Guest Editorial

Death is a human experience; however, an understanding of dying, grief, and loss continues to elude many cultures, even more elusive is the understanding of complicated grief for families and burnout for providers caring for the dying patient and their families. To prepare students taking care of dying patients and their families, the Catalyzing Relationships at the End of Life program included addressing perceptions of one's own death through journal reflection. The Catalyzing Relationships at the End of Life program utilized journals to ascertain student understanding of issues surrounding family communication at the end of life. Journal reflections were embedded in an online learning management system and utilized structured prompts as the journaling method. These prompts addressed what students desire for their own family relationships during their own death. Results from the qualitative descriptive analysis included 4 themes: meaning, beliefs, connections, and good death. Reflections about their own death were a powerful experience for student participants. Although questions about spirituality were not specifically asked, themes relating to spirituality emerged from the data.

Death is a human experience; however, an understanding of dying, grief, and loss continues to elude many cultures, even more elusive is the understanding of complicated grief for families and burnout for providers caring for the dying patient and their families. To prepare students taking care of dying patients and their families, the Catalyzing Relationships at the End of Life program included addressing perceptions of one's own death through journal reflection. The Catalyzing Relationships at the End of Life program utilized journals to ascertain student understanding of issues surrounding family communication at the end of life. Journal reflections were embedded in an online learning management system and utilized structured prompts as the journaling method. These prompts addressed what students desire for their own family relationships during their own death. Results from the qualitative descriptive analysis included 4 themes: meaning, beliefs, connections, and good death. Reflections about their own death were a powerful experience for student participants. Although questions about spirituality were not specifically asked, themes relating to spirituality emerged from the data.

Rational numbers (i.e., fractions, percentages, decimals, and whole-number frequencies) are notoriously difficult mathematical constructs. Yet correctly interpreting rational numbers is imperative for understanding health statistics, such as gauging the likelihood of side effects from a medication. Several pernicious biases affect health decision-making involving rational numbers. In our novel developmental framework, the natural-number bias-a tendency to misapply knowledge about natural numbers to all numbers-is the mechanism underlying other biases that shape health decision-making. Natural-number bias occurs when people automatically process natural-number magnitudes and disregard ratio magnitudes. Math-cognition researchers have identified individual differences and environmental factors underlying natural-number bias and devised ways to teach people how to avoid these biases. Although effective interventions from other areas of research can help adults evaluate numerical health information, they circumvent the core issue: people's penchant to automatically process natural-number magnitudes and disregard ratio magnitudes. We describe the origins of natural-number bias and how researchers may harness the bias to improve rational-number understanding and ameliorate innumeracy in real-world contexts, including health. We recommend modifications to formal math education to help children learn the connections among natural and rational numbers. We also call on researchers to consider individual differences people bring to health decision-making contexts and how measures from math cognition might identify those who would benefit most from support when interpreting health statistics. Investigating innumeracy with an interdisciplinary lens could advance understanding of innumeracy in theoretically meaningful and practical ways.

The current meta-analysis quantifies the average effect of worked examples on mathematics performance from elementary grades to postsecondary settings and to assess what moderates this effect. Though thousands of worked examples studies have been conducted to date, a corresponding meta-analysis has yet to be published. Exclusionary coding was conducted on 8033 abstracts from published and grey literature to yield a sample of high quality experimental and quasi-experimental work. This search yielded 43 articles reporting on 55 studies and 181 effect sizes. Using robust variance estimation (RVE) to account for clustered effect sizes, the average effect size of worked examples on mathematics performance outcomes was medium with g = 0.48 and p = 0.01. Moderators assessed included example type (correct vs. incorrect examples alone or in combination with correct examples), pairing with self-explanation prompts, and timing of administration (i.e., practice vs. skill acquisition). The inclusion of self-explanation prompts significantly moderated the effect of examples yielding a negative effect in comparison to worked examples conditions that did not include self-explanation prompts. Worked examples studies that used correct examples alone yielded larger effect sizes than those that used incorrect examples alone or correct examples in combination with incorrect examples. The worked examples effect yields a medium effect on mathematics outcomes whether used for practice or initial skill acquisition. Correct examples are particularly beneficial for learning overall, and pairing examples with self-explanation prompts may not be a fruitful design modification. Theoretical and practical implications are discussed.

Messaging about COVID-19 was different across the political spectrum, which influenced differences in attitudes surrounding COVID-19. This study examined the political affiliation/ideology on COVID-19 stigma (blame, deservingness of help, negative emotionality) and two mediators of this relationship: conspiracy beliefs and anxiety about COVID-19. Participants answered questions about their political affiliation and ideology, attitudes toward people who have contracted COVID-19; and COVID-19 conspiracy beliefs and anxiety. Democrats and Independents indirectly stigmatized people with COVID-19 via increased COVID-19 anxiety and fewer COVID-19 conspiracy beliefs relative to Republicans. Politicization can strongly impact stigma, and messaging could be harnessed as a stigma reduction tool.