Task Experience Research Articles

Effects of acute and chronic methylphenidate on prepulse inhibition: A sex difference study in Wistar rats

BackgroundThe utilization of methylphenidate (MPH) is experiencing a notable surge within the adult population. This growth can be attributed to two key factors: its recreational and cognitive enhancement purposes, as well as the rising prevalence of ADHD diagnoses within this population. This study examined acute and chronic oral MPH effects on attention in male and female Wistar rats. To this end, we used a prepulse inhibition (PPI) task, which is widely used to assess psychoactive drug effects in both humans and rodents. This task allowed us to evaluate changes in attention by analyzing sensorimotor gating associated with stimulus selection process. MethodsAnimals were administered a clinically relevant dose of MPH (5 mg/kg) daily for seven days. The estrous cycle phases of the female rats were measured during behavioral sessions. The PPI task was conducted 20 min after drug administration on day 1 (acute), day 7 (chronic), and 48 h post-treatment. ResultsResults indicated that both acute and chronic MPH treatment impaired PPI expression in male rats, but not in female rats, regardless of their estrous cycle phase. Furthermore, a differential effect of chronic MPH treatment on the PPI task was found in male rats. Specifically, on the seventh treatment day, the PPI effect was observed when animals undertook the PPI task for the first time but was impaired in those animals in which the initial PPI session occurred under the acute influence of the drug (day 1). ConclusionsThese findings suggest that the impact of MPH on sensorimotor gating responses may vary based on sex and task experience, possibly leading to state-dependent effects in healthy individuals.

Natural language instructions induce compositional generalization in networks of neurons

A fundamental human cognitive feat is to interpret linguistic instructions in order to perform novel tasks without explicit task experience. Yet, the neural computations that might be used to accomplish this remain poorly understood. We use advances in natural language processing to create a neural model of generalization based on linguistic instructions. Models are trained on a set of common psychophysical tasks, and receive instructions embedded by a pretrained language model. Our best models can perform a previously unseen task with an average performance of 83% correct based solely on linguistic instructions (that is, zero-shot learning). We found that language scaffolds sensorimotor representations such that activity for interrelated tasks shares a common geometry with the semantic representations of instructions, allowing language to cue the proper composition of practiced skills in unseen settings. We show how this model generates a linguistic description of a novel task it has identified using only motor feedback, which can subsequently guide a partner model to perform the task. Our models offer several experimentally testable predictions outlining how linguistic information must be represented to facilitate flexible and general cognition in the human brain.

Object-based attention is accentuated by object reward association.

Humans use selective attention to prioritize visual features, like color or shape, as well as discrete spatial locations, and these effects are sensitive to the experience of reward. Reward-associated features and locations are accordingly prioritized from early in the visual hierarchy. Attention is also sensitive to the establishment of visual objects: selection of one constituent object part often leads to prioritization of other locations on that object. But very little is known about the influence of reward on this object-based control of attention. Here we show in four experiments that reward prioritization and object prioritization interact in visual cognition to guide selection. Experiment 1 establishes groundwork for this investigation, showing that reward feedback does not negate object prioritization. In Experiment 2, we corroborate the hypothesis that reward prioritization and object prioritization emerge concurrently. In Experiment 3, we find that reward prioritization and object prioritization sustain and interact in extinction, when reward feedback is discontinued. We verify this interaction in Experiment 4, linking it to task experience rather than the strategic utility of the reward association. Results suggest that information gathered from locations on reward-associated objects gains preferential access to cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

You can’t con a conman: the perception of deceptive actions performed by the self and others

ABSTRACT Understanding the actions of others is important for predicting whether their intentions are honest or deceitful. Common-coding theory [Prinz, W. (1997). Perception and action planning. European Journal of Cognitive Psychology, 9(2), 129-154. https://doi.org/10.1080/713752551] suggests that the capability to produce a deceptive action could influence the ability to perceive the same action (and vice versa), but can an actor easily fool themselves? The aim of this study was to investigate whether individuals are better able to anticipate the outcome of their own deceptive actions than when others anticipate those same actions. Eighteen skilled rugby players were filmed performing deceptive (side-step) and non-deceptive actions. Eight equally skilled rugby players anticipated the outcomes of the filmed actions (i.e., viewing deceptive actions generated by others) and, six-months after filming, the original group of eighteen rugby players anticipated the action outcome of their own deceptive actions (i.e., viewing self-generated deceptive actions). Results revealed that players were no better at anticipating the outcomes of their own actions than others were. Instead, the response behaviour of the individuals viewing their own actions was indistinguishable from that of others viewing the same actions. In contrast with what might be expected based on common-coding theory, these findings suggest that the typical advantage of self-observation might be negated when the observer has acquired considerable amounts of visual experience in that observation task.

SELECTION CRITERIA OF RESEARCH EDUCATIONAL TASKS FOR THE FORMATION OF STUDENTS' ORGANIZATIONAL SKILLS

The article summarizes the views of researchers regarding the criteria definition for the selection of educational content (curriculum, subjects, topics, textbooks, research tasks, etc.). The criteria for selecting research educational tasks for the formation of organizational skills of students are singled out and characterized. It is emphasized that the exploratory nature of education in specialized education institutions increases the role of students' organizational skills, the formation of which reflects the ability to organize observation, experimentation, search and research, project activities in the process of education and extracurricular activities. It is noted that the use of research educational tasks in the educational process for the development of organizational skills contributes to the formation in students of systemic knowledge, creative thinking, the ability to predict the goal, the result, develop a plan of search actions, find constructive methods of practical activity, apply variable behaviour in the educational environment. Research educational tasks can be offered in the form of questions, hypotheses, algorithms, independent modelling, etc. The system of proposed research educational tasks should contribute to the formation of students’ organizational skills, as well as mastering the techniques of algorithmic, creative activity. The general criteria for the selection of research educational tasks are determined: significance and consideration of students' interests; necessity and sufficiency for the formation of organizational skills; the level of difficulty of the task is available; optimality of tasks in terms of content, time, correspondence of students' experience and realism of tasks; variability in content, nature of execution and focus on the formation of various types of students’ organizational skills.

On parrots, delay of gratification, executive function, and how sometimes we do the best we can.

Engaging executive functions provides an individual with the means to engage in cognitive control by adjusting to the environment and processing information in a way that leads to optimal outcomes. There are some claims that explicit training on certain executive functioning abilities provides benefits beyond the training tasks, but other studies indicate that this may not be true or may be limited based on age and other factors. This same mixed pattern has been reported with nonhuman species, where training or even experience in one specific area, like inhibition, sometimes leads to positive transfer in new but similar tasks that presumably also require executive functions. Pepperberg and Hartsfield (2024) sought to determine whether experience in previous tasks that required different executive functions impacted how well three African grey parrots: Griffin, Pepper, and Franco could perform in a new assessment of delayed gratification. Griffin showed a clear and consistent capacity to wait through a delay for a quantitatively better reward. This suggested that the previous experience with the tokens aided improvement in the quantitative delay of gratification task with food items as the options to choose between. The other two parrots, Pepper and Franco, never completed the intended sequence of phases in their study. Unfortunately, the testing conditions dictated by COVID restrictions were such that these two subjects appeared to exhibit stress in doing the task, and so no further testing was conducted with them. This article is an example of what can happen when two intelligent species (people and parrots) are put in difficult circumstances (a global pandemic unlike anything any of us has ever been through), and yet both species attempted to continue to engage in science. The effects of COVID-19 will remain an integral factor in comparative psychology for some time to come, and I suspect there are many other half-completed experiments that suffered because of the pandemic. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Learning mathematics and its relevance through a digital storytelling assessment task at university

Storytelling is a valuable form of human expression that allows audience members to connect their own experiences with the narrative. As a pedagogical tool, storytelling has been explored mainly in primary school education but rarely in higher education. However, its potential for assisting students in learning mathematics and the societal benefits that its application can bring has been largely overlooked. Using Cultural-Historical Activity Theory (CHAT) to analyse university students’ experiences of a digital storytelling assessment task, we explore students’ perception of their learning and the relevance they ascribed to mathematics. We conclude that it is vital that students can reconcile why mathematics is important for society and how that affects them in their personal lives. We should also make sure that we equip students with valuable skills, such as how to work effectively in a group, which can give them more agency in shaping their learning experience.

Assessment of Knowledge of Health Economics among Healthcare Professionals in the Kingdom of Saudi Arabia: A Cross-Sectional Study.

Addressing the ongoing challenge of rising healthcare spending is crucial for ensuring the health quality of a population. At the core of healthcare systems, health professionals play a vital role in patient care and resource utilization. Despite healthcare cost concerns, health professionals often lack an understanding of health economics for optimal decision making. Accordingly, the aim of this study was to assess the knowledge of health economics among healthcare professionals in the Kingdom of Saudi Arabia. The broader goal was to identify knowledge gaps crucial for developing targeted interventions to maintain quality healthcare within the context of resource constraints. We used cross-sectional data collected from January to June 2023 and employed univariate, bivariate, and multivariable techniques for analysis. Univariate analyses were used to compare respondent proportions in socio-economic and demographic categories, bivariate analysis was used to examine the frequencies of independent variables related to the dependent variable, and a multivariate logistic regression model was used to identify the factors associated with knowledge of health economics among healthcare professionals. A total of 1056 responses were included for analysis. Approximately 35.35% of the sample possessed optimal knowledge of healthcare economics. Additionally, 58.14% of respondents considered health economics knowledge essential in their job practice, 16.95% regularly read articles on health economics, 22.06% engage in economic decision making at work, and 20.17% apply health economics techniques in their decision making. Health economics knowledge varied according to profession status, work experience, perceptions about health economics, and involvement in management tasks and decision-making processes. Generally, knowledge of health economics tended to increase with experience, positive perceptions, and engagement in administrative or management tasks. Nevertheless, knowledge of health economics is largely limited among health professionals in Saudi Arabia. Policymakers should address disparities in knowledge and perceptions of health economics through ongoing training courses and workshops. These interventions will ensure the presence of highly skilled professionals capable of implementing effective healthcare decisions and managing the increasing costs of healthcare.

Gut microbiota contribute to variations in honey bee foraging intensity.

Gut microbiomes are increasingly recognized for mediating diverse biological aspects of their hosts, including complex behavioral phenotypes. Although many studies have reported that experimental disruptions to the gut microbial community result in atypical host behavior, studies that address how gut microbes contribute to adaptive behavioral trait variation are rare. Eusocial insects represent a powerful model to test this, because of their simple gut microbiota and complex division of labor characterized by colony-level variation in behavioral phenotypes. Although previous studies report correlational differences in gut microbial community associated with division of labor, here, we provide evidence that gut microbes play a causal role in defining differences in foraging behavior between European honey bees (Apis mellifera). We found that gut microbial community structure differed between hive-based nurse bees and bees that leave the hive to forage for floral resources. These differences were associated with variation in the abundance of individual microbes, including Bifidobacterium asteroides, Bombilactobacillus mellis, and Lactobacillus melliventris. Manipulations of colony demography and individual foraging experience suggested that differences in gut microbial community composition were associated with task experience. Moreover, single-microbe inoculations with B. asteroides, B. mellis, and L. melliventris caused effects on foraging intensity. These results demonstrate that gut microbes contribute to division of labor in a social insect, and support a role of gut microbes in modulating host behavioral trait variation.

Social Responsibility and Commitment to Children; Pediatric Nurses' Experiences With Redeployment During the First Wave of COVID-19: A Qualitative Study.

COVID-19 represented a challenge for health care worldwide and led to new tasks and a rethinking of resource use. It was necessary to establish capacity within hospitals and to reassign critical resources between hospitals. This study aimed to explore pediatric nurses' experiences of redeployment, new tasks, and use of specialized competencies during the first wave of COVID-19. An exploratory design, involving qualitative individual interviews with 12 pediatric nurses was used. The analysis resulted in 3 main themes. Firstly, a feeling of social responsibility focused on how pediatric nurses felt committed to use their competencies during the crisis, whether they remained on the pediatric ward or were redeployed. Secondly, fewer children to counterbalance the shortage of pediatric nurses showed how redeployment was offset by fewer pediatric patients. Thirdly, adapting pediatric nursing competencies to new tasks described how the nurses adapted their skills to new tasks either in pediatric or adult wards. The results revealed that pediatric nurses had a social and ethical commitment to society in a crisis. They agreed to be redeployed and take on new tasks but were still concerned about the health and well-being of the children and their families, which led to a sense of ambivalence. They questioned whether their skills were being used appropriately in redeployment to adult wards. Fewer pediatric patients mitigated the workload of the remaining nurses. There is a risk of neglecting the needs of hospitalized children and their families during a pandemic. There was concern that "voluntary coercion" was a counterproductive strategy for reassignment.

General Hyperspectral Image Super-Resolution via Meta-Transfer Learning.

Recent advances in deep learning-based methods have led to significant progress in the hyperspectral super-resolution (SR). However, the scarcity and the high dimension of data have hindered further development since deep models require sufficient data to learn stable patterns. Moreover, the huge domain differences between hyperspectral image (HSI) datasets pose a significant challenge in generalizability. To address these problems, we present a general hyperspectral SR framework via meta-transfer learning (MTL). We randomly sample various spectral ranges for SR tasks during MTL, allowing the model to accumulate diverse task experiences. Additionally, we implement a task schedule to gradually expand the number of bands, bridging the significant domain differences between datasets. By leveraging multiple datasets, we are able to achieve better performance and greater generalizability, making it applicable under various circumstances. Meanwhile, as a general framework, our scheme can be applied to existing methods to obtain performance improvements. In addition, we design an advanced network architecture based on the multifusion features to further improve the performance. Experiments demonstrate that our method not only achieves superior performance in both qualitative and quantitative terms but also can adapt robustly to a new and difficult sample, where few epochs can yield quite considerable results.

Экспериментальная работа по формированию компетентности преподавателя вуза в инклюзивном образовании средствами информационно-технологического обеспечения

<p>The article presents the results of experimental work on the formation of the competence of university teachers in inclusive education by means of information technology in additional professional education. Information technology is implemented on the basis of two components: information and technology. The didactic digital complex acts as an information component, the technological component provides the personification of the educational process, the use of a set of forms and methods of training for intensifying the process of additional professional education using information and communication technologies, creating conditions for the formation of pedagogical communities for the exchange of experience and interactive solving of the professional tasks in. 353 teachers from 6 educational universities were recruited for this study. The effectiveness of the study was confirmed by the method of mathematical statistics (Pearson's criterion).</p>

"In a State of Flow": A Qualitative Examination of Autistic Adults' Phenomenological Experiences of Task Immersion.

There is considerable conceptual overlap between Autistic hyperfocus and flow, yet these phenomena have seldom been associated in the literature. Moreover, no studies have provided an in-depth empirical investigation of Autistic people's flow-like or hyperfocus experiences. In this study, we sought to address this gap by investigating Autistic people's phenomenological experiences of task immersion, and how their experiences relate to existing conceptualizations of flow, hyperfocus, and monotropism. To address this aim, we drew on data from a broader qualitative study, designed in partnership with Autistic community members, to understand Autistic people's experiences of Autistic inertia. For that broader study, Autistic and non-Autistic researchers conducted semi-structured interviews with 24 Autistic adults about their everyday experiences of starting and stopping tasks. During these interviews, participants repeatedly discussed their experiences of task immersion and the benefits and challenges associated with it. We analyzed these responses specifically, using reflexive thematic analysis, adopting a combination of deductive and inductive approaches within an essentialist framework. Our participants' accounts closely matched conceptual understandings of flow, Autistic hyperfocus, and monotropism. Specifically, the analysis revealed the all-encompassing nature of task immersion experiences, and how it could be difficult to "find the balance" between the joy and other aspects of everyday life. Despite the drawbacks, participants were glad to be immersed because they felt they could be themselves, with no pretences. These results are important for reframing task immersion as a state of great potential value to Autistic people's lives, but one that may require additional support if it is to play its role in enabling Autistic people to flourish.

Exploring the Relationship between Emotional Valence and Prospective Memory Metamemory in Younger and Older Adults

Prospective memory (PM) plays a crucial role in daily autonomy. Metamemory and emotional valence have both been shown to influence PM performance in younger and older adults. However, when considered together, the relationship between emotional valence, metamemory, and PM has not been examined yet, especially whether metamemory PM representations develop with task experience (i.e., before versus after performing a task). We collected data from 25 younger and 19 older adults using an event-based PM task with emotional cues (positive, negative, or neutral). Results revealed that younger adults’ predictions underestimated performance for neutral and negative cues. After performing the task, they showed more accurate representations for neutral cues, indicating that they monitored their representations. Older adults’ predictions overestimated performance for negative PM cues, and they did not modify representations after performing the task. Thus, we do not find evidence that older adults are able to coherently monitor their PM representations. These findings highlight the importance of understanding PM representations, especially in older adults, as they may lead to less strategy use and more impaired PM performance in negative everyday situations.

Trust in Robot–Robot Scaffolding

The study of robot trust in humans and other agents is not explored widely despite its importance for the near future human-robot symbiotic societies. Here we propose that robots should trust partners that tend to reduce their computational load, which is analogous to human cognitive load. We test this idea by adopting an interactive visual recalling task. In the first set of experiments, the robot can get help from online instructors with different guiding strategies to decide which one it should trust based on the computational load it experiences during the experiments. The second set of experiments involves robot-robot interactions. Akin to the robot-online instructor case, the Pepper robot is asked to scaffold the learning of a less capable ‘infant’ robot (Nao) with or without being equipped with the cognitive abilities of theory of mind and task experience memory to assess the contribution of these cognitive abilities to scaffolding performance. Overall, the results show that robot trust based on computational/cognitive load within a sequential decision-making framework leads to effective partner selection and robot-robot scaffolding. Thus, using the computational load incurred by the cognitive processing of a robot may serve as an internal signal for assessing the trustworthiness of interaction partners.

You Got It in Your Hands: Stop-Signal Modality Influences on Reactive Response Inhibition with Gaming Controls

Mastering the art of stopping initiated actions is vital when playing video games. However, what characteristics make up the perfect warning or stop-signal remains unclear. In the present study we compared performance in a basic and a gamified stop-signal task depending on different stop-signal modalities: auditory, haptic and audio-haptic. Data from a complete within-subjects design (N = 24), revealed an advantage of haptic or audio-haptic stop-signals as compared to purely auditory ones. Further, results show an overall slower performance in the game-version compared to the basic version. With regards to the subjective experience, the results revealed higher motivation to perform in the gamified task, but a somewhat deeper flow experience in the basic task. In sum, these results confirm that stop-signal modality influences reactive response inhibition in both basic and gamified tasks. Future research may extend and generalize these findings to other cross-modal and more complicated gaming setups. Game developers may draw on these findings to optimize the communication of stop signals via vibrations in a handheld controller.

Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children

Engaging cognitive control is essential to flexibly adapt to constantly changing environments. However, relatively little is known about how prior task experience impacts on the engagement of cognitive control in novel task environments. We aimed to clarify how individuals learn and transfer the engagement of cognitive control with a focus on the hierarchical and temporal aspects of task knowledge. Highlighting two distinct cognitive control processes, the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control), we conducted six preregistered online experiments with both adults (Experiment 1, 3, and 5: N = 71, N = 108, and N = 70) and 9- to 10-year-olds (Experiment 2, 4, 6: N = 69, N = 108, and N = 70). Using two different experimental paradigms, we demonstrated that prior task experience of engaging reactive control makes adults and 9-to 10-year-olds respond in a reactive way in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. This indicates that individuals do learn knowledge about the temporal structure of task goal activation and, on occasion, negatively transfer this knowledge. Furthermore, individuals exhibited these negative transfer effects in a similar-structured condition with different task goals and stimuli, indicating that they learn hierarchically-structured task knowledge. The collective findings suggest a new way of understanding how hierarchical and temporal task knowledge influences the engagement of cognitive control and highlight potential mechanisms underlying the near transfer effects observed in cognitive control training.

Do illegitimate tasks matter for registered nurses’ work motivation? A cross-sectional study based on a nationally representative sample of Swedish nurses

BackgroundA challenge in Western countries is the growing need for registered nurses (RNs’) in hospitals, primary care and home healthcare. Decreasing illegitimate tasks and strengthening RNs’ work motivation are some strategies to address this challenge. ObjectiveOur overall aim was to explore the association between RNs' experiences of illegitimate tasks and work motivation operationalised as four dimensions: work engagement, opportunities to provide high-quality care, employer satisfaction and intention to remain at the workplace. To address this aim, three specific research questions were asked: (1) Is there an association between illegitimate tasks and work motivation? (2) Do the levels of reported illegitimate tasks differ between RNs working in hospitals and those working in primary care or home healthcare settings? (3) Do associations between illegitimate work tasks and work motivation differ with type of workplace? DesignA cross-sectional design. MethodsWe used responses from a stratified population of RNs in Sweden, n = 2,333, working either in hospitals, primary care or home healthcare. Calibrating weights were applied in all analyses to ascertain the generalisability of the findings. Illegitimate tasks were measured with the Bern Illegitimate Tasks Scale. Data were analysed using chi-squared tests and linear or logistic regression analysis. Interaction was measured on the multiplicative scale by adding an interaction term to the fully adjusted models. ResultsOverall, approximately 25 % of RNs reported frequently experiencing illegitimate tasks. There were statistically significant associations between higher perceptions of illegitimate tasks and lower ratings in the four dimensions of work motivation: work engagement [beta coefficient [beta] = -0.14, confidence interval [CI] 95 % = -0.18; -0.10], opportunities to provide high-quality care [beta = -0.46, CI 95 % = -0.51; -40] and employer satisfaction [beta = -0.60, CI 95 % = -0.67; -0.54]. Experiencing higher levels of illegitimate tasks also related to a decreased intention to remain at the workplace [illegitimate tasks: odds ratio = 0.32, CI 95 % = 0.27; 0.29]. RNs who worked in home healthcare reported higher levels of illegitimate tasks than RNs who worked in hospitals. ConclusionsReducing the amount of illegitimate tasks may contribute to counteracting the shortage of RNs by increasing work motivation and willingness to remain at the workplace.

Characterizing information access needs in gaze-adaptive augmented reality interfaces: implications for fast-paced and dynamic usage contexts

ABSTRACT Gaze-adaptive interfaces can enable intuitive hands-free augmented reality (AR) interaction but unintentional selection (i.e. “Midas Touch”) can have serious consequences during high-stakes real-world AR use. In the present study, we assessed how simulated gaze-adaptive AR interfaces, implementing single and dual gaze inputs, influence Soldiers’ human performance and user experience (UX) in a fast-paced virtual reality marksmanship task. In Experiment 1, we investigated 1- and 2-stage dwell-based interfaces, finding confirmatory dual gaze dwell input effectively reduced Midas Touch but also reduced task performance and UX compared to an always-on (AO) interface. In Experiment 2, we investigated gaze depth-based interfaces, finding similar negative impacts of confirmatory dwell on Midas Touch, task performance, and UX. Overall, compared to the AO interface, single gaze input interfaces (e.g. single dwell or gaze depth threshold) reduced viewing of task-irrelevant information and yielded similar task performance and UX despite being prone to Midas Touch. Broadly, our findings demonstrate that AR users performing fast-paced dynamic tasks can tolerate some unintentional activation of AR displays if reliable and rapid information access is maintained and point to the need to develop and refine gaze depth estimation algorithms and novel gaze depth-based interfaces that provide rapid access to AR display content.

An in-depth exploration of researcher experiences of time and effort involved in health and social care research funding in the UK: The need for changes.

The need to reform the way in which research is undertaken is clear, with reducing research bureaucracy and waste at the forefront of this issue for the UK government, funding organisations, higher education institutions and wider research community. The aim of this study was to describe researchers' experiences of the time, effort and burden involved in funding processes-namely applying for research funding and fulfilling reporting requirements. This was an in-depth qualitative study using semi-structured interviews with researchers who had experience applying for funding and/or completing reporting requirements for a UK health and social care research funder between January 2018 and June 2021. Following thematic analysis, five key themes were identified describing researcher experiences of key issues around time, efforts and burden associated with funding processes. These themes encompassed (1) issues with the current funding model for health and social care research, (2) time and effort involved in funding processes, (3) the need for a streamlined end-to-end process, (4) implications for work-life balance, and (5) addressing the need for better support and communication. The findings from this study describe researcher experiences of tasks in the research pathway that currently take considerable time and effort. It was clear that whilst some of this time and effort is considered necessary, some is exacerbated by inefficient and ineffective processes, such as perceived under-funding of research or lack of clarity with regards to funder expectations. This in turn contributes to unnecessary researcher burden, research waste and negative research culture. Better investment in health and social care research and in the researchers themselves who design and deliver the research, alongside improvements in transparency, streamlining and research support could ensure a more positive research culture, and improve the quality of funded research.