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PubMed2006

Learning from technical documents: the role of intermodal referring expressions.

OBJECTIVE: We investigated the impact of two types of intermodal referring expressions on efficiency of instructions for use. BACKGROUND: User manuals for software or technical devices such as a video recording system frequently combine verbal instructions and illustrations. Much research has shown that the presence of an illustration has a beneficial effect on learning. The present study focuses on a factor that modulates this beneficial effect. The combination of text and an illustration can be effective only if the user integrates the information coming from these two media. This integration depends largely on the intermodal referential expressions, the function of which is to mark explicitly the relations between the text and the illustration. METHOD: In an experiment (N = 104), we compared the effectiveness of two intermodal referring expressions often used in procedural texts: indexes (numbers introduced in the illustrations and in the instructions to establish cross-references) and icons (visual representations of the components of the device, which are inserted in the verbal instructions). RESULTS: The icons condition led to the most efficient use of the device. CONCLUSION: This experiment shows that learning from multimedia documents depends on the possibility of effectively connecting the verbal instructions to the illustration. APPLICATION: Taking into account the ergonomic properties of the cross-media referring expressions should allow text designers to improve the effectiveness of technical documents.

Belgium↗
PubMed1989

Implicit learning of new verbal associations.

Implicit learning of a series of new verbal associations was studied in four experiments. The first two experiments demonstrated that learning of a repeating sequence of verbal stimuli may occur without awareness, but only when the stimulus-response mapping requires an attention-demanding activity: Subjects who were unaware of the sequence learned when instructed to categorize the stimuli, but not when instructed simply to read them. However, in both situations, unaware subjects performed no better than untrained control subjects in expressing their knowledge of the sequence explicitly. In Experiments 3 and 4, subjects showed implicit learning when the task involved either motor responses to verbal stimuli or verbal responses to spatially arranged stimuli. These findings are discussed in terms of the conditions under which implicit learning can be obtained. First, they demonstrate implicit learning of a set of new associations in the verbal domain. Second, the data suggest that attention is important in implicit learning. Finally, the degree of interitem organization that is familiar preexperimentally seems to partially determine the amount of implicit learning.

Adult↗
PubMed1994

Role of elaborative and perceptual integrative processes in perceptual-motor performance.

Three experiments address the dependence of both explicit and implicit memory performance on elaborative processes for a perceptual-motor task, pursuit rotor. Explicit memory performance was reflected by recognition of previously encountered pursuit rotor stimuli. Implicit memory performance (priming) was identified in Experiment 1 as an advantage in pursuit rotor performance for old stimuli that Ss failed to explicitly recognize. In Experiments 2 and 3, the types of strategies that Ss engaged in during training and test phases were manipulated. Results indicated that explicit memory performance depended on elaborative processes that emphasized which specific stimuli were encountered, whereas reliable implicit memory performance appeared only under a control no-instruction condition. Discussion focuses on attention to perceptual-integrative processes for priming.

Adolescent↗
PubMed2000

Gene genealogies and population variation in plants.

Early in the development of plant evolutionary biology, genetic drift, fluctuations in population size, and isolation were identified as critical processes that affect the course of evolution in plant species. Attempts to assess these processes in natural populations became possible only with the development of neutral genetic markers in the 1960s. More recently, the application of historically ordered neutral molecular variation (within the conceptual framework of coalescent theory) has allowed a reevaluation of these microevolutionary processes. Gene genealogies trace the evolutionary relationships among haplotypes (alleles) with populations. Processes such as selection, fluctuation in population size, and population substructuring affect the geographical and genealogical relationships among these alleles. Therefore, examination of these genealogical data can provide insights into the evolutionary history of a species. For example, studies of Arabidopsis thaliana have suggested that this species underwent rapid expansion, with populations showing little genetic differentiation. The new discipline of phylogeography examines the distribution of allele genealogies in an explicit geographical context. Phylogeographic studies of plants have documented the recolonization of European tree species from refugia subsequent to Pleistocene glaciation, and such studies have been instructive in understanding the origin and domestication of the crop cassava. Currently, several technical limitations hinder the widespread application of a genealogical approach to plant evolutionary studies. However, as these technical issues are solved, a genealogical approach holds great promise for understanding these previously elusive processes in plant evolution.

Journal Article↗
PubMedDate not supplied

All other things being equal: acquisition and transfer of the control of variables strategy.

The ability to design unconfounded experiments and make valid inferences from their outcomes is an essential skill in scientific reasoning. The present study addressed an important issue in scientific reasoning and cognitive development: how children acquire a domain-general processing strategy (Control of Variables Strategy or CVS) and generalize it across various contexts. Seven- to 10-year-olds (N = 87) designed and evaluated experiments and made inferences from the experimental outcomes. When provided with explicit training within domains, combined with probe questions, children were able to learn and transfer the basic strategy for designing unconfounded experiments. Providing probes without direct instruction, however, did not improve children's ability to design unconfounded experiments and make valid inferences. Direct instruction on CVS not only improved the use of CVS, but also facilitated conceptual change in the domain because the application of CVS led to unconfounded, informative tests of domain-specific concepts. With age, children increasingly improved their ability to transfer learned strategies to remote situations. A trial-by-trial assessment of children's strategy use also allowed the examination of the source, rate, path, and breadth of strategy change.

Awareness↗
PubMed2003

Preparing today's teachers of the deaf and hard of hearing to work with tomorrow's students: a statewide needs assessment.

The Individuals with Disabilities Education Act is explicit in its mandate that students who receive special education services have opportunities to be involved in and progress in the general education curriculum. Teachers providing instruction to students who are deaf or hard of hearing are expected to comply with this federal mandate. To determine if teachers of students who are deaf or hard of hearing throughout the state of Georgia felt adequately prepared to educate this population, a statewide needs assessment survey was conducted. Questionnaires were reviewed from 110 experienced teachers of students who are deaf or hard of hearing. More that half of the teachers who responded judged their teacher preparation program to be appropriate. Specific suggestions for modifications to teacher preparation programs are provided.

Adult↗
PubMed1992

The retrieval of controlled and automatic aspects of meaning on direct and indirect tests.

The literature concerning implicit memory presents conflicting evidence on the importance of meaning in recovering recently studied words. When the same cues are used during testing, indirect instructions reduce levels of processing effects relative to those obtained with direct instructions, suggesting that meaning is not as likely to be retrieved on indirect tests. However, with certain cues, meaning set size of the studied words affects performance even under indirect instructions, suggesting that meaning is retrieved on such tests. The purpose of the present experiments was to resolve this apparent inconsistency. In Experiment 1, the effects of levels of processing and meaning set size were evaluated under direct and indirect test instructions, with the use of stem and word-fragment cues. In other experiments, beginning and ending stem cues were compared, and levels, set size, and instructional effects were evaluated using meaning cues. The findings indicated that levels effects were determined more by test instructions than by test cues, and that set size effects were determined more by test cues than by test instructions. Implications are discussed for transfer-appropriate processing viewpoints and for a model in which it is assumed that performance is determined by searching either explicit or implicit memories.

Adult↗
PubMed1979

Perceptual development and category generalization.

This work is concerned with developmental changes in the structure of classifications. The central claim is that young children's undifferentiated perceptions of complex stimuli are highly structured by wholistic similarity whereas older children's perceptions are structured by component dimensions. It is shown in 2 experiments that young children systematically and spontaneously generalize a category if it is well organized by overall similarity but not if it is organized by a criterial dimension. Older children, on the other hand, spontaneously apprehend and extend a category by its dimensional structure. The third experiment was designed to test the hypothesis that criterial property categories are preferred in classification tasks requiring the explicit discovery of a general rule. It was found that younger children's attention to the dimensional relations within a category increases under rule-discovery instructions, although they still have difficulty ignoring wholistic similarity relations. The trend from similarity to dimensional classification is discussed in the context of Piagetian classification tasks and family-resemblance accounts of natural categories.

Child↗
PubMed2006

Do self-presentation concerns moderate the relationship between implicit and explicit homonegativity measures?

This study investigated whether the relation between implicit and explicit homonegativity measures is affected by self-presentation concerns, since previous research in this area has been inconclusive. In Experiment 1, 70 high-school students made evaluative ratings of pictures of homosexual and heterosexual couples. Self-presentation was manipulated by either instructing participants that the study concerned attitudes regarding sexual orientation (socially sensitive) or attitudes regarding age (less sensitive). The age-instruction led to increased homonegativity but not to a stronger correlation with an Implicit Association Test (IAT; Greenwald, McGhee & Schwartz, 1998) with homo/heterosexual couples. Concerns regarding the construct validity of the present implementation of the IAT were alleviated in Experiment 2, where heterosexual (n= 30) but not homosexual (n= 30) participants showed implicit homonegativity. The current findings are problematic for the interpretation of low correspondence between implicit and explicit attitude measures as being primarily an effect of self-presentation concerns.

Adolescent↗
PubMed2001

How psychological science informs the teaching of reading.

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Cerebral Cortex↗
PubMed1988

Knowledge-based educational systems.

In knowledge-based educational systems, the key concept is that information and procedures are represented in the same data structure. These structures can search for each other in flexible and, consequently, very robust ways. At the Air Force Human Resources Laboratory (AFHRL), our researchers are building computer environments that know what they know, know how people can best use them, and know how to draw inferences about their state--self-referential electronic tutors. In September 1986, artificial intelligence researchers participated in AFHRL's Research Planning Forum for Intelligent Tutorial Systems (ITS). This essay reviews the state of the philosophy, art, and science of artificial intelligence (AI) approaches to education. Then it summarizes the research issues which were presented, discussed, and better defined in this Forum--namely the nature and representation of 1) expertise modules, 2) student diagnostic modules, 3) adaptive instructional and curriculum modules, 4) instructional environments, and 5) man-machine interfaces. Advances in artificial intelligence, cognitive science, and instructional discourse have provided a means for investigating human learning, for representing an individual's own "knowledge processing." Research and development in knowledge-based educational systems seems promising, not only for helping people learn how to perform complex tasks, but also for explicitly expressing how people learn to learn. Therefore, would it not be wise to establish a scientific legacy for the development of effective knowledge-based tutorial systems which is informed by the best studies of mind and meaning, language and thought, purpose and paradox?

Artificial Intelligence↗
PubMed1989

Dispatcher-assisted cardiopulmonary resuscitation. Validation of efficacy.

Dispatcher-delivered telephone instruction in cardiopulmonary resuscitation (CPR) has been proposed to increase rates of bystander CPR in cases of out-of-hospital cardiac arrest. We tested the efficacy of a previously developed CPR message using a recording mannikin in a high stress, simulated cardiac arrest scenario. Community volunteers were unaware they would perform CPR until immediately before each trial. Performance of volunteers without prior CPR training (group A, n = 65) who received telephone instruction was compared with that of previously trained volunteers (group B, n = 43) who received the same message. Performances of both groups were also compared with a third group (group C, n = 43) composed of previously trained volunteers who did not receive the message. Quality of CPR was graded by three CPR instructors using explicit criteria. Printout strips from the recording mannikins were also analyzed. Evaluators were unaware of the training status of volunteers. The three groups were of comparable sex, race, and educational level, but group C was significantly younger than groups A and B (31.7 vs. 37.7 years, p less than 0.001). Because of the time required for telephone instruction, groups A and B started chest compressions a mean of 4.0 minutes after collapse compared with 1.2 minutes for group C (p less than 0.0001). We found that the previously untrained volunteers of group A performed CPR of an overall quality comparable to that performed by previously trained members of group C. Group A performed chest compressions significantly better than group C (p less than 0.02) but had greater problems performing effective ventilations.(ABSTRACT TRUNCATED AT 250 WORDS)

Emergencies↗
PubMed1997

How important are rhyme and analogy in beginning reading?

Current debate over the influence of phonological awareness on early reading development is polarised around small-unit (phoneme) processing and large-unit (onset-rime) processing. These opposing theories were contrasted by assessing the impact of pre-school phonological skills on reading amongst children experiencing their first year of formal instruction by a mixed method. Those beginning readers who could decode nonwords were found to have accomplished this by employing their letter-sound knowledge rather than by making analogies based on familiar rime units. Children displayed this pattern of performance regardless of their pre-school rhyming skills. Further investigations revealed that explicit awareness of onset and rime units was poor, even amongst children whose implicit rhyming skills were excellent. This evidence, together with the children's knowledge of orthographic units, was consistent with the view that letter-sound correspondences rather than onset or rime units formed the basis of their first attempts to utilise phonology in reading. The findings are discussed with reference to instructional influences on early reading and phonological awareness.

Child, Preschool↗
PubMed1998

Dissociations and dissociation theory in hypnosis: comment on Kirsch and Lynn (1998)

I. Kirsch and S. J. Lynn's (1998) critique of the neodissociation theory of divided consciousness fails to consider evidence of dissociations between explicit and implicit memory and perception in hypnosis. Contrary to their conclusions, evidence that the rate of hidden observer response (like other hypnotic responses) varies with the wording of instructions does not contradict neodissociation theory; rather, it underscores the fact that hypnosis entails social interaction as well as alterations in conscious awareness. Neodissociation and sociocognitive theories of hypnosis complement each other. Each draws attention to aspects of the experience of hypnosis that the other neglects.

Consciousness↗
PubMed1984

Suffering for science: the effects of implicit social demands on response to experimentally induced pain.

In two experiments subjects rated their pain during baseline trials of cold pressor and finger pressure pain. After various instructional treatments, they were posttested with these same stimuli. As in previous studies, we found in both experiments that coping suggestions significantly reduced reported pain. Experiment 1, however, demonstrated that subjects often refrained from using available cognitive coping strategies to reduce pain unless they had been given explicit permission to do so. Experiment 2 replicated this finding and also showed that explicit permission to "do whatever you can to reduce pain" was as effective as a coping suggestion in decreasing reported pain. These findings indicate that subjects' interpretation of what is appropriate responding in the test situation determines how they choose to cope with the painful stimulation. Thus standard experimental procedures for assessing baseline levels of pain implicitly lead subjects to refrain from coping and thereby tend to underestimate their ability to control pain. Moreover, suggestions and other instructional techniques for coping with pain may produce much of their effect not by teaching subjects new coping skills but instead by giving them permission to use already available coping strategies.

Adolescent↗
PubMed2000

Memory formation during general anesthesia for emergency cesarean sections.

BACKGROUND: Occurrence of explicit memory (i.e., conscious recall) has been reported especially after surgical procedures in which anesthesia is considered to be "light." In addition, previous research has shown that implicit memory (e.g., improved memory test performance in absence of conscious recall) decreases with increasing hypnotic state. The current study investigated explicit and implicit memory during emergency cesarean sections with consistently light levels of hypnotic state. METHOD: Words were presented via headphones, and the bispectral index was recorded throughout surgery. Memory for the presented words was tested after recovery with a word-stem completion test. Using both parts of the process dissociation procedure allowed separation of explicit and implicit memory. In the "inclusion" part of the process dissociation procedure, patients are asked to complete word stems, if possible, with the corresponding words recalled from the intraoperative presentation. In the "exclusion" part, patients are instructed to avoid the words presented intraoperatively and to use other words instead. In the absence of recall, patients are asked to use the first word that comes to mind. RESULTS: The mean bispectral index during word presentation was 76.3 (+/-3.0). On average, the 24 patients were able to make correct inclusion-exclusion decisions: In the inclusion part, hit rates (i.e., the probability of responding with a word presented during surgery) were higher than base rates (0.37 vs. 0.31), whereas in the exclusion part hit rates were lower (0.23 vs. 0.28). Importantly, the patients made these inclusion-exclusion decisions without being able to consciously recall the words presented during surgery. CONCLUSIONS: This study shows that if words are presented at relatively light levels of anesthesia, patients are able to control their inclusion-exclusion decisions. This weak form of explicit memory can occur in the absence of conscious recall.

Adult↗
PubMed1983

Age differences in the use of imagery in integrating new and old information in memory.

A syllogistic reasoning task was used to assess the ability of two adult age groups to use imagery. Answers to memory and inference test questions depended on explicitly provided information, but answers to integration test questions required the use of information drawn from semantic memory. Overall, older adults obtained significantly lower scores than younger adults. However, imagery instructions facilitated the memory score for spatial relations in the paragraph condition for both age groups, suggesting that there may be no deficit in the ability to use imagery as a semantic feature. Imagery instructions also facilitated integration and inference scores in both paragraph and sentence presentation for young adults but facilitated only the integration score in the paragraph condition for older adults. These results suggest that older adults can use imagery as a control process but are less likely than younger adults to use imagery as a strategy in abstract situations.

Adult↗
PubMed2006

Improving the use of research evidence in guideline development: 1. Guidelines for guidelines.

BACKGROUND: The World Health Organization (WHO), like many other organisations around the world, has recognised the need to use more rigorous processes to ensure that health care recommendations are informed by the best available research evidence. This is the first of a series of 16 reviews that have been prepared as background for advice from the WHO Advisory Committee on Health Research to WHO on how to achieve this. OBJECTIVES: We reviewed the literature on guidelines for the development of guidelines. METHODS: We searched PubMed and three databases of methodological studies for existing systematic reviews and relevant methodological research. We did not conduct systematic reviews ourselves. Our conclusions are based on the available evidence, consideration of what WHO and other organisations are doing and logical arguments. KEY QUESTIONS AND ANSWERS: We found no experimental research that compared different formats of guidelines for guidelines or studies that compared different components of guidelines for guidelines. However, there are many examples, surveys and other observational studies that compared the impact of different guideline development documents on guideline quality. WHAT HAVE OTHER ORGANIZATIONS DONE TO DEVELOP GUIDELINES FOR GUIDELINES FROM WHICH WHO CAN LEARN?: Establish a credible, independent committee that evaluates existing methods for developing guidelines or that updates existing ones. Obtain feedback and approval from various stakeholders during the development process of guidelines for guidelines. Develop a detailed source document (manual) that guideline developers can use as reference material. WHAT SHOULD BE THE KEY COMPONENTS OF WHO GUIDELINES FOR GUIDELINES?: Guidelines for guidelines should include information and instructions about the following components: 1) Priority setting; 2) Group composition and consultations; 3) Declaration and avoidance of conflicts of interest; 4) Group processes; 5) Identification of important outcomes; 6) Explicit definition of the questions and eligibility criteria ; 7) Type of study designs for different questions; 8) Identification of evidence; 9) Synthesis and presentation of evidence; 10) Specification and integration of values; 11) Making judgments about desirable and undesirable effects; 12) Taking account of equity; 13) Grading evidence and recommendations; 14) Taking account of costs; 15) Adaptation, applicability, transferability of guidelines; 16) Structure of reports; 17) Methods of peer review; 18) Planned methods of dissemination & implementation; 19) Evaluation of the guidelines. WHAT HAVE OTHER ORGANIZATIONS DONE TO IMPLEMENT GUIDELINES FOR GUIDELINES FROM WHICH WHO CAN LEARN?: Obtain buy-in from regions and country level representatives for guidelines for guidelines before dissemination of a revised version. Disseminate the guidelines for guidelines widely and make them available (e.g. on the Internet). Develop examples of guidelines that guideline developers can use as models when applying the guidelines for guidelines. Ensure training sessions for those responsible for developing guidelines. Continue to monitor the methodological literature on guideline development.

Journal Article↗