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Eric S Solomon

Publications and source records attributed to Eric S Solomon.

6 recordsLinked to original sources

Semantic integration and syntactic planning in language production.

Five experiments, using a subject-verb agreement error elicitation procedure, investigated syntactic planning processes in production. The experiments examined the influence of semantic integration--the degree to which phrases are tightly linked at the conceptual level--and contrasted two accounts of planning: serial stack-based systems and parallel activation-based systems. Serial stack-based systems rely on memory-shifting processes to coordinate ongoing planning. Memory-shifting should be easier for more integrated phrases, resulting in fewer errors. Parallel, activation-based systems, on the other hand, maintain multiple representations simultaneously in memory. More integrated phrases will be more likely to be processed together, resulting in increased interference and more errors. Participants completed stimuli like The drawing of/with the flower(s), which varied local noun number (flower(s)) and the relationship between the head (drawing) and local noun. In some constructions, the nouns were tightly integrated (e.g., of), whereas in others the relationship was looser (e.g., with, specifying accompaniment). In addition to the well-established local noun mismatch effect (more errors for plural than for singular local nouns), all experiments revealed larger mismatch error effects following tightly integrated stimuli. These results are compatible with parallel activation-based accounts and cannot be explained by serial, memory-shift-based accounts. The experiments and three meta-analyses also ruled out alternative accounts based on plausibility, argumenthood, conceptual number, clause packaging, or hierarchical feature-passing, reinforcing the general finding that error rates increase with degree of semantic integration.

Humans↗

Effect of grade point average and enrollment in a dental hygiene National Board review course on student performance on the National Board Examination.

Passing the National Board Dental Hygiene Examination is a requirement for licensure in all but one state. There are a number of preparation courses for the examination sponsored by corporations and dental hygiene programs. The purpose of this study was to determine if taking a board review course significantly affected student performance on the board examination. Students from the last six dental hygiene classes at Baylor College of Dentistry (n = 168) were divided into two groups depending on whether they took a particular review course. Mean entering college grade point averages (GPA), exiting dental hygiene program GPAs, and National Board scores were compared for the two groups using a t-test for independent samples (p < 0.05). No significant differences were found between the two groups for entering GPA and National Board scores. Exiting GPAs, however, were slightly higher for those not taking the course compared to those taking the course. In addition, a strong correlation (0.71, Pearson Correlation) was found between exiting GPA and National Board score. Exiting GPA was found to be a strong predictor of National Board performance. These results do not appear to support this program's participation in an external preparation course as a means of increasing students' performance on the National Board Dental Hygiene Examination.

Clinical Competence↗

Non-graded clinical evaluation of dental students in a competency-based education program.

The objective of this article is to report the development, implementation, and early results of a non-graded normative dental student clinical performance assessment system based on our competencies documents. The normative system (student performance is compared to evidence-based clinical standards) was used and evaluated during the 2002-03 academic year and is now gradually replacing the traditional summative (numerical) grading system previously used at Baylor College of Dentistry. The methodology included: 1) consensus development of new clinical performance assessment forms over the summer of 2002; 2) concurrent fourth-year clinical faculty calibration to the new forms; 3) implementation at the beginning of the senior year for the Class of 2003; and 4) faculty and student evaluation surveys in May 2003. Every step of each clinical procedure was recorded, weekly performance summaries by both students and faculty were collected, and periodic workshops were held to refine the forms and further calibrate faculty. The results showed strong positive responses to the new system by graduates and faculty alike. We conclude that early results warrant broadened efforts toward a continuously improved schoolwide normative student clinical performance assessment system.

Clinical Competence↗

Manpower.

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Cultural Diversity↗

Family violence content in dental hygiene curricula: a national survey.

Dental personnel are in an excellent position to recognize suspected abuse of dental patients because 65-75 percent of abuse occurs in the head and neck area. While most dental and dental hygiene curricula include the topic of child abuse, it has previously been unknown if other types of abuse, such as intimate partner abuse, elder abuse, and abuse of disabled persons, are addressed. This study was conducted to determine the extent to which dental hygiene programs have incorporated these family violence topics into the curriculum. Specific data on content, teaching methods, faculty, and resources were collected. Reasons for not including family violence in the curricula, attitudes on mandatory continuing education, and support services available for abuse victims were also examined. A fifteen-item survey was sent to all 229 U.S. accredited dental hygiene programs. Surveys were returned from 173 programs for a response rate of 77.5 percent. Child abuse was taught in most programs (N=122, 70.5 percent), while elder abuse (N=95, 54.9 percent), intimate partner abuse (N=81, 46.8 percent), and abuse of individuals with disabilities (N=80, 46.2 percent) were taught in fewer programs. Reasons for not including family violence in the curricula (N=31, 18 percent) varied. The need is critical for increased curriculum attention in U.S. dental hygiene programs to help stem the epidemic of family violence. Raising dental hygienists' awareness of the problem and potentially increasing the number of reports of and referrals for suspected violence may help more victims.

Attitude of Health Personnel↗