health study in partnership with four Surveillance, Epidemiology, and End Results (SEER) cancer registries located in California (two), Louisiana, and New Jersey. The sample included 4,762 cancer survivors 6-13 months following diagnosis of one of the seven cancer types mentioned. Latent class profile analysis was used. Subjects were primarily young (59% age 21-64 years), Caucasian (41%), married/cohabitating (58%) and unemployed (55%). The number and types of symptom subgroups varied across these seven cancer populations: four-subgroups were the common in prostate, lung, non-Hodgkin's lymphoma, and breast cancer survivors. Unmarried, low education, and unemployment status were associated with high risk of symptom burden across the cancer types. Identifying symptom subgroups by cancer diagnosis has the potential to develop innovative and effective targeted interventions in cancer survivors. Further research is needed to establish extensive knowledge in symptom clustering between treatment regimens, and short-term and long-term cancer survivors.
Research on the evolution of mate choice has followed three avenues of investigation: (1) theoretical models of the evolution of preference and the preferred trait; (2) proposed models of mate choice; and (3) experiments and observations on mate choice, both in the laboratory and with free-ranging animals. However, there has been relatively little dialogue among these three areas. Most attempts to account for observations of mate choice using theoretical mate-choice models have focused only upon a subset of particular models and have generally failed to consider the difference between probabilistic and deterministic models. In this review, I outline the underlying reasoning of the commonly cited mate-choice models and review the conclusions of the empirical investigations. I present a brief outline of how one might go about testing these models. It remains uncertain if, in general, mate-choice models can be realistically analyzed. Although it is clear that females frequently discriminate among males, data also suggest that females may typically have a very limited number of males from which to choose. The extent to which female choice under natural conditions is relatively random because of limited opportunities remains an open question for the majority of species.
Research on the health checkup status of urban residents in Southwest China is limited. In this study, we aimed to investigate the current status of health checkups and explore their influencing factors by analyzing the cognition, attitudes, and practices of urban residents in Southwest China. We sampled 1200 urban residents for a questionnaire survey. Statistical analysis was performed using SPSS 23, and logistic regression analysis was used to analyze the factors affecting cognition, attitudes, and practices regarding health checkups. A P value < 0.05 was used to identify variables significantly associated with the outcome variable. Overall, 29% of the residents understood the importance of health checkups. The main ways urban residents acquire health-related knowledge are through the use of mobile media and medical staff health education. Only 40% of residents had undergone a regular checkup. Health self-assessment, economic reasons, and time are the factors that interfere with urban residents' health checkups. Logistic regression analysis showed that occupation status, educational background, self-assessed health status, exercise status, and monthly income level were the common influencing factors of health checkup cognition and planning. Whether residents had participated in a medical checkup program was also related to sex and age. Urban residents in Southwest China generally had a high willingness to undergo physical examinations, but there were differences in knowledge and practice; at the same time, residents lacked understanding of respiratory assessments. Improving the health literacy of medical staff, strengthening urban residents' health education, and enhancing the utilization rate of health checkups in urban residents are necessary and urgent.
Research on trauma-informed practices is common in Western countries, but non-Western countries have made minimal contributions in this regard. This study aimed to develop an instrument which could be used to measure perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in Ghana and the United Arab Emirates (UAE). The Teacher Trauma Management Scale (TTMS), developed using the trauma framework by the Substance Abuse and Mental Health Services Administration was used to collect data from 514 teachers in Ghana (n 270) and the UAE (n = 244). Data were subjected to confirmatory factor analysis) and a two-way factorial analysis of variance was conducted. While one hypothesis was supported by the study findings, the other was only partially supported. The findings provided theoretical and structural support for the newly developed TTMS in a non-Western context. This study highlights the need to develop contextual trauma management training models or a curriculum for training teachers.
Research on typically developing (TD) populations has shown that the home learning environment plays a significant role in cognitive development and learning, but very little is known about the home learning environment of children with Down syndrome (DS) or children with Williams syndrome (WS). The present study examined and compared, for the first time, the home learning environment of children diagnosed with DS and children diagnosed with WS to investigate whether different cognitive profiles were reflected in their home literacy and number experiences. Quantitative and qualitative data were collected through a web-based survey from 58 parents and one foster parent of primary school children with DS (n = 35) and WS (n = 24) mostly based in the UK. The survey targeted the children's general level of functioning and academic skills; type, format, and frequency of home learning activities; parents' expectations for their child's academic outcomes; parents' attitudes towards literacy and mathematics; children's interest towards mathematics; and the use of technology to support home learning activities. Our results showed that, overall, the home learning environment of children with DS and children with WS were similar but changed based on the child's cognitive profile. Comparative analyses showed that parents of children with DS engaged more often in activities supporting counting than parents of children with WS, despite both groups reporting difficulties with this skill. Moreover, our results indicated that literacy-based activities occurred more often than mathematics-based activities and that the home numeracy environment was characterized by activities supporting different mathematical skills such as counting, arithmetic, and numeracy. Parents in both groups engaged with their child in both formal and informal literacy and mathematics-based activities, but informal activities occurred more often when supporting counting and number recognition skills. Conclusions and implications: The current study provides evidence that the home learning environment of children with DS and children with WS include different literacy- and mathematics-based activities and that the home learning environment changes on the basis of the child's strengths and weaknesses. The findings are discussed in relation to previous studies and the impact on parental interventions.
Research participation by medical students in the early years of their medical studies can change their attitude towards research conduction in the years to come. To identify the shortcomings in our system, it is essential to determine the perception, tendencies, and knowledge of Pakistani medical students about the field of research. This survey-based cross-sectional study was conducted at KING EDWARD MEDICAL UNIVERSITY, Lahore with 305 MBBS students. The relevant data for the study was collected in the shape of a pretested, semi-structured questionnaire assembled in the form of google form. The collected data was analyzed using SPSS (Statistical Package for Social Sciences) version 16. 36.7% of the final year students have conducted research, however, the percentage comes down to 0% and 10.6% for 1st and 2nd year respectively. 50.6% of the final year students claimed they had a good grip on the steps involved in the conduction of research while the percentage for 1st, 2nd, 3rd, and 4th year was 7.1%, 21.3%, 20.9%, and 51.2% respectively. More than 70% of the participants from each year considered research as an important help for critical thinking and improvement in patients' care. The reasons for the interest of the students in research as indicated by our study include improvement in the professional standards, help in becoming a better self-directed learner, and opportunities for team-based learning via research conduction. Academic overload, lack of structured research training, and difficulty in publishing are the biggest barriers to the conduction of research as recognized by our study. Conduction of research seminars, organizing platforms for communication between students and teaching staff, restructuring of the medical curriculum, and providing students with the required technical staff can help us overcome these hurdles.
Research shows that children's block construction skills are positively associated with their concurrent and later mathematics performance. Furthermore, there is evidence that block construction training is particularly beneficial for improving early mathematics skills in children from low-Socio Economic Status (SES) groups who are known to have lower maths performance than their peers. The current study investigates (a) the association between block construction and mathematics in children just before the start of formal schooling (4 years-of-age in the UK) and (b) whether the association between block construction and mathematics differs between children from more compared to less affluent families. Participants in this study included 116 children (M = 3 years 11 months, SD = 3 months) who all completed numeracy, block construction, and receptive vocabulary tasks. Socio-economic status and demographic information (child age, gender, ethnicity) were also obtained from parents. Findings show a strong positive association between block construction and early numeracy skills. Block construction skills explained approximately 5% of the variation in numeracy, even after controlling for age in months, household income, and child receptive vocabulary. When separated by SES group, for children from less affluent families, block construction explained a significant amount of variability (14.5%) in numeracy performance after covariates. For children from more affluent families, block construction did not explain a significant amount of variation in numeracy. These findings suggest that, interventions involving block construction skills may help to reduce SES-based attainment gaps in UK children's mathematics achievement.
Research shows that regular physical exercise and a healthy lifestyle have a beneficial effect on the health of adolescents. Other studies have also shown that gender is also a determining factor when it comes to leading an active and healthy lifestyle. The aims of this study are (a) to develop a structural-equation model formed by the variables of emotional intelligence, physical-activity practice, and adherence to the Mediterranean diet and (b) to consider that model through a multigroup analysis. A descriptive, comparative, and cross-sectional study was carried out. The sample consisted of 567 primary school students. The KIDMED, PAQ-C, and TMMS-24 questionnaires were used for data collection. We found that there are differences in the effects of the practice of physical activity and adherence to the Mediterranean diet on the emotional domain. We also concluded that, during adolescence, gender is a key element in acquiring a healthy and active lifestyle.
Research so far has evaluated the effect of antenatal classes, but few studies have investigated its usefulness from the perspective of mothers after birth. Antenatal classes evolved from pain management to a mother-centred approach, including birth plans and parenting education. Evaluating the perception of the usefulness of these classes is important to meet mother's needs. However, so far, research on the mothers' perception of the usefulness of these classes is sparse, particularly when measured after childbirth. Given that antenatal classes are considered as adult education, it is necessary to carry out this evaluation after mothers have had an opportunity to apply some of the competences they acquired during the antenatal classes during their childbirth. This study investigated mothers' satisfaction and perceived usefulness of antenatal classes provided within a university hospital in Switzerland, as assessed in the postpartum period. Primiparous mothers who gave birth at a Swiss university hospital from January 2018 to September 2020 were contacted. Those who had attended the hospital's antenatal classes were invited to complete a questionnaire consisting of a quantitative and qualitative part about usefulness and satisfaction about antenatal classes. Quantitative data were analysed using both descriptive and inferential statistics. Qualitative data were analysed using thematic analysis. Among the 259 mothers who answered, 61% (n = 158) were globally satisfied with the antenatal classes and 56.2% (n = 145) found the sessions useful in general. However, looking at the utility score of each theme, none of them achieved a score of usefulness above 44%. The timing of some of these sessions was questioned. Some mothers regretted the lack of accurate information, especially on labour complications and postnatal care. Antenatal classes were valued for their peer support. However, in their salutogenic vision of empowerment, they did not address the complications of childbirth, even though this was what some mothers needed. Furthermore, these classes could also be more oriented towards the postpartum period, as requested by some mothers. Revising antenatal classes to fit mothers' needs could lead to greater satisfaction and thus a better impact on the well-being of mothers and their families.