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Creativity often requires envisioning novel connections and combinations among elements in space, e.g., to invent a new product or generate a work of art. A relationship between spatial cognition and creativity has been demonstrated at both the behavioral and neural levels, but the exact neurocognitive mechanisms that bridge this connection remain unclear. The present study tested whether individual differences in functional activation in spatial cognition-implicated brain regions (specifically focusing on premotor and superior parietal cortex) during mental rotation were associated with figural creativity in a composite object creation task. Functional activation in premotor and superior parietal cortex during a classical spatial task (mental rotation; MRT) has previously been causally linked with dissociable components of spatial cognition: superior parietal activity with abstract spatial representation, and premotor activity with active spatial manipulation. The present findings indicate that individual differences in functional activation of both superior parietal cortex and premotor cortex during MRT were associated with individual differences in figural creativity. The present data thus provide new evidence of a correlation between the activity in spatial cognition-implicated brain regions and figural creativity, and suggest initial insights into particular components of spatial processing (both representation and manipulation) that may be related to creative ability.

Recruiting undergraduate students is a significant challenge for undergraduate geography programs. Few students have robust exposure to geography in secondary school and the major has low name recognition for entering first year students. In fact, geography is often a "found" major on many campuses with students coming to the major after a general education course. But, does it need to be this way? Can geography programs take a more proactive role in building a pipeline of prospective students that is not solely tied to supporting AP Human geography teachers? In this paper, we describe an alternative path for university departments to build strong recruiting pathways, sharing the successes and challenges of building the connections and the learning advantages that students gain through early exposure to geospatial technologies. We focus on the Geospatial Semester, a dual enrollment program between James Madison University and participating school districts in Virginia (and beyond) that began in 2005. We share how departments can build a successful partnership with high schools and the process of sustaining such a program within a university setting. We will also describe the research we have done on the learning gains the Geospatial Semester provides to participating students and how extended use of geospatial technology bolters students' spatial thinking skills. [ABSTRACT FROM AUTHOR]

Purpose: Previous research has established that food intake is a biological regulator of the human sleep–wake cycle. As such, the timing of eating relative to sleep may influence the quality of sleep, including daytime naps. Here, we examine whether the timing of lunch (1 h vs. 2 h interval between lunch and a napping opportunity) impacts the quality of an afternoon nap. Methods: Using a randomized within-subject design over two separate experimental sessions (7 days apart), participants (n = 40, mean age = 25.8 years) consumed lunch 1 h and 2 h prior to an afternoon nap opportunity. Polysomnography and subjective self-reports were used to assess sleep architecture, sleepiness levels, and nap quality. Results: Results revealed no significant differences in subjective ratings of sleep quality and sleepiness, or in sleep architecture (total sleep time, sleep efficiency, sleep onset latency, sleep stages) between the 1 h and 2-h lunch conditions. Conclusions: All sleep measures were similar when napping followed eating by either 1 h or 2 h, suggesting that eating closer to nap onset may not negatively impact sleep architecture and quality. Future research should continue to identify conditions that improve nap quality, given the well-documented benefits of naps to reduce sleep pressure and improve human performance. [ABSTRACT FROM AUTHOR]

The fading affect bias (FAB) occurs in autobiographical memory when unpleasant emotions fade faster than pleasant emotions and the phenomenon appears to be a form of emotion regulation. As emotion regulation is positively related to problem solving, the current study examined FAB in the context of problem solving. In-person and online studies asked participants to provide basic demographics, describe their problem-solving abilities, and rate various healthy and unhealthy variables, including emotional intelligence and positive problem-solving attitudes. Participants also completed an autobiographical event memory form for which they recalled and described two pleasant and two unpleasant problem-solving and non-problem-solving events and rated the initial and current affect and rehearsals for those events. We found a robust FAB effect that was larger for problem-solving events than for non-problem-solving events in Study 1 but not in Study 2. We also found that FAB was positively related to healthy variables, such as grit, and negatively related to unhealthy variables, such as depression. Moreover, many of these negative relations were inverted at high levels of positive problem-solving attitudes, and these complex interactions were partially mediated by talking rehearsals and thinking rehearsals. [ABSTRACT FROM AUTHOR]

Academic tasks frequently require students to effectively process multiple sources across print and digital mediums. Yet, studies of multiple source use have almost exclusively confined examinations to a single medium. In the present study, undergraduate students (n = 50) wore a head-mounted video camera while developing a PowerPoint presentation based on print and digital sources. Students more frequently selected certain digital sources and incorporated more digital sources into their presentations, but students spent more time using and transforming printed sources. However, differences by medium became nonsignificant when controlling for topic knowledge, and topic knowledge moderated some relations. Sequential transition analyses revealed that students with lower versus higher topic knowledge exhibited different patterns of navigation within and across mediums.

Background: Prior research has revealed positive effects of spatial activity participation (e.g., playing with blocks, sports) on current and future spatial skills. However, research has not examined the degree to which spatial activity participation remains stable over time, and little is known about how participating in spatial activities at multiple points in development impacts spatial thinking. In this study, adolescents completed measures of spatial thinking and questionnaires assessing their current and previous participation in spatial activities. Results: Participation in childhood spatial activities predicted adolescent spatial activity participation, and the relation was stronger for females than for males. Adolescents' current participation in spatial activities predicted spatial thinking skills, whereas participation in childhood spatial activities predicted adolescents' spatial habits of mind, even when accounting for factors such as gender and academic performance. No cumulative benefit was incurred due to participating in spatial activities in both childhood and adolescence, and a lack of spatial activities in childhood was not made up for by later spatial activity participation. Conclusions: These findings reveal a consistently positive relationship in spatial activity participation between childhood and adolescence. Results highlight the importance of participating in spatial activities during childhood, and underscore the differential impact that participation in spatial activities during childhood versus adolescence has on different facets of adolescents' spatial thinking. Implications for the timing of interventions is discussed.

The goal of the present study was to characterize high school students' (n = 338) exposure to geospatial technologies and investigate factors predicting enrollment in a GIS course. Students who reported using GIS were almost 10 times more likely to enroll than students without experience using GIS. Males were more than 3 times more likely to enroll than females. Spatial skills, but not beliefs about spatial ability, also predicted enrollment. These results underscore the importance of providing opportunities for students to use geospatial technologies as a pathway to students' future learning and training for GIS related careers.

Epistemic curiosity is a desire for knowledge accompanied by positive emotions, increased arousal, and exploratory behavior (Grossnickle, "Educational Psychology Review," 28(1), 23-60, 2016). Although curiosity has typically been characterized as a domain-general construct, domain-general conceptualizations do not acknowledge systematic changes in an individuals' development (e.g., domain knowledge) as they advance within a domain. Moreover, a domain-general conceptualization of curiosity stands in direct contrast to research on interest, given that interest is typically described as domain-specific (e.g., interest for mathematics). Without a domain-specific conceptualization of curiosity as it relates to development within academic domains, comparisons between curiosity and interest will remain muddled. In the present theoretical review, we put forward a conceptualization of curiosity as domain-specific and examine how the components of curiosity develop within one academic domain: mathematics. In doing so, we juxtapose conceptualizations of epistemic curiosity with literature related to the development of other epistemic factors (i.e., knowledge, epistemic beliefs) in mathematics. Specifically, we build on the knowledge gap theories of epistemic curiosity (Litman, "Personality and Individual Differences," 48(4), 397-410, 2010; Loewenstein, "Psychological Bulletin," 116(1), 75-98, 1994) to consider developmental shifts in (a) knowledge gaps, (b) heightened arousal, and (c) exploratory behaviors within the domain of mathematics. Understanding the domain-specific and developmental nature of curiosity is critical for distinguishing curiosity from interest and for supporting motivation within mathematics classrooms.

Many analyses of fishery recovery have demonstrated the potential biological and economic benefits of management reform, but few have compared these to the associated costs of management upgrades, which can be substantial. This study aims to determine if the projected economic benefits of management reform outweigh the increases in management costs required to achieve those benefits. To answer this question, we developed a database of country-level fisheries management costs and use those to estimate the country-level costs of management changes. We use this framework to compare estimates of future costs of management upgrades against their economic benefits in terms of profit. Results indicate that for most nations, including the top 25 fishing nations, management upgrades outweigh their associated costs. This result is robust to a number of alternative assumptions about costs. Results also suggest that stronger reforms such as rights-based management, although sometimes more expensive to implement, can lead to greater net economic benefits compared to alternatives.

First-generation Chinese and Korean male immigrants in the United States are at high risk for tobacco use. This study pilot-tested a graphic, native-language text-messaging intervention to promote smoking cessation among these groups. First-generation Chinese and Korean male immigrant smokers (N = 71) were recruited from the Washington DC area. Participants were randomly assigned to one of four conditions based on a between-subjects 2 (graphic plus text or text-only messages) 2 (quitline information or quitting tips) design. The text-messaging intervention included 30 text messages in total and lasted one month. Participants completed an expired air carbon monoxide (CO) assessment and self-reported measures at both baseline and follow-up. Results show that, from baseline to follow-up, participants' expired air CO levels decreased significantly (P = 0.001). Attitude toward quitting also became more positive (P = 0.028). Compared with text-only messages, graphic text messages produced greater positive changes in quitting attitudes (P = 0.039) and elicited greater fear response (P = 0.005). Compared with quitting tip messages, quitline information resulted in greater regret (P = 0.016) and fear (P = 0.051). These findings suggest that graphic text-messaging can be an effective method to promote smoking cessation among first-generation Chinese and Korean male immigrants.

Despite evidence to the contrary, many people believe in learning styles (LS)–the idea that students learn best in their preferred modality, such as visual, auditory, or kinesthetic. However, the impact of this belief on instructional decisions remains unclear. Therefore, this study investigated how belief in the neuromyth impacts instructional choices and why educators choose an LS lesson plan or an alternative. We found that educators’ beliefs about LS indeed predicted their instructional choice, but that other factors influenced their decisions as well. Three themes encapsulate educators’ justifications for their lesson plan choices: beliefs about LS, practical considerations, and student learning and motivation. These findings suggest that for many educators, implementing an LS lesson provides an opportunity to integrate diverse teaching strategies that address multiple educational priorities. Although many prior studies have replicated the prevalence of the myth, this is one of the first to explore the reasons that LS is attractive to educators. Attempts to dispel the LS neuromyth could leverage the reasons educators find LS appealing to provide alternative research-backed approaches to meet their goals. Future research should examine the extent to which beliefs in the LS neuromyth are translated into instructional practices within classroom lessons and explore potential differences across grade levels. [ABSTRACT FROM AUTHOR]