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At least 19 recordsLinked to original sources
PubMed2005

Measuring unconscious knowledge: distinguishing structural knowledge and judgment knowledge.

This paper investigates the dissociation between conscious and unconscious knowledge in an implicit learning paradigm. Two experiments employing the artificial grammar learning task explored the acquisition of unconscious and conscious knowledge of structure (structural knowledge). Structural knowledge was contrasted to knowledge of whether an item has that structure (judgment knowledge). For both structural and judgment knowledge, conscious awareness was assessed using subjective measures. It was found that unconscious structural knowledge could lead to both conscious and unconscious judgment knowledge. When structural knowledge was unconscious, there was no tendency for judgment knowledge to become more conscious over time. Furthermore, conscious rather than unconscious structural knowledge produced more consistent errors in judgments, was facilitated by instructions to search for rules, and after such instructions was harmed by a secondary task. The dissociations validate the use of these subjective measures of conscious awareness.

Adult↗
PubMed1993

The development of curricular knowledge: a case of problematic pedagogical content knowledge during advanced knowledge acquisition.

The study examined what and how 12 K-8 physical education teacher education (PETE) majors learned about a movement approach that was discrepant from their experiences with physical education. This article describes one portion of the findings: what and how PETE majors learned about a movement approach to game play/strategy and mechanisms of advanced knowledge acquisition that contributed to confusion about this topic. Analytic induction and constant comparison were used to analyze qualitative data from interviews, observations, and relevant documents. Eleven PETE majors initially maintained partial or inaccurate conceptions about a movement approach to game play/strategy or taught this content in ways that were inconsistent with their goals for physical education, their knowledge about learning and teaching game skills, and the information presented by faculty and cooperating teachers. Interacting with students' prior knowledge and what and how faculty taught, the following learning mechanisms contributed to confusion: (a) overgeneralizing a contrast between a movement and traditional approach, (b) forming associations prior to adequate differentiation, and (c) overrelying on bottom-up thinking when initially developing lesson/unit progressions.

Curriculum↗
PubMed2005

The role of basic science knowledge and clinical knowledge in diagnostic reasoning: a structural equation modeling approach.

PURPOSE: To examine four theories on the role of basic science knowledge and clinical knowledge in diagnostic reasoning. METHOD: In 2000-01, the authors tested the basic science and clinical knowledge and diagnostic performances of 59 family physicians and 184 second- to sixth-year medical students at Maastricht University, The Netherlands. Structural equation modeling was used to analyze the data. Four theoretical models were tested. In the first model only basic science knowledge is involved in diagnostic reasoning; in the second model only clinical knowledge is related to diagnostic reasoning; in the third model, clinical knowledge is related to diagnostic reasoning, but basic science knowledge is integrated in clinical knowledge; and in the fourth model, both basic science knowledge and clinical knowledge independently influence diagnostic reasoning. RESULTS: Forty-four (75%) of the family physicians and 184 (100%) of the students responded. The results indicated that the third model, which is based on the knowledge encapsulation theory, provided the best fit to the data, whereas the models that had directly related basic science knowledge with diagnostic performance did not fit the data adequately. CONCLUSION: The results generally supported the third model by Schmidt and Boshuizen of knowledge encapsulation theory suggesting that basic science knowledge is activated in expert diagnostic reasoning through its relation with clinical knowledge.

Clinical Competence↗
PubMed2005

A rose by any other name? Objective knowledge, perceived knowledge, and adolescent male condom use.

OBJECTIVE: To investigate the role of objective and perceived knowledge about condoms in adolescent males' condom use at first intercourse. METHODS: A longitudinal analysis was conducted of data from a nationally representative sample of 404 virgin male adolescents who were aged 15 to 17 years at wave 1 and reported becoming sexually experienced at the second wave of data collection. Objective knowledge was measured as a 5-item knowledge test about condoms. Perceived knowledge was measured as a 5-item scale regarding participants' confidence about their answers on the objective knowledge test. Condom use was assessed by self-report. RESULTS: Objective and perceived knowledge were moderately correlated with each other. Male adolescents with low objective but high perceived knowledge were identified as being at particular risk for not using a condom in that they were nearly 3 times less likely to report using a condom at first intercourse (odds ratio: 0.35) than those with other levels of objective and perceived knowledge. CONCLUSIONS: Previous evidence suggests that knowledge about sex does not accurately predict sexual behavior. This lack of predictive accuracy may be because studies have focused only on objective knowledge. Our results suggest that both objective and perceived knowledge serve as antecedents to male condom use at first intercourse. However, those with higher perceived knowledge, particularly in the context of low objective knowledge, may be at greater risk for not using condoms. Addressing not only objective but also perceived knowledge may increase the effectiveness of interventions that are designed to increase rates of condom use among male adolescents.

Adolescent↗
PubMedDate not supplied

Preventing assaults by nursing home residents: nursing assistants' knowledge and confidence--a pilot study.

OBJECTIVE: To describe the frequency and context of assaults against nursing assistants (NAs) from residents and to describe NAs' beliefs about their violence prevention knowledge and self-efficacy to prevent assaults from residents. DESIGN: Survey. SETTING: Six nursing homes. PARTICIPANTS: A total of 138 nursing assistants. MEASUREMENTS: NAs completed two investigator-developed surveys, the Demographic and Employment Questionnaire and the Knowledge and Self-Efficacy Survey. The Demographic and Employment Questionnaire included questions about race, gender, age, and education, current and previous employment, number of residents usually assigned, frequency of assaults, and training on workplace violence. On the Knowledge and Self-Efficacy Survey, the participants used a five-point Likert scale to rate their knowledge and confidence in recognizing and preventing assaults from residents. RESULTS: Assaults against nursing assistants from residents in nursing homes were common; 59% stated they were assaulted at least once a week and 16% stated they were assaulted daily. Fifty-one percent stated that they had been injured in their lifetime from an assault from a resident, and 38% of those injured received medical attention for an injury. On the Likert items, nursing assistants reported that they believed they had the most knowledge (mean = 3.76) and confidence (mean 3.81) in their ability to recognize when a resident is agitated or becoming aggressive. In comparison, NAs rated lower their knowledge (mean = 3.45) and confidence in their ability (3.50) to keep residents from becoming agitated or aggressive (mean 3.50). NAs rated lowest their knowledge (3.42) and confidence (mean = 3.47) in their ability to decrease residents' agitation and aggressiveness once they become agitated or aggressive. CONCLUSIONS: These findings provide useful information that supports the need for violence prevention education and for developing violence prevention programs in nursing homes.

Journal Article↗
PubMed2005

Minimalist knowledge representation of primary care diseases in the medrapid.info knowledge base.

BACKGROUND: Communication media commonly used in medicine today no longer meet the needs brought on by the present knowledge explosion. The Heidelberg medrapid project has been developed to quickly communicate high-quality clinical knowledge to physicians. METHODS: In this paper, medrapid is introduced as an online clinical knowledge resource, and the methods used by the 'knowledge entry' function for the minimalist representation of clinical knowledge in the knowledge base are discussed. RESULTS: On average, fewer than 1.4 problems per disease arose during the input of the formal representation of clinical knowledge using the 'knowledge entry' function. However, representation of disease time processes, descriptions, warnings and graphics with the 'knowledge entry' function remains problematic. CONCLUSIONS: The 'knowledge entry' function allows fast formal representation of clinical knowledge (<14 minutes per disease) and testing using the integrated quality management system. In the near future, new measures must be found to improve the problematic representation of disease time processes, descriptions, warnings and graphics to formally represent clinical knowledge using the medrapid 'knowledge entry' function.

Germany↗
PubMed1999

Knowledge, attitudes and practices of mothers and knowledge of health workers regarding care of the newborn umbilical cord.

OBJECTIVE: To determine the knowledge, attitudes and practices (KAP) of mothers and the knowledge of health workers regarding care of the newborn umbilical cord. DESIGN: Cross-sectional survey. SUBJECTS: Mothers with infants less than three months of age attending well child clinics and health workers (HW) in the clinics, maternity and newborn units of public health, facilities serving an urban slum area in Nairobi, Kenya. RESULTS: Of the 307 mothers interviewed, 91% and 28% of mothers knew of the need for hygiene whilst cutting and tying the cord, respectively. Regarding postnatal cord care, 40% had good knowledge and 66% good practice. Fifty-one percent of mothers knew and 54% practised postnatal cord care for the appropriate duration of time. Seventy-nine percent of mothers were afraid of handling an unhealed cord. After multivariate analysis, the following variables showed significant independent association with good maternal KAP; increased level of education (OR 2.3, p < 0.001), living in middle class areas rather than slums (OR 1.5, p < 0.03), increased maternal age (OR 1.8, p < 0.001), acquisition of knowledge from a HW rather than from other sources (OR 1.5, p < 0.001), and living in stone/brick houses rather than mud houses (p = 0.01). Fifty per cent of HW had correct knowledge on type of postnatal cord care, and 79% had correct knowledge on duration required for the same. The knowledge of 50% on type of care was incorrect by international standards, but was in keeping with Nursing Council of Kenya teaching. CONCLUSION: Mothers had good knowledge on the need for hygiene when cutting the cord, had poor knowledge and practice in other aspects of cord care, and were afraid of handling the cord. Poor KAP was associated with young, poor mothers of low education, who had acquired their knowledge from sources other than HW. The knowledge of a large proportion of HW was incorrect and outdated. We recommend that health education on cord care be given at all levels of contact with mothers and that knowledge of all primary HW on cord care be updated.

Adolescent↗
PubMed2004

Knowledge acquisition in the fuzzy knowledge representation framework of a medical consultation system.

This paper describes the fuzzy knowledge representation framework of the medical computer consultation system MedFrame/CADIAG-IV as well as the specific knowledge acquisition techniques that have been developed to support the definition of knowledge concepts and inference rules. As in its predecessor system CADIAG-II, fuzzy medical knowledge bases are used to model the uncertainty and the vagueness of medical concepts and fuzzy logic reasoning mechanisms provide the basic inference processes. The elicitation and acquisition of medical knowledge from domain experts has often been described as the most difficult and time-consuming task in knowledge-based system development in medicine. It comes as no surprise that this is even more so when unfamiliar representations like fuzzy membership functions are to be acquired. From previous projects we have learned that a user-centered approach is mandatory in complex and ill-defined knowledge domains such as internal medicine. This paper describes the knowledge acquisition framework that has been developed in order to make easier and more accessible the three main tasks of: (a) defining medical concepts; (b) providing appropriate interpretations for patient data; and (c) constructing inferential knowledge in a fuzzy knowledge representation framework. Special emphasis is laid on the motivations for some system design and data modeling decisions. The theoretical framework has been implemented in a software package, the Knowledge Base Builder Toolkit. The conception and the design of this system reflect the need for a user-centered, intuitive, and easy-to-handle tool. First results gained from pilot studies have shown that our approach can be successfully implemented in the context of a complex fuzzy theoretical framework. As a result, this critical aspect of knowledge-based system development can be accomplished more easily.

Decision Making↗
PubMed2005

The critical success factors and impact of prior knowledge to nursing students when transferring nursing knowledge during nursing clinical practise.

BACKGROUND: Nursing practise plays an important role in transferring nursing knowledge to nursing students. From the related literature review, prior knowledge will affect how learners gain new knowledge. There has been no direct examination of the prior knowledge interaction effect on students' performance and its influence on nursing students when evaluating the knowledge transfer success factors. AIM: This study explores (1) the critical success factors in transferring nursing knowledge, (2) the impact of prior knowledge when evaluating the success factors for transferring nursing knowledge. METHOD: This research utilizes in-depth interviews to probe the initial success factor phase. A total of 422 valid questionnaires were conducted by the authors. The data were analysed by comparing the mean score and t-test between two groups. RESULTS: Seventeen critical success factors were identified by the two groups of students. Twelve items were selected to examine the diversity in the two groups. CONCLUSION: Students with prior knowledge were more independent than the other group. They also preferred self-directed learning over students without prior knowledge. Students who did not have prior knowledge were eager to take every opportunity to gain experience and more readily adopted new knowledge.

Clinical Nursing Research↗
PubMed2002

Nutrition knowledge and food consumption: can nutrition knowledge change food behaviour?

The status and explanatory role of nutrition knowledge is uncertain in public health nutrition. Much of the uncertainty about this area has been generated by conceptual confusion about the nature of knowledge and behaviours, and, nutrition knowledge and food behaviours in particular. So the paper describes several key concepts in some detail. The main argument is that 'nutrition knowledge' is a necessary but not sufficient factor for changes in consumers' food behaviours. Several classes of food behaviours and their causation are discussed. They are influenced by a number of environmental and intra-individual factors, including motivations. The interplay between motivational factors and information processing is important for nutrition promoters as is the distinction between declarative and procedural knowledge. Consideration of the domains of nutrition knowledge shows that their utility is likely to be related to consumers' and nutritionists' particular goals and viewpoints. A brief survey of the recent literature shows that the evidence for the influence of nutrition knowledge on food behaviours is mixed. Nevertheless, recent work suggests that nutrition knowledge may play a small but pivotal role in the adoption of healthier food habits. The implications of this overview for public health nutrition are: (i) We need to pay greater attention to the development of children's and adults' knowledge frameworks (schema building); (ii) There is a need for a renewed proactive role for the education sector; (iii) We need to take account of consumers' personal food goals and their acquisition of procedural knowledge which will enable them to attain their goals; (iv) Finally, much more research into the ways people learn and use food-related knowledge is required in the form of experimental interventions and longitudinal studies.

Feeding Behavior↗
PubMed2001

Knowledge management in healthcare: towards 'knowledge-driven' decision-support services.

In this paper, we highlight the involvement of Knowledge Management in a healthcare enterprise. We argue that the 'knowledge quotient' of a healthcare enterprise can be enhanced by procuring diverse facets of knowledge from the seemingly placid healthcare data repositories, and subsequently operationalising the procured knowledge to derive a suite of Strategic Healthcare Decision-Support Services that can impact strategic decision-making, planning and management of the healthcare enterprise. In this paper, we firstly present a reference Knowledge Management environment-a Healthcare Enterprise Memory-with the functionality to acquire, share and operationalise the various modalities of healthcare knowledge. Next, we present the functional and architectural specification of a Strategic Healthcare Decision-Support Services Info-structure, which effectuates a synergy between knowledge procurement (vis-à-vis Data Mining) and knowledge operationalisation (vis-à-vis Knowledge Management) techniques to generate a suite of strategic knowledge-driven decision-support services. In conclusion, we argue that the proposed Healthcare Enterprise Memory is an attempt to rethink the possible sources of leverage to improve healthcare delivery, hereby providing a valuable strategic planning and management resource to healthcare policy makers.

Clinical Competence↗
PubMed1996

Knowledge retrieval as one type of knowledge-based decision support in medicine: results of an evaluation study.

We report on a prospective, prolective observational study, supplying information on how physicians and other health care professionals retrieve medical knowledge on-line within the Heidelberg University Hospital information system. Within this hospital information system, on-line access to medical knowledge has been realised by installing a medical knowledge server in the range of about 24 GB and by providing access to it by health care professional workstations in wards, physicians' rooms, etc. During the study, we observed about 96 accesses per working day. The main group of health care professionals retrieving medical knowledge were physicians and medical students. Primary reasons for its utilisation were identified as support for the users' scientific work (50%), own clinical cases (19%), general medical problems (14%) and current clinical problems (13%). Health care professionals had accesses to medical knowledge bases such as MEDLINE (79%), drug bases ('Rote Liste', 6%), and to electronic text books and knowledge base systems as well. Sixty-five percent of accesses to medical knowledge were judged to be successful. In our opinion, medical knowledge retrieval can serve as a first step towards knowledge processing in medicine. We point out the consequences for the management of hospital information systems in order to provide the prerequisites for such a type of knowledge retrieval.

Computer Systems↗
PubMed1996

The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age.

Two experiments are presented in which a novel knowledge base was acquired by 6- to 15-year-old children prior to hearing a multiepisode story, and where inferences from the story drew only on that knowledge base. Making knowledge equally available to all children did not attenuate age-related differences in either coherence or elaborative inferencing. Easily accessible knowledge was generally twice as likely to be used to make inferences during text comprehension as was knowledge that took longer to retrieve, though knowledge accessibility was more important for coherence inferencing in younger than in older children. Children made more coherence than elaborative inferences in the context of text comprehension, even though elaborative inferencing was more frequent in a simpler processing situation. Within the context of an available knowledge base, the results provide evidence for the importance of knowledge accessibility in children's inferencing, and for the changing developmental relevance of knowledge accessibility for coherence and elaborative inferencing.

Adolescent↗
PubMed2005

A knowledge creation info-structure to acquire and crystallize the tacit knowledge of health-care experts.

Tacit knowledge of health-care experts is an important source of experiential know-how, yet due to various operational and technical reasons, such health-care knowledge is not entirely harnessed and put into professional practice. Emerging knowledge-management (KM) solutions suggest strategies to acquire the seemingly intractable and nonarticulated tacit knowledge of health-care experts. This paper presents a KM methodology, together with its computational implementation, to 1) acquire the tacit knowledge possessed by health-care experts; 2) represent the acquired tacit health-care knowledge in a computational formalism--i.e., clinical scenarios--that allows the reuse of stored knowledge to acquire tacit knowledge; and 3) crystallize the acquired tacit knowledge so that it is validated for health-care decision-support and medical education systems.

Artificial Intelligence↗
PubMed2003

Why are some people more knowledgeable than others? A longitudinal study of knowledge acquisition.

The purpose of this study was to investigate correlates of knowledge acquisition within a real-world domain-basketball. The study employed a longitudinal design and involved two sessions, with approximately 2.5 months between sessions. Session 1 occurred near the beginning of the men's college basketball season, and Session 2 occurred after the season. There was an indirect effect of interest in basketball on new basketball knowledge, via exposure to domain-relevant information. In addition, prior basketball knowledge had a strong effect on new basketball knowledge distinct from an influence through basketball exposure. This finding suggests that prior knowledge may provide a framework into which new knowledge can be integrated. By contrast, there was no effect of fluid intelligence on new basketball knowledge. Although somewhat surprising given evidence that this aspect of intelligence may play a role in the acquisition of certain types of knowledge, this finding accords with the view that knowledge is a major determinant of various aspects of cognitive functioning, including learning.

Aptitude↗
PubMed2002

Effects of domain knowledge, working memory capacity, and age on cognitive performance: an investigation of the knowledge-is-power hypothesis.

Domain knowledge facilitates performance in many cognitive tasks. However, very little is known about the interplay between domain knowledge and factors that are believed to reflect general, and relatively stable, characteristics of the individual. The primary goal of this study was to investigate the interplay between domain knowledge and one such factor: working memory capacity. Adults from wide ranges of working memory capacity, age, and knowledge about the game of baseball listened to, and then answered questions about, simulated radio broadcasts of baseball games. There was a strong facilitative effect of preexisting knowledge of baseball on memory performance, particularly for information judged to be directly relevant to the baseball games. However, there was a positive effect of working memory capacity on memory performance as well, and there was no indication that domain knowledge attenuated this effect. That is, working memory capacity contributed to memory performance even at high levels of domain knowledge. Similarly, there was no evidence that domain knowledge attenuated age-related differences (favoring young adults) in memory performance. We discuss implications of the results for understanding proficiency in cognitive domains from an individual-differences perspective.

Adolescent↗