FORMS OF RELEVANT STIMULUS REDUNDANCY IN CONCEPT IDENTIFICATION.
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Concept Formation↗
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[Didactic problems of education and instruction of patients with craniocerebral trauma].
While concepts for the solution of didactical-methodological problems are available for brain-injured children and young people, such concepts are almost nonexistent for adults with craniocerebral trauma sequels. A case example is presented from an educationist perspective, illustrating the disruptive impact of craniocerebral trauma on the person's biography. Didactical and methodological problems not only arise from deficient cognitive functioning but also due to the psychosocial impact of severe brain trauma. Inter alia dealt with is the question of whether an independent didactical approach is needed, or whether concepts derived from general didactics can be applied. For learners with craniocerebral trauma, "learning theory-based didactics" is an especially suitable model; a brief description is given, and its application to the specific situation of this population outlined. People with brain trauma display problems in knowledge acquisition and concept formation (cognitive learning), in transfer of learning content and performance control. Though an independent didactical concept may not be necessary, it is however crucial that in respect of the teaching/learning processes in this population, due attention is being paid to methodological principles applied in the special education field.
Adolescent↗
Format-independent data collection forms.
Good form design is generally acknowledged to be a key element of clinical trials and follow-up studies. Although some data are collected directly from automated equipment, most measurements, examination findings, and interview responses require at least one manual transcription, either onto paper forms or directly into a computer. Regardless of the transcription method adopted, there is broad agreement that the quality of study data depends strongly on the format and layout of the data collection instruments. The task of form design and production is complicated by two facts: first, a series of different forms is needed even when the period of follow-up is short; and second, form design is an ongoing process that starts before the first person is enrolled and continues over the course of the trial. This paper (1) presents a concept (format independence) aimed at simplifying the design and revision of data collection forms; (2) explains how a feature (styles) present in most word processing software can be used to implement the concept; (3) discusses the advantages and disadvantages of a format-independent approach as compared to more traditional form development tools; and (4) describes the environment that prompted this approach to form development.
Clinical Trials as Topic↗
Set/reset: use and disuse of concepts in impression formation.
In three experiments, impressions of an ambiguously described stimulus person were assimilated toward the implications of primed concepts when performance of the priming task was interrupted, but were contrasted with these implications when performance of the priming task was allowed to continue to completion. In addition, when the primed concepts were evaluatively consistent (Experiment 1), assimilation and contrast were observed on both prime-related and prime-unrelated dimensions. When the primed concepts were evaluatively inconsistent (Experiment 2), however, these shifts in impression were observed only on dimensions directly related to the primed concepts. When no concepts descriptively relevant to the stimulus information were primed (Experiment 3), the assimilation and contrast were relative to the favorableness of a primed general evaluative person concept. Taken together, these results suggest that a concept may be accessible to an individual and may be relevant to target information, yet not be used to encode that information; that assimilation and contrast may occur for reasons other than the discrepancy between the target and the contextual stimuli on the dimension of judgment; and that individuals may use the evaluative implications of their person representation as a cue in deciding which of several equally applicable, equally accessible descriptive concepts to use in interpreting information about a person.
Adult↗
On the structure of social self-concept for pre-, early, and late adolescents: a test of the Shavelson, Hubner, and Stanton (1976) model.
This study is the first to empirically validate the social self-concept component of the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (1976) model. The primary purpose was to test for each of 3 age groups--preadolescents (Grade 3), early adolescents (Grade 7), and late adolescents (Grade 11)-3 hypotheses bearing on the structure of social self-concept within the context of this model: (a) that it is multidimensional, (b) that it is hierarchically ordered, and (c) that it becomes increasingly differentiated with age. Given evidence of a hierarchical social self-concept structure, a secondary focus of the study was to determine the extent to which this pattern held across age. On the basis of the analysis of covariance structures within the framework of confirmatory factor analysis, results revealed a multidimensional social self-concept structure that becomes increasingly differentiated and a hierarchical ordering that becomes better defined with age. Overall, findings were consistent with both the R. J. Shavelson et al. (1976) conceptualization of self-concept structure and developmental processes that underlie self-concept formation.
Adolescent↗
[Arterosclerosis and its prevention. The problem and its natural controversy].
It scarcely has a glimpse about the knowledge of aterosclerosis nature. About preventive recommendations, it has not yet surpassed hypothetic level, but problem is in force and requires to prove hypothetic and theoretical models that have been proposed. Everything that has been said as preventive recommendations has arisen all kind of opinions that constitute the existent controversy. Discussion is composed by the diametrically adverse points of view, in spite of that they are refered to the same data. Positive aspect that can remain is to centralize the knowledge and to comprehend best the problem nature. Controversy is a part of the collective thinking process about the theme. Obviously no one researcher has the complete solution, neither it is a lonely person work. There are exposed at the work some details of the subjacent process implicit into the term of risk factors. In order to comprehend the controversy, it is necessary to take on account the process that has been followed for the concepts formation, by no one manner it can be taken with frivolity and less to under-value it. Most part of researches on the subject agree that infancy and youthfulness are the best ages to make intervene primary prevention. There are revised these concept's bases and it is concluded that it is necessary at our ambient to acquire own experience about the theme, but we have to be very cautious at the best resources' utilization that are to our disposition.
Age Factors↗
Differences in adolescents' self-concept as a function of academic level, ethnicity, and gender.
The relations of dimensions of self-concept of adolescents with their academic level, ethnicity, and gender were investigated. A self-concept inventory assessing 11 aspects of self-concept was administered to a sample of 1,140 eight-grade students stratified with regard to academic level (regular class, educationally marginal, learning handicapped), ethnicity (white, black, and Hispanic), and gender. Results showed that regular class students had higher levels of self-concept on most scales than did students who were educationally marginal or learning handicapped; the latter two groups showed few differences. Black students had higher self-concept ratings than did white and Hispanic students on most scales. An interaction on two academically related dimensions of self-concept revealed that white students who were educationally marginal had the lowest level of academic and verbal self-concept. Implications of the results for theories of self-concept formation were discussed.
Achievement↗
Cross-modal integration and conceptual categorization in baboons.
This study investigates concept formation and cross-modal integration in baboons. Response times were recorded in a categorical task involving discrimination between human and baboon vocalizations. We show that a brief presentation of human or baboon prime pictures conceptually related to the target sound shortened response speed of one baboon. Cross-modal priming effects were replicated with degraded pictures, and were also found in a sample of humans. Cross-modal priming demonstrates that this baboon had formed amodal abstract concepts of the human and baboon categories.
Animals↗
Reactivity to a laboratory stressor among individuals with bipolar I disorder in full or partial remission.
Strong links have been documented between life events and the course of bipolar disorder. Laboratory studies of stress provide an opportunity to understand the mechanisms involved in reactivity to stressors, but few such studies have been done in the bipolar field. In the current study, 28 people with bipolar I disorder in full or partial remission and 40 people with no history of a mood disorder were randomly assigned to 1 of 3 conditions involving different levels of failure feedback on a concept formation task. Confidence, affective reactions, and performance on a subsequent anagram task were assessed. Results provide tentative support for reactivity to the stressor among the bipolar group, although reactivity was limited to impaired anagram performance.
Adult↗
The relational self-concept scale: a context-specific self-report measure for adolescents.
This paper describes an alternative approach to measuring the self that directly accounts for the way individuals ruminate on their external actions in order to inform and maintain their self-image. This was achieved by designing the Relational Self-Concept Scale (RSCS), a measure that explores the role and impact that different social encounters within and around the school context have upon self-concept formation. Analysis of responses to this context-specific self-report measure, obtained from a large sample of adolescents (N = 978), confirmed that the scale is multidimensional, possesses appropriate psychometric properties, and contains a high degree of ecological validity.
Adolescent↗
Methodology of receptor research--a philosophical perspective.
Two examples taken from the philosophy of physics (measurement and experiment) show the dependence of quantitative data and of causal judgements on technical aims that are invested into both laboratory research and the concept formation of a successful science. Accordingly, methodology is defined as the theory of methods, i.e. of the rules governing actions constitutive of research and the phrasing of its results. Judgement on methods is a matter of means-and-ends rationality. The objects and relations under consideration are not natural but technical ones. With respect to analytical chemistry, a problem concerning the application of mathematics to quantitative data is described in order to argue for the irreducibility of measurement of macroscopic quantities (like volume) to the counting of numbers of micro-objects (like molecules): the basic concepts of microbiology, analytic chemistry and toxicology remain related to certain theoretical (and corresponding experimental) contexts. Starting from the perspective that receptor research is dealing with the effects of chemical substances on organisms, a few constraints on receptor research are characterised. The idealisation of causes and effects by describing them in terms of chemistry (on a molecular level) hinges on a problematic presupposition. It is objected that there is neither a way down from levels more complex to simpler ones nor a way up from simple to complex levels in so far as the criteria for medical diagnoses are not causally linked with chemical descriptions. As a result, the significance of the traditional connection between the medical treatment of persons and the manageableness of health effects by pharmaceutical means is stressed. Whether molecular models, theories and explanations are helpful for a phenomenological description has to be tested accordingly but cannot generally be presupposed.
Animals↗
Neuropsychodynamics of alcoholism and addiction: personality, psychopathology, and cognitive style.
The literature on the neuropsychology, personality, and psychopathology of alcoholism and addiction is reviewed. Neuropsychological studies of substance abusers have found deficits in abstract concept formation, set-maintenance, set-shifting, behavioral control, and cognitive flexibility. However, the evidence that these deficits are the result of direct substance effects on the brain is slim. Both alcoholics and as-yet nondrinking offspring of alcoholics have been found to be deficient in verbal skills and language functioning. Personality studies of alcoholics and addicts have emphasized such characteristics as field dependency, external locus of control, attenuated time extension, poor ego strength, and disturbed object relations. The psychopathology of alcoholics and opiate abusers seems to be dominated by impulsive character disorder, although there may also be a subgroup of anxious, depressed substance abusers. The present review integrates brain-behavioral perspectives with the data on personality and psychopathology, focusing on the relevance of a multidimensional neuropsychological model to psychodynamic concepts of ego functioning and the substance abusers' problems in the regulation of affect and behavior. It is argued that the concept of cognitive style is useful for understanding the relationship of neuropsychological functioning to personality dynamics, and that this approach can be especially productive in understanding the addictions.
Alcohol Drinking↗
An examination of the role of learning environments in the construction of nursing identity.
The interplay between the development of a nurse's identity within the world of nursing, and the construction of relevant nursing concepts is by necessity a difficult and complex one. It is in part grounded in the theories of social interaction, concept formation, and relevant peripheral participation in the workplace, all of which can be related to the nursing role. These issues are considered here primarily from the sociocultural viewpoint of Vygotsky, bringing together the important role of significant participants in the nurse's learning experiences, predominantly peers, and examining briefly the effects of such a viewpoint in relation to nursing education. How best nursing knowledge may be structured to optimize the learner's educational experiences, and how best the learning environment of the student may be utilized to maximum educational benefit still remain complex questions. With moves towards more competence-based learning such interactions may be crucial to our understanding of the complexities of learning in what are essentially very practical-based environments, and at the same time allow us to acknowledge the important mechanisms involved in concept acquisition and transferability, a notion central to lifelong learning.
Education, Nursing, Baccalaureate↗
The emergence and early development of autobiographical memory.
The authors provide a new framework that integrates autobiographical memory with other early achievements (e.g., gesturing, language, concept formation). In this theory, the emergence and early development of autobiographical memory does not require the invocation of specialized neurological or multiple memory mechanisms but rather arises as a natural consequence of developments in related domains including in the "software" that drives general memory functioning. In particular, autobiographical memory emerges contemporaneously with the cognitive self, a knowledge structure whose features serve to organize memories of experiences that happened to "me." Because this cognitive self emerges in the 2nd year of life, the lower limit for early autobiographical memories is set at about 2 years, with subsequent accumulation of memories linked to improvements in children's ability to maintain information in storage.
Autobiographies as Topic↗
The Goldstein-Scheerer Cube Test: a developmental-regressive study.
The Goldstein-Scheerer Cube Test was analyzed within a developmental frame of reference because Goldstein and Scheerer's criteria of pathological thought processes were found to be parallel to stages of development in concept formation. In addition to accuracy of the reproduction, the shape of the design frame and any rotations also were studied. Hypotheses were that the younger the subjects, the more global and diffuse their reproduction, while with increasing age the designs would be more accurate. A developmental gradient was suggested on a priori theoretical considerations. Thus, a gradient that consisted of three stages of perceptual matching, superceded by five stages of abstract analysis of the design, was envisaged. With regard to the frame and position of the reproduction, the breaking up of the square frame was considered most regressive. Among the rotations, those of 90%-180% were seen as more regressive than those of 45%; distinctions were made according to the causes of the rotations. The test was administered to samples of children aged 5, 7, 9, and 11 years, respectively (N = 171). The hypotheses generally were supported. The stages of the gradient of the configuration of the pattern showed very high scalability. The ranking among the shape of the frame of the copies and the various rotations of the copies relative to the design were supported. The 5-year-olds were significantly different from the three older age groups, as predicted. The results indicate a regressive hierarchy among faulty reactions to the Cube Test.
Child↗
Measuring dementia: assessment of multiple deficit domains.
A fundamental problem in the assessment of dementia is the brief, but adequate measurement of intellectual impairment. We evaluated 82 demented patients of heterogeneous etiology with 21 neuropsychological tests. Factor analysis identified five deficit domains among the tests: verbal ability, visuospatial ability, verbal memory, orientation, and concentration. One test was selected from each domain to form a Brief Battery for Dementia (BBD), which was used to explore the relationship between deficit patterns and disease characteristics. The pattern of deficits among the five tests altered with increasing disease severity: Logical Memory (a test of verbal memory) was severely impaired in the earliest stages, while tests of verbal concept formation, perceptual organization, and orientation declined more slowly. This battery discriminated between demented and normal subjects, with a sensitivity of 91% and specificity of 97%. Disease severity appeared to be a primary determinant of degree, number, and pattern of deficits in dementing disorders and may be an important factor that modulates the apparent discriminating power of intellectual tests.
Aged↗
Drinking practices and cognitive functioning.
The relationships between drinking practices and cognitive functioning were examined in a non-patient sample. Neither the amount of alcohol consumed over a lifetime nor current frequency of drinking occasions was significantly (ps greater than .05) correlated with cognitive test scores. However, the quantity of alcohol consumed per drinking occasion was inversely related to performance on tests of abstraction, adaptive abilities and concept formation. The results suggest that social drinking may have deleterious effects on cognitive processes.
Adult↗
A model for non-resolvable ambiguities.
The dynamical behavior of the perception of ambiguous figures arising from the essentially nonresolvable ambiguity built in the figures themselves is analysed. Two main features of it are explored, the initial transient and the rhythmic alternation of inversions of perspective following it. The initial transient is envisaged in terms of a symmetry breaking disorder-order transformation induced by the "attention" of the observer. The rhythmic inversions of the ordered structures are classified by a model based on an ideally non linear decision equation for binary systems originally proposed to schematize the observed behavior of neurons. Finally it is suggested that the phenomena relative to the perception of ambiguous figures could represent the simplest ones among more complex situations arising in perception, in concept formation, in the sensing of emotion and in communication in general.
Humans↗