Search PubMed⌕ Search

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.

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

At least 541 records · Page 30Linked to original sources
PubMed1997

The work of accident and emergency nurses: Part 2. A & E maxims: making A & E work unique and special.

An ethnomethodological study was undertaken to explore the work of Accident and Emergency (A & E) nurses; the aim of which was to analyse the ordinary, taken for granted, everyday work of those practising A & E nursing. In this second paper on the work of A & E nurses, the specific rules or maxims of nursing work in A & E are introduced. From the analysis of materials gained: fieldwork notes, observations of nurses at work and conversations, a number of maxims of A & E nursing work were identified. Maxims direct, instruct and make nurses accountable for their work and the ways in which it gets done. That is, the presence of maxims underpinning A & E nursing work ensure that A & E nursing is seen and heard as a specific type of work with its own unique approach to talk and organization. Being aware of the maxims of A & E nursing work is not the concern of the nurse practising A & E nursing on a daily basis. Implicit and explicit reference to the maxims when talking about and doing the work provides nurses with impressions of who can do the job. Non-adherence by some nurses to the maxims of A & E nursing work often leads their colleagues to question their commitment to their choice of work setting. Maxims of A & E nursing account for the ways in which the work is seen, heard and talked about. Maxims direct the organization of work and its development within the A & E setting.

Clinical Competence↗
PubMed1993

Perceptual frames of reference and two-dimensional shape recognition: further examination of internal axes.

Three experiments on the perception of simple four-sided two-dimensional shapes are reported. In the first experiment subjects were given a paper-and-pencil test in which they had to consider each of a set of shapes in turn. They were instructed to draw in what they considered to be the most salient axis of each of the shapes ie a line that they felt most naturally went with the shape. The results showed a significant tendency to draw an axis of symmetry if one was present. However, when presented with instances of a shape that was elongated but possessed no symmetries they failed to consistently draw any particular axis. A further, speeded classification, task revealed that for this shape explicit axis information appeared not to influence performance. In contrast, such information clearly affected performance with a shape that did possess a salient axis of symmetry and elongation. Indeed this axis was shown to be integral with the contour of the shape when a final classification experiment was carried out. The axis of elongation of the other shape acted as a characteristic which was separable from the contour. The results are discussed in relation to accounts of shape perception which assume that a necessary stage in the perception of shape is the derivation of an axis-based structural description.

Adolescent↗
PubMed1978

A method for teaching techniques of office surgery.

A method of instruction in basic wound repair and the teaching of suturing skills such as might be used in the office or Emergency Room is described which has been used effectively in family practice resident training. The method utilizes pigs' feet with four specific exercises and objectives accomplished: (1) stellate or Y-shaped laceration; (2) semi-circular, bevelled, flap-type laceration; (3) elliptical, excisional biopsy with "dog ear" correction; and (4) Z-plasty revision. Diagrams are provided, explicitly demonstrating proper techniques of the above exercises. A brief comment on skill evaluation concludes the paper.

Animals↗
PubMed2006

Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

Computer-Assisted Instruction↗
PubMed2002

Autonomic nervous system responses to odours: the role of pleasantness and arousal.

Perception of odours can provoke explicit reactions such as judgements of intensity or pleasantness, and implicit output such as skin conductance or heart rate variations. The main purpose of the present experiment was to ascertain: (i) the correlation between odour ratings (intensity, arousal, pleasantness and familiarity) and activation of the autonomic nervous system, and (ii) the inter-correlation between self-report ratings on intensity, arousal, pleasantness and familiarity dimensions in odour perception. Twelve healthy volunteers were tested in two separate sessions. Firstly, subjects were instructed to smell six odorants (isovaleric acid, thiophenol, pyridine, L-menthol, isoamyl acetate, and 1-8 cineole), while skin conductance and heart rate variations were being measured. During this phase, participants were not asked to give any judgement about the odorants. Secondly, subjects were instructed to rate the odorants on dimensions of intensity, pleasantness, arousal and familiarity (self-report ratings), by giving a mark between 1 (not at all intense, arousing, pleasant or familiar) and 9 (extremely intense, arousing, pleasant or familiar). Results indicated: (i) a pleasantness factor correlated with heart rate variations, (ii) an arousal factor correlated with skin conductance variations, and (iii) a strong correlation between the arousal and intensity dimensions. In conclusion, given that these correlations are also found in other studies using visual and auditory stimuli, these findings provide preliminary information suggesting that autonomic variations in response to olfactory stimuli are probably not modality specific, and may be organized along two main dimensions of pleasantness and arousal, at least for the parameters considered (i.e. heart rate and skin conductance).

Adult↗
PubMed2005

Starting learning in medical practice: an evaluation of a new Introductory Clerkship.

The transition from undergraduate medical education to learning in clinical clerkships can be difficult for students. Learning in clinical practice requires awareness of learning opportunities and goals, active elaboration and reflection. Staff should provide students with guidance to learn from their experiences. A new Introductory Clerkship was designed to facilitate the start of goal-oriented, active and reflective work-based learning. This four-week clerkship is a result of the cooperation of six major specialties in the university hospital. The innovations included explicitly formulated goals, a description of the student's activities in daily practice and of the staff's role, group meetings, a logbook, a halfway formative interview and a final summative interview. The aim of this study was to investigate to what extent the innovations of the new Introductory Clerkship were implemented and how students and residents valued them. Two questionnaires were constructed: one was administered to students (n = 54) and the other to residents (n = 27). Students considered participation in daily practice very instructive, although more observations of history taking and physical examination are wanted. The interviews and group meetings promote students' learning. Use of the logbook needs improvement. Residents perceived a shortage of time and would appreciate more participation of staff members, as well as a better preparation for supervising tasks. Overall, the study demonstrates that it is possible to introduce innovations in clinical clerkships to improve the learning environment of work-based learning.

Attitude of Health Personnel↗
PubMed2005

From projection pursuit and CART to adaptive discriminant analysis?

While many efforts have been put into the development of nonlinear approximation theory and its applications to signal and image compression, encoding and denoising, there seems to be very few theoretical developments of adaptive discriminant representations in the area of feature extraction, selection and signal classification. In this paper, we try to advocate the idea that such developments and efforts are worthwhile, based on the theorerical study of a data-driven discriminant analysis method on a simple--yet instructive--example. We consider the problem of classifying a signal drawn from a mixture of two classes, using its projections onto low-dimensional subspaces. Unlike the linear discriminant analysis (LDA) strategy, which selects subspaces that do not depend on the observed signal, we consider an adaptive sequential selection of projections, in the spirit of nonlinear approximation and classification and regression trees (CART): at each step, the subspace is enlarged in a direction that maximizes the mutual information with the unknown class. We derive explicit characterizations of this adaptive discriminant analysis (ADA) strategy in two situations. When the two classes are Gaussian with the same covariance matrix but different means, the adaptive subspaces are actually nonadaptive and can be computed with an algorithm similar to orthonormal matching pursuit. When the classes are centered Gaussians with different covariances, the adaptive subspaces are spanned by eigen-vectors of an operator given by the covariance matrices (just as could be predicted by regular LDA), however we prove that the order of observation of the components along these eigen-vectors actually depends on the observed signal. Numerical experiments on synthetic data illustrate how data-dependent features can be used to outperform LDA on a classification task, and we discuss how our results could be applied in practice.

Algorithms↗
PubMedDate not supplied

Countermanding saccades in macaque.

A countermanding paradigm was utilized to investigate the regulation of saccade initiation. Two rhesus monkeys were instructed to generate a saccade to a peripheral target; however, on a fraction of trials after a delay, the monkeys were signaled to inhibit saccade initiation. With short delays between the presentation of the target and the signal to inhibit saccade generation, monkeys withheld saccades to the peripheral target. As the delay of the stop signal increased, monkeys increasingly failed to withhold the saccade. The hypothesis that the generation of the saccade is determined by a race between a go and a stop process provides three explicit means of estimating the covert latency of response to the stop signal. This latency, known as stop signal reaction time, was estimated to be on average 82 ms for both monkeys. Because the stop signal latency represents the time required to exert inhibitory control over saccade production, the countermanding paradigm will be useful for studying neural mechanisms that regulate saccade initiation.

Animals↗
PubMed2004

Self-evaluation as a moderating factor of strategy change in directed forgetting benefits.

In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy change decisions, in two experiments we induced both forget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget group. The role of performance evaluation in mediating directed forgetting benefits is discussed.

Humans↗
PubMed2000

Subliminal stimulation research and its implications for psychoanalytic theory and treatment.

As a tribute to Freud's genius, he was able to recognize not only the importance of implicit unconscious learning but also the way it currently impacts on the patient in psychoanalytic therapy. He prevented the patient from viewing the analyst's facial expressions by placing the patient on the couch. In addition, the analyst was instructed not to say too much, to be neutral, nonjudgmental, and calmly reflective. Thus the patient's response to the facial expressions and voice tone of the analyst, even when subliminally perceived, were minimized. This may be even more significant in women, who seem to be more sensitive to nonverbal cues of emotional states. Ferenczi further elaborated on the importance of establishing a connective empathic relationship, using a kindly, soothing voice tone and being emotionally available. Sandler and Sandler (1994) also emphasized the importance of tolerance and acceptance when making interpretations. These clinical instructions diminish external threats to survival and thereby minimize the activation of the amygdala. These procedures in psychoanalytic treatment seem similar to a subliminal MIO message and to the subliminal exposure of a happy face, as mentioned above in the fMRI study by Whalen et al. (1998). The empathic responses of the therapist need to create a condition of safety. In turn, this decreases the patient's vigilance and defensiveness and allows for the emergence of unconscious material that can be worked through verbally and rectified by explicit memory. Another fascinating finding is that Freud (1914) became aware, in his paper on the repetition compulsion, that repressed traumatic and conflictual relationships are acted out behaviorally outside of conscious awareness. He then considered that the focus of analysis should be on analyzing the transference relationship, where this enactment was manifested. Brockman (1998) notes that modern empirical findings confirm Freud's clinical hypotheses regarding the repetition compulsion. Repressed traumatic emotional memories are encoded in the amygdala, and they are unconsciously enacted through behavior, especially in the transference. In summary, childhood and other traumatic memories become encoded in the amygdala and are later enacted and expressed behaviorally, especially in the transference relationship. Working through of the emotional trauma makes these implicit memories explicit and exposes them to adult judgment. When the therapist creates a condition of safety, old memories are reexperienced and detoxified. The memories are experienced as nonthreatening now, thus calming the amygdala and diminishing its activity. Biologically, new neural pathways from the cortex to the amygdala can be established, since the cortex is plastic. This process is slow and may account for the need to repeatedly work through in analysis old conflicted relationships that had threatened security and survival. As imaging techniques improve, we may soon be able to evaluate therapy outcomes scientifically by measuring these actual brain changes. We are on the threshold of establishing a scientific psychoanalysis, as empirical research is providing us with data that integrate the mind and the brain. Subliminal stimulation and brain imaging techniques provide us with important tools for developing an empirical base for psychoanalytic theory and treatment. These techniques were not available to Freud at the turn of the last century, and as we center the new millennium Freud's dream of psychoanalysis having a firm scientific foundation is becoming a reality.

Adult↗
PubMed1973

Development of verbal control over bizarre gestures of retardates through imitative and nonimitative reinforcement procedures.

Two retardates, manifesting hand gestures and minimal instructional control, were trained by imitative reinforcement procedures to imitate a response that was in contrast to gesturing. Next, with the contrast response continuing to be imitatively reinforced, gesturing was reduced by nonimitative reinforcement procedures; while providing facial and gesture cues, the adult said, "Do not do this". Imitative and nonimitative procedures were found to have the same effects on the contrast response as on the gesturing response, such that imitative procedures increased both responses, whereas nonimitative procedures decreased both. Nonperformance of gesturing was further maintained when (1) explicit verbal directions for nongesturing were superimposed upon the demonstrational-facial-verbal cues as these collective stimuli were faded out and (2) food reinforcers for nongesturing were gradually removed while social consequences continued to be administered.

Journal Article↗
PubMed1991

Teaching medical decision making and students' clinical problem solving skills.

Medical students need to be taught explicitly about decision making to be prepared for the changing health care environment. Medical decision making curricula have received favourable responses from students and have influenced some aspects of student performance. Questions remain about the impact of the teaching on students' general problem solving skills. A 15 hour course covering decision making topics was presented during a preclinical elective preceptorship for 5 years. Problem solving ratings made by clinical supervisors for the third year psychiatry and internal medicine clerkships were not better for the students who had the instruction and clinical experience than for the students in the comparison group. The results suggest that this approach to teaching decision making requires further development and testing.

Curriculum↗
PubMedDate not supplied

Emergent symbolic relations in speakers and nonspeakers.

Eight adults with developmental disabilities and four typically developing preschool children participated in an experiment studying emergent stimulus-stimulus relations after match-to-sample instruction. Participants were taught to match lexigrams (arbitrary graphic stimuli) to objects. Each object was functionally related to another object in the teaching set. For example, brush and comb were members of the teaching set. Most participants were able to select objects when the objects were named in pretests. Postteaching probes assessed emergent relations between spoken names and lexigrams. In addition, we included probes to detect emergent relations between related lexigrams. That is, would participants select the lexigram for comb when the experimenter displayed the lexigram for brush (without explicit teaching)? Two preschool children and five adults with developmental disabilities showed emergent relations between lexigrams and spoken words. However, only two preschool children showed the emergent lexigram to related lexigram relations.

Adult↗
PubMed1997

Dissociations of grammaticality and specific similarity effects in artificial grammar learning.

Three artificial grammer learning experiments investigated the memory processes underlying classification judgments. In Experiment 1, effects of grammatically, specific item similarity, and chunk frequency were analogous between classification and recognition tasks. In Experiments 2A and 2B, instructions to exclude "old" and "similar" test items, under conditions that limited the role of conscious recollection, dissociated grammaticality and similarity effects in classification. Dividing attention at test also produced a dissociation in Experiment 3. It is concluded that a dual-process model of classification, whereby the grammaticality and specific similarity effects are based mostly on automatic and intentional memory processes, respectively, is consistent with the results, whereas a unitary mechanism account is not. This conclusion is further supported by evidence indicating that chunk frequency had both implicit and explicit influences on classification judgments.

Humans↗
PubMed2006

Benefits of an external focus of attention: common coding or conscious processing?

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.

Adult↗
PubMed1994

[Relaxation training for children--a review of the literature].

The results of a literature survey for the use of relaxation methods can be summarized to the following essential points: Children are able to learn relaxation training--generally better and faster than adults. However, they need more external instructions for doing it. The kind of instructions seem not to be of so much importance. At least younger children proceed from a more heterosuggestive procedure and using of identification figures for the experience of relaxation reaction. According to the children's age and the surrounding conditions, stories of fantasy can be used. The significance of surrounding activities (e.g. games to introduce the training) should not be undervalued for the motivation of children and thus for learning and use of the training. Generally learning of the training in a group should be preferred to individual training. Children should explicitly be trained in transferring of the learned to every-day situations.

Adolescent↗
PubMed1996

Attention in direct and indirect memory tasks with short- and long-term probes.

In two experiments, college students verified the answers to addition problems as their primary task while simultaneously viewing a word or nonword. The degree of attention allocated to the verbal stimulus varied depending on the difficulty of the problem and the instructions given. After each problem, a test probe assessed either a direct test of recognition memory or an indirect test of repetition priming in lexical decision at lags of 0, 1, or 8 intervening trials. The degree of attention at encoding and lag strongly affected recognition sensitivity (d'), but only lag affected recognition latencies. The repetition-priming effect neither declined with lag nor varied with the degree of attention. The degree of attention at encoding thus affects direct and indirect test performance differentially, a finding consistent with the distinction between explicit and implicit systems of long-term memory.

Attention↗
PubMed1987

Health diary study of Japanese residents in Greater Boston: variables related to high incidence of health problems.

This study was conducted to assess the impact of migration on the incidence of illness episodes and health care seeking behavior among Japanese residents in Greater Boston. Subjects were instructed to keep diaries about illnesses experienced and visits to physicians. A total of 62 problems (0.77 per person) occurred over a four-week period with only 9 problems (15 percent) receiving medical consultation. Residents who were in the U.S. for less than one year had the highest rate of perceived stress and the highest incidence of health problems. The number of people available for support to an individual did not correlate with the occurrence of health problems. Surprisingly no emotional or psychological problems were recorded in the diary in spite of explicit encouragement to note such problems. An increased occasion of family get-togethers compared to that in Japan was perceived as stressful by men, but not by women. This contrasts with the perception of children's educational issues as stressful exclusively by women.

Acculturation↗