This study explores environmental inequality through a novel quantitative approach, analyzing urban vegetation in two contrasting neighborhoods in Cleveland, Ohio—East Cleveland and Shaker Heights. Utilizing computer vision and Google Street View image analysis techniques, this research quantifies the distribution, quality, and visual characteristics of tree canopy and grass. This study addresses the following question: how can visual data illuminate environmental inequalities in urban landscapes? The findings reveal significant disparities between the two neighborhoods, not only in tree canopy coverage but also in the visual characteristics and density of vegetation. Shaker Heights displays more abundant, healthier, and better-maintained greenery compared to East Cleveland. These results highlight the intersection of socio-economic factors and urban vegetation quality, suggesting that both the quantity and visual attributes of greenery serve as indicators of neighborhood wealth and environmental investment. This study demonstrates the effectiveness of computer vision techniques in accessing and analyzing visual data to represent environmental inequalities. It advocates for targeted urban planning interventions to promote equitable green space policies, considering both the quantity and quality of urban vegetation.

Parental accommodation (i.e., modifying behavior to reduce child distress) is among the most empirically supported anxiety enhancing parenting practices; while emotional warmth (i.e., support and affection) has demonstrated a less clear link to anxiety. The current study aims to explore the interactive nature of emotional warmth within the context of accommodation. We hypothesized that accommodation would moderate the relationship between emotional warmth and anxiety. The sample included parents of youth (N = 526) ages 7–17. A simple moderation analysis was conducted. Accommodation significantly moderated the relationship [B = 0.03, C.I. (0.01, 0.05), p = 0.01]. Additional variance was accounted for by adding the interaction term to the model (R² = 0.47, p < 0.001). At high levels of accommodation, emotional warmth significantly predicted child anxiety symptoms. This study affirms that emotional warmth is significantly related to anxiety in the context of high accommodation. Future work ought to build upon these findings to explore these relationships. Limitations of the study include sampling and parent-report data.

There is a pressing need for feasible, scalable interventions that address children’s and adults’ math anxiety and result in enhanced math learning. In this article, we suggest a pathway toward intervention development. First, we consider what is known about the mechanisms of math anxiety. To treat math anxiety, we must understand both how and why math anxiety interferes with mathematical learning, thinking, and problem-solving. We then review current approaches to ameliorating math anxiety. Finally, we consider pathways of developing more effective and robust interventions for math anxiety across the lifespan. We highlight clinical approaches to math anxiety and advocate for a double-pronged approach to “break the cycle” of math anxiety transmission from adults to children.

In qualitative research, theme typically refers to an identified trend running through the data. Themes play a prominent role in interpretative phenomenological analysis (IPA) and may serve as a framework for presentation. Although comprehensive resources are available to guide researchers through stages of IPA analysis, there is far less information on specific strategies for associating a theme with a name or label for IPA, or for other qualitative approaches. Therefore, the purpose of this paper is to present strategies for thoughtful development of IPA theme names. To this end, we present and summarize available theme-naming guidance associated with multiple methods including IPA and thematic analysis. We supplement this with examples from prior IPA research studies we believe illustrate effective theme names, organized in three broad categories of theme focus, phrasing, and structure. Within these categories we provide guidelines for researchers to consider to best address the research purpose and most effectively communicate the key findings.

Growing evidence highlights the predictive power of cross-notation magnitude comparison (e.g., 2/5 vs. 0.25) for math outcomes, but whether these relations persist into adulthood and the underlying mechanisms remain unknown. Across two studies during the 2021–2022 academic year, we investigated undergraduates’ cross-notation and within-notation comparison skills given equivalent fractions, decimals, and percentages (Study 1, N = 220 and Study 2, N = 183). We found participants did not perceive equivalent rational numbers equivalently. Cluster analyses revealed that approximately one-quarter of undergraduates exhibited a bias to select percentages as larger in cross-notation comparisons. Compared with the other cluster of undergraduates who showed little-to-no bias, the percentages-are-larger bias cluster performed worse on fraction number line estimation and fraction arithmetic (exact and approximate), as well as reporting lower Scholastic Aptitude Test/American College Test (SAT/ACT) scores. Hierarchical linear regression analyses demonstrated that cross-notation comparison accuracy accounted for variance in SAT/ACT beyond within-notation accuracy. Mediation analyses were consistent with a potential mechanism: Stronger cross-notation knowledge equips individuals to evaluate the reasonableness of fraction arithmetic solutions. Together, these results suggest the importance of an integrated understanding of rational number notations, which may not be fully assessed by within-notation measures alone.