SEARCH · Search PubMed

Results for “Explicit instruction”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

SourceResearch connectionFrom yearThrough year

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 289 records · Page 16Linked to original sources

PubMed1978

Surgical treatment of keloids secondary to ear piercing.

Keloids are medically benign, but often psychologically and cosmetically malignant lesions. They are most commonly located on the posterior aspect of the ear lobes. The author's treatment of choice is the combined intralesional steroid and surgical approach. Surgically, the best results are obtained when some of the skin overlying the keloid is used as a split thickness graft after all of the keloidal tissue has been removed. Explicit postoperative wound care instructions are important in insuring complication-free surgery.

Cosmetics↗

PubMed1999

ERP recordings during a picture fragment completion task: effects of memory instructions.

Sequential implicit (picture fragment completion) and explicit (free recall and recognition) memory tasks were performed by two groups of young adults. Subjects assigned to the intentional condition were asked to memorize the stimuli presented during the picture fragment completion task, whereas subjects assigned to the incidental condition were not so instructed. In the picture fragment completion task, all subjects showed savings (priming), i.e., their identification thresholds for previously seen fragments were lower than those for fragments not previously seen, and no between-group performance difference was found. Free recall performance was better for the intentional than the incidental group, but recognition performance did not differ between the groups. Despite similar between-group performance, event-related brain potentials (ERPs) recorded during the picture fragment completion and recognition tasks revealed between-group differences in information processing. The ERP data suggest that similar behavioral performance during memory tasks may have been associated with distinct neuronal mechanisms subserving priming and recollection.

Adult↗

PubMed2002

The development of explicit memory for basic perceptual features.

In three experiments with 164 individuals between 4 and 80 years old, we examined age-related changes in explicit memory for three perceptual features--item identity, color, and location. In Experiments 1-2, feature recognition was assessed in an incidental learning, gamelike task resembling the game Concentration. In Experiment 3, feature recognition was assessed using a pencil-and-paper task after intentional learning instructions. The form of the explicit memory function across the life span varied with the particular perceptual feature tested and the type of task. Item recognition was excellent at all ages but was significantly poorer for older adults than children, color recognition peaked in late childhood on the gamelike task, and location recognition peaked in early adulthood on the pencil-and-paper task. These findings indicate that performance on explicit memory tests is not a consistent inverted U-shaped function of age across various features. Explicit memory performance depends on what is measured and how. Because explicit memory typically reflects a composite of different features, age-related changes in explicit memory will not necessarily correspond to the function for any single one.

Adult↗

PubMed2005

Inter-rater reliability of explicit indicators of prescribing appropriateness.

OBJECTIVE: To assess the inter-rater reliability of 14 explicit indicators of appropriate long-term prescribing. METHOD: All available data required for the assessment of 59 long-term prescriptions started during a hospital admission for 25 patients were transcribed from the patients' medical records. These transcripts were presented in a standardised format and random order to four raters (two doctors and two pharmacists) who used the indicators to judge the appropriateness of each prescription. Debriefing interviews were held with each rater. An a priori level of acceptable agreement between the raters was set at a weighed kappa of 0.70. RESULTS: There was no apparent difference between pharmacists and doctors for all findings, so data were combined. Two indicators showed poor agreement, three showed moderate agreement, and nine showed substantial or near perfect agreement, exceeding a weighted kappa of 0.70. There was excellent positive agreement as to which prescriptions were judged appropriate by the indicators, but much worse negative agreement as to which prescriptions were judged to be inappropriate. In the interviews, the raters remarked on the difficulty of applying explicit indicators when they routinely made implicit judgements about data in the medical records. CONCLUSION: Nine of the indicators achieved the required level of reliability and the negative agreement levels showed that this was the area that required greater improvement in future developments of the indicators. Further work needs to be conducted to investigate ways of the improving instructions on how to make explicit judgements and reducing the need for implicit or subjective assessments.

Continuity of Patient Care↗

PubMed2000

Influence of dose and beverage type instructions on alcohol outcome expectancies of DUI offenders.

OBJECTIVE: To test the hypothesis that self-reported alcohol outcome expectancies are situationally specific beliefs that vary depending on contextual variables, such as the quantity and type of beverage one is instructed to imagine consuming. METHOD: One hundred thirty DUI offenders attending a 72-hour weekend program were randomly assigned to either a "small dose" or "large dose" instruction condition and then completed five versions of the Comprehensive Effects of Alcohol scale, a separate version for each of five beverage types ("alcohol," "beer," "wine," "mixed drinks" and "straight liquor"). RESULTS: Two separate 2 (dose) x 5 (beverage type) ANOVAs revealed that positive and negative expectancies varied significantly as a function of both dose and beverage type. Specifically, participants endorsed more positive outcomes and more negative outcomes when they imagined drinking a large amount versus a small amount. In addition, participants endorsed significantly more positive expectancies for beer and mixed drinks than for wine. They endorsed the largest number of negative expectancies for straight liquor and the fewest for wine. CONCLUSIONS: Expectancies are to some degree context-bound and researchers and clinicians should consider providing explicit dose and beverage type instructions to research participants and clients when they use self-report questionnaires to assess alcohol outcome expectancies.

Adult↗

PubMed2005

Explicit knowledge and intention to learn in sequence learning: an event-related potential study.

The present study was performed to examine how intention to learn and explicit knowledge in sequence learning are reflected in event-related potentials. Participants responded to numerals presented in a repeating order, which were replaced infrequently by deviant numerals. The participants were given incidental or intentional learning instructions. Sequence parts for which they acquired explicit knowledge were identified for each participant by post-task memory tests. Reaction times indicated that sequence learning occurred under both types of instruction. The N2 enhancement for deviants was primarily associated with explicit sequence knowledge, and the P3 enhancement showed a weak association. These results suggested that N2 and P3 reflect different aspects of explicit learning.

Adolescent↗

PubMed1987

Further evidence for dementia of the prefrontal type in schizophrenia? A controlled study of teaching the Wisconsin Card Sorting Test.

Recent physiological and cognitive studies of schizophrenia have implicated dysfunction of prefrontal cortex as a possible explanation for some of the disabling intellectual and social aspects of the disorder. To investigate the potential reversibility of cognitive deficits and the role of state variables, eg, attention and motivation, three groups of patients with schizophrenia were administered the Wisconsin Card Sorting Test on six consecutive occasions. Two of the groups received incremental information on how to do the test, including explicit card-by-card instruction. The third group served as a control. Regardless of the degree of instruction, patients who could not do the test could not learn it. The deficit did not appear generalized, as patients were able to learn word lists on the Selective Reminding memory test and were not globally demented on the Mini-Mental State Examination. These data suggest that prefrontal-type cognitive deficits in schizophrenia may be more profound than is generally appreciated.

Adult↗

PubMed2005

Interstimulus contingency facilitates saccadic responses in a bimodal go/no-go task.

The saccadic response to a suddenly appearing visual target stimulus is faster when an accessory auditory stimulus is presented in its spatiotemporal proximity. This multisensory facilitation of reaction time is usually considered a mandatory bottom-up process. Here, we report that it can be modulated by the predictability of the target location provided by an accessory stimulus, thereby indicating a form of top-down processing. Subjects were asked to make a saccade in the direction of a visual target randomly appearing left or right from fixation. An accessory auditory stimulus was presented either at the same location or opposite to the target, with the probability varying over blocks of presentation. Thus, the auditory stimulus contained probabilistic information about the target location (interstimulus contingency). A certain percentage of the trials were catch trials in which the auditory accompanying stimulus (Experiment 1) or the visual target (Experiment 2) was presented alone and the subjects were asked to withhold their response. In particular with visual catch trials, varying the predictability of target location resulted in reaction time facilitation in the bimodal trials, with both high (80%) and low predictability (20%), but only when both stimuli were presented within a small time window (40 ms). As subjects could not possibly follow the task instructions in this short period explicitly, we conclude that they utilized the interstimulus contingency information implicitly, thus revealing an extremely fast involuntary top-down control on saccadic eye movements.

Acoustic Stimulation↗

PubMed1999

Differences in top-down influences on the reversal rate of different categories of reversible figures.

Understanding the mechanisms underlying the multistability of reversible figures may provide valuable insights into the normal functioning of our visual system. The proposed factors that control the perceptual alternations of reversible figures can be classified into bottom-up and top-down processes. In the present study, we report differences in top-down effects on the reversal rate depending on whether a structural perspective (Necker cube, Schröder staircase) or a meaningful content (duck/rabbit figure, chef/dog figure) is subject to the reversal phenomenon. In order to activate top-down mechanisms explicitly the subjects had the instruction to bring the reversal rate under voluntary control. The results indicated that both slowing down and speeding up the rate of alternations was more effective for the content-reversal figures (duck/rabbit, chef/dog) than for the rather abstract perspective-reversal figures (Necker cube, Schröder staircase). In order to investigate the effect of meaningfulness in figure/ground reversals, the effect of the same instructional variable was also determined for Rubin's vase/faces and the Maltese cross. The results showed a similar tendency as in the case of the comparison between perspective reversals and content reversals. Possible cognitive processes that may play a role in top-down influences on figure reversal and theoretical implications of these findings for the interaction of bottom-up and top-down processes are discussed.

Analysis of Variance↗

PubMed2002

Can anticipatory skills be learned through implicit video-based perceptual training?

The aim of this experiment was to determine the effectiveness of two video-based perceptual training approaches designed to improve the anticipatory skills of junior tennis players. Players were assigned equally to an explicit learning group, an implicit learning group, a placebo group or a control group. A progressive temporal occlusion paradigm was used to examine, before and after training, the ability of the players to predict the direction of an opponent's service in an in-vivo on-court setting. The players responded either through hitting a return stroke or making a verbal prediction of stroke direction. Results revealed that the implicit learning group, whose training required them to predict serve speed direction while viewing temporally occluded video footage of the return-of-serve scenario, significantly improved their prediction accuracy after the training intervention. However, this training effect dissipated after a 32 day unfilled retention interval. The explicit learning group, who received instructions about the specific aspects of the pre-contact service kinematics that are informative with respect to service direction, did not demonstrate any significant performance improvements after the intervention. This, together with the absence of any significant improvements for the placebo and control groups, demonstrated that the improvement observed for the implicit learning group was not a consequence of either expectancy or familiarity effects.

Adolescent↗

PubMed1994

Stability from variation: the case of face recognition. The M.D. Vernon Memorial Lecture.

A theme running through M.D. Vernon's discussions of visual perception was the key question of how we perceive a stable world despite continuous variation. The central problem in face identification is how we build stable representations from exemplars that vary, both rigidly and non-rigidly, from instant to instant and from encounter to encounter. Experiments reveal that people are rather poor at generalizing from one exemplar of a face to another (e.g. from one photograph to another showing a different view or expression) yet highly accurate at encoding precise details of faces within the range shown by several slightly different exemplars. Moreover, provided instructions do not encourage subjects explicitly to attend to the way that different exemplars vary, faces are retained in a way that enhances familiarity of the prototype of the set, even if this was not presented for study. It is suggested that our usual encounters with continuous variations of facial expressions, angles, and lightings provide the conditions necessary to establish stable representations of individuals within an overall category (the face) where all members share the same overall structure. These observations about face recognition would probably not have come as any great surprise to Maggie Vernon, many of whose more general observations about visual perception anticipated such conclusions.

Attention↗

PubMed2004

Perceptual simulation in property verification.

If people represent concepts with perceptual simulations, two predictions follow in the property verification task (e.g., Is face a property of GORILLA?). First, perceptual variables such as property size should predict the performance of neutral subjects, because these variables determine the ease of processing properties in perceptual simulations (i.e., perceptual effort). Second, uninstructed neutral subjects should spontaneously construct simulations to verify properties and therefore perform similarly to imagery subjects asked explicitly to use images (i.e., instructional equivalence). As predicted, neutral subjects exhibited both perceptual effort and instructional equivalence, consistent with the assumption that they construct perceptual simulations spontaneously to verify properties. Notably, however, this pattern occurred only when highly associated false properties prevented the use of a word association strategy. In other conditions that used unassociated false properties, the associative strength between concept and property words became a diagnostic cue for true versus false responses, so that associative strength became a better predictor of verification than simulation. This pattern indicates that conceptual tasks engender mixtures of simulation and word association, and that researchers must deter word association strategies when the goal is to assess conceptual knowledge.

Association↗

PubMed1981

Skill domains for allied health professions.

Seven highly generalizable cognitive affective skill domains have been postulated as broad goals worthy of being incorporated into educational programs in the helping professions. Previous research found that, allowing for marked differences between disciplines, helping professionals perceived all the skill domains to be required areas of competence for effective professional practice and to be relatively teachable. However, with the exception of basic professional/technical skills, the professionals were less sure such competencies should be used as criteria for student selection and evaluation and were certain these skill areas are not being used in this manner. This study replicates and extends previous research by focusing exclusively on education in the allied health professions. New findings are virtually identical to those found in other disciplines. The contrast between what is needed and can be done and what is felt should be and is being done bodes ill for efforts to establish explicit affective curricular goals and instructional procedures in allied health professional education.

Clinical Competence↗

PubMed2004

Haste does not always make waste: expertise, direction of attention, and speed versus accuracy in performing sensorimotor skills.

In two experiments, we examined the attentional mechanisms governing sensorimotor skill execution across levels of expertise. In Experiment 1, novice and expert golfers took a series of putts under dual-task conditions designed to distract attention from putting and under skill-focused conditions that prompted attention to step-by-step performance. Novices performed better under skill-focused than under dual-task conditions. Experts showed the opposite pattern. In Experiment 2, novice and expert golfers putted under instructions that emphasized either putting accuracy or speed--the latter intended to reduce the time available to monitor and explicitly adjust execution parameters. Novices putted better under accuracy instructions. Experts were more accurate under speed instructions. In agreement with theories of skill acquisition and automaticity, novice performance is enhanced by conditions that allow for on-line attentional monitoring (e.g., skill-focused or accuracy instructions) in comparison with conditions that prevent explicit attentional control of skill execution (e.g., dual-task or speed constraints). In contrast, the proceduralized skill of experts benefits from environments that limit, rather than encourage, attention to execution.

Attention↗

PubMedDate not supplied

Instructing adolescents with learning disabilities: converting a meta-analysis to practice.

A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.

Adolescent↗

PubMed2004

Jitter and size effects on vection are immune to experimental instructions and demands.

Both coherent perspective jitter and explicit changing-size cues have been shown to improve the vection induced by radially expanding optic flow. We examined whether these stimulus-based vection advantages could be modified by altering cognitions and/or expectations about both the likelihood of self-motion perception and the purpose of the experiment. In the main experiment, participants were randomly assigned into two groups-one where the cognitive conditions biased participants towards self-motion perception and another where the cognitive conditions biased them towards object-motion perception. Contrary to earlier findings by Lepecq et al (1995 Perception 24 435-449), we found that identical visual displays were less likely to induce vection in 'object-motion-bias' conditions than in 'self-motion bias' conditions. However, significant jitter and size advantages for vection were still found in both cognitive conditions (cognitive bias effects were greatest for non-jittering same-size control displays). The current results suggest that if a sufficiently large vection advantage can be produced when participants are expecting to experience self-motion, it is likely to persist in object-motion-bias conditions.

Adult↗

PubMedDate not supplied

In search of the architect of learning: a commentary on scaffolding as a metaphor for instructional interactions.

In this article, I accept Stone's invitation to reevaluate the metaphor of scaffolding, building on his helpful analysis. Specifically, I identify what has been appealing about the scaffolding metaphor by describing how, as an intervention researcher working with students with learning disabilities, I have used the metaphor to describe a specific instructional approach in my own research. Then, I revisit and critique scaffolding as an instructional metaphor. I also comment on Stone's assertion that a more explicit description of communicative interchanges is required to more clearly describe instructional scaffolding. Finally, I conclude that the scaffolding metaphor is fundamentally flawed and advance an alternative view that may more successfully promote correspondence between instructional activities and our emerging vision of the dynamics of teaching and learning.

Child↗

PubMed2003

Continuous interscalene brachial plexus blockade provides good analgesia at home after major shoulder surgery-report of four cases.

PURPOSE: Continuous interscalene brachial plexus blockade (CIBPB) in a hospital setting can provide excellent surgical conditions and postoperative analgesia for major shoulder surgery. This is a case report of four patients on the efficacy and advantages of CIBPB for postoperative analgesia at home. CASE REPORTS: Four patients scheduled for rotator cuff repair under CIBPB were discharged home the day of surgery with an interscalene catheter connected to an automated infusion pump administering 0.2% ropivacaine at 10 mL x hr(-1) for 72 hr. Prior to discharge, patients and their attendant were given verbal and written instructions concerning local anesthetic toxicity and explicit contact information for an anesthesiologist or nurse. Outcomes were measured pre- and postoperatively, including verbal analogue pain scores (pain VAS), verbal analogue nausea scores (nausea VAS), side effects, cognitive function (mini-mental state questionnaire), sleep (hours/night), and patient satisfaction (Likert scale). Postoperative VAS scores over three days were very low. Two patients reported only one episode of nausea. There were no complications associated with local anesthetic toxicity or catheter use. Cognitive function improved over three days. Sleep increased from a mean of five hours before surgery to seven hours over the next three nights. Patient satisfaction with care was high. Significant cost savings were documented. CONCLUSION: The use of CIBPB for 72 hr in patients undergoing major ambulatory shoulder surgery can result in good analgesia with minimal opioid requirement, cost savings and possibly improvement in outcome measures.

Aged↗