A method for exploring implicit concept relatedness in biomedical knowledge network.

PubMed

Bai, Tian; Gong, Leiguang; Wang, Ye; Wang, Yan; Kulikowski, Casimir A; Huang, Lan

2016-07-19

Biomedical information and knowledge, structural and non-structural, stored in different repositories can be semantically connected to form a hybrid knowledge network. How to compute relatedness between concepts and discover valuable but implicit information or knowledge from it effectively and efficiently is of paramount importance for precision medicine, and a major challenge facing the biomedical research community. In this study, a hybrid biomedical knowledge network is constructed by linking concepts across multiple biomedical ontologies as well as non-structural biomedical knowledge sources. To discover implicit relatedness between concepts in ontologies for which potentially valuable relationships (implicit knowledge) may exist, we developed a Multi-Ontology Relatedness Model (MORM) within the knowledge network, for which a relatedness network (RN) is defined and computed across multiple ontologies using a formal inference mechanism of set-theoretic operations. Semantic constraints are designed and implemented to prune the search space of the relatedness network. Experiments to test examples of several biomedical applications have been carried out, and the evaluation of the results showed an encouraging potential of the proposed approach to biomedical knowledge discovery.

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for enhancing learning for conceptual change in science education.

What Does "Playing Well" Mean to Elite Sports Coaches?: Implicit Thinking of Elite Spanish Soccer Coaches

ERIC Educational Resources Information Center

González-Víllora, Sixto; Serra-Olivares, Jaime; González-Martí, Irene; Hernández-Martínez, Andrea

2012-01-01

People construct knowledge through a set of highly diverse experiences. Despite being personal, this knowledge is strongly influenced by the specific context where it occurs. Such experience-based knowledge is referred to as "implicit theories" because it does not fit in with a systematic and theoretical knowledge context like that of…

Environmental attitudes, knowledge, intentions and behaviors among college students.

PubMed

Levine, Debra Siegel; Strube, Michael J

2012-01-01

College students (N = 90) reported their pro-environment behaviors as well as their pro-environment intentions, their explicit and implicit attitudes about the environment, and their knowledge about environmental issues. Intentions and knowledge significantly and independently predicted behavior. Environmental knowledge was not significantly related to attitudes. Implicit and explicit attitudes were significantly but only moderately related. Only explicit attitudes, however, were strongly related to intentions, and intentions completely mediated the influence of explicit attitudes on behavior. Men were found to be more knowledgeable than women about environmental issues; older students had more favorable implicit and explicit environmental attitudes. This research suggests that knowledge about the environment and explicit attitudes influence behavior through different pathways, which may have implications for interventions seeking to increase environmentally friendly behavior.

Supervised segmentation of phenotype descriptions for the human skeletal phenome using hybrid methods.

PubMed

Groza, Tudor; Hunter, Jane; Zankl, Andreas

2012-10-15

Over the course of the last few years there has been a significant amount of research performed on ontology-based formalization of phenotype descriptions. In order to fully capture the intrinsic value and knowledge expressed within them, we need to take advantage of their inner structure, which implicitly combines qualities and anatomical entities. The first step in this process is the segmentation of the phenotype descriptions into their atomic elements. We present a two-phase hybrid segmentation method that combines a series individual classifiers using different aggregation schemes (set operations and simple majority voting). The approach is tested on a corpus comprised of skeletal phenotype descriptions emerged from the Human Phenotype Ontology. Experimental results show that the best hybrid method achieves an F-Score of 97.05% in the first phase and F-Scores of 97.16% / 94.50% in the second phase. The performance of the initial segmentation of anatomical entities and qualities (phase I) is not affected by the presence / absence of external resources, such as domain dictionaries. From a generic perspective, hybrid methods may not always improve the segmentation accuracy as they are heavily dependent on the goal and data characteristics.

Shifting from Implicit to Explicit Knowledge: Different Roles of Early- and Late-Night Sleep

ERIC Educational Resources Information Center

Yordanova, Juliana; Kolev, Vasil; Verleger, Rolf; Bataghva, Zhamak; Born, Jan; Wagner, Ullrich

2008-01-01

Sleep has been shown to promote the generation of explicit knowledge as indicated by the gain of insight into previously unrecognized task regularities. Here, we explored whether this generation of explicit knowledge depends on pre-sleep implicit knowledge, and specified the differential roles of slow-wave sleep (SWS) vs. rapid eye movement (REM)…

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults.

PubMed

Ledoux, Kerry; Coderre, Emily; Bosley, Laura; Buz, Esteban; Gangopadhyay, Ishanti; Gordon, Barry

2016-03-01

Recent years have seen the advent and proliferation of the use of implicit techniques to study learning and cognition. One such application is the use of event-related potentials (ERPs) to assess receptive vocabulary knowledge. Other implicit assessment techniques that may be well-suited to other testing situations or to use with varied participant groups have not been used as widely to study receptive vocabulary knowledge. We sought to develop additional implicit techniques to study receptive vocabulary knowledge that could augment the knowledge gained from the use of the ERP technique. Specifically, we used a simple forced-choice paradigm to assess receptive vocabulary knowledge in normal adult participants using eye movement monitoring (EM) and pupillometry. In the same group of participants, we also used an N400 semantic incongruity ERP paradigm to assess their knowledge of two groups of words: those expected to be known to the participants (high-frequency, familiar words) and those expected to be unknown (low-frequency, unfamiliar words). All three measures showed reliable differences between the known and unknown words. EM and pupillometry thus may provide insight into receptive vocabulary knowledge similar to that from ERPs. The development of additional implicit assessment techniques may increase the feasibility of receptive vocabulary testing across a wider range of participant groups and testing situations, and may make the conduct of such testing more accessible to a wider range of researchers, clinicians, and educators.

Performing the unexplainable: Implicit task performance reveals individually reliable sequence learning without explicit knowledge

PubMed Central

Sanchez, Daniel J.; Gobel, Eric W.; Reber, Paul J.

2015-01-01

Memory-impaired patients express intact implicit perceptual–motor sequence learning, but it has been difficult to obtain a similarly clear dissociation in healthy participants. When explicit memory is intact, participants acquire some explicit knowledge and performance improvements from implicit learning may be subtle. Therefore, it is difficult to determine whether performance exceeds what could be expected on the basis of the concomitant explicit knowledge. Using a challenging new sequence-learning task, robust implicit learning was found in healthy participants with virtually no associated explicit knowledge. Participants trained on a repeating sequence that was selected randomly from a set of five. On a performance test of all five sequences, performance was best on the trained sequence, and two-thirds of the participants exhibited individually reliable improvement (by chi-square analysis). Participants could not reliably indicate which sequence had been trained by either recognition or recall. Only by expressing their knowledge via performance were participants able to indicate which sequence they had learned. PMID:21169570

Reexamining Elicited Imitation as a Measure of Implicit Grammatical Knowledge and Beyond…?

ERIC Educational Resources Information Center

Sarandi, Hedayat

2015-01-01

This study examines elicited imitation (EI) both as a measure of implicit grammatical knowledge and more global semantic and syntactic knowledge. It also examines whether length affects the difficulty of EI tests when they contain both grammatical and ungrammatical items. Fifty language learners took an EI test and an oral narrative task. The data…

Measuring University-Level L2 Learners' Implicit and Explicit Linguistic Knowledge

ERIC Educational Resources Information Center

Zhang, Runhan

2015-01-01

Although many theoretical issues revolving around implicit and explicit knowledge in second language (L2) acquisition hinge on the ability to measure these two types of knowledge, few empirical studies have attempted to do so. However, R. Ellis (2005) did develop a battery of tests intended to provide relatively separate measures. This study aims…

Implicit memory in music and language.

PubMed

Ettlinger, Marc; Margulis, Elizabeth H; Wong, Patrick C M

2011-01-01

Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an important role for implicitly acquired knowledge, implicit memory, and their associated neural structures in the acquisition of linguistic or musical grammar. These findings motivate potential new work that examines music and language comparatively in the context of the implicit memory system.

Increased Alpha (8-12 Hz) Activity during Slow Wave Sleep as a Marker for the Transition from Implicit Knowledge to Explicit Insight

ERIC Educational Resources Information Center

Yordanova, Juliana; Kolev, Vasil; Wagner, Ullrich; Born, Jan; Verleger, Rolf

2012-01-01

The number reduction task (NRT) allows us to study the transition from implicit knowledge of hidden task regularities to explicit insight into these regularities. To identify sleep-associated neurophysiological indicators of this restructuring of knowledge representations, we measured frequency-specific power of EEG while participants slept during…

Attentional load and implicit sequence learning.

PubMed

Shanks, David R; Rowland, Lee A; Ranger, Mandeep S

2005-06-01

A widely employed conceptualization of implicit learning hypothesizes that it makes minimal demands on attentional resources. This conjecture was investigated by comparing learning under single-task and dual-task conditions in the sequential reaction time (SRT) task. Participants learned probabilistic sequences, with dual-task participants additionally having to perform a counting task using stimuli that were targets in the SRT display. Both groups were then tested for sequence knowledge under single-task (Experiments 1 and 2) or dual-task (Experiment 3) conditions. Participants also completed a free generation task (Experiments 2 and 3) under inclusion or exclusion conditions to determine if sequence knowledge was conscious or unconscious in terms of its access to intentional control. The experiments revealed that the secondary task impaired sequence learning and that sequence knowledge was consciously accessible. These findings disconfirm both the notion that implicit learning is able to proceed normally under conditions of divided attention, and that the acquired knowledge is inaccessible to consciousness. A unitary framework for conceptualizing implicit and explicit learning is proposed.

Implicit Learning of Arithmetic Regularities Is Facilitated by Proximal Contrast

PubMed Central

Prather, Richard W.

2012-01-01

Natural number arithmetic is a simple, powerful and important symbolic system. Despite intense focus on learning in cognitive development and educational research many adults have weak knowledge of the system. In current study participants learn arithmetic principles via an implicit learning paradigm. Participants learn not by solving arithmetic equations, but through viewing and evaluating example equations, similar to the implicit learning of artificial grammars. We expand this to the symbolic arithmetic system. Specifically we find that exposure to principle-inconsistent examples facilitates the acquisition of arithmetic principle knowledge if the equations are presented to the learning in a temporally proximate fashion. The results expand on research of the implicit learning of regularities and suggest that contrasting cases, show to facilitate explicit arithmetic learning, is also relevant to implicit learning of arithmetic. PMID:23119101

The Interface of Explicit and Implicit Knowledge in a Second Language: Insights from Individual Differences in Cognitive Aptitudes

ERIC Educational Resources Information Center

Suzuki, Yuichi; DeKeyser, Robert

2017-01-01

Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan…

Implicit Memory in Music and Language

PubMed Central

Ettlinger, Marc; Margulis, Elizabeth H.; Wong, Patrick C. M.

2011-01-01

Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an important role for implicitly acquired knowledge, implicit memory, and their associated neural structures in the acquisition of linguistic or musical grammar. These findings motivate potential new work that examines music and language comparatively in the context of the implicit memory system. PMID:21927608

Effects of divided attention and speeded responding on implicit and explicit retrieval of artificial grammar knowledge.

PubMed

Helman, Shaun; Berry, Dianne C

2003-07-01

The artificial grammar (AG) learning literature (see, e.g., Mathews et al., 1989; Reber, 1967) has relied heavily on a single measure of implicitly acquired knowledge. Recent work comparing this measure (string classification) with a more indirect measure in which participants make liking ratings of novel stimuli (e.g., Manza & Bornstein, 1995; Newell & Bright, 2001) has shown that string classification (which we argue can be thought of as an explicit, rather than an implicit, measure of memory) gives rise to more explicit knowledge of the grammatical structure in learning strings and is more resilient to changes in surface features and processing between encoding and retrieval. We report data from two experiments that extend these findings. In Experiment 1, we showed that a divided attention manipulation (at retrieval) interfered with explicit retrieval of AG knowledge but did not interfere with implicit retrieval. In Experiment 2, we showed that forcing participants to respond within a very tight deadline resulted in the same asymmetric interference pattern between the tasks. In both experiments, we also showed that the type of information being retrieved influenced whether interference was observed. The results are discussed in terms of the relatively automatic nature of implicit retrieval and also with respect to the differences between analytic and nonanalytic processing (Whittlesea & Price, 2001).

Intact implicit statistical learning in borderline personality disorder.

PubMed

Unoka, Zsolt; Vizin, Gabriella; Bjelik, Anna; Radics, Dóra; Nemeth, Dezso; Janacsek, Karolina

2017-09-01

Wide-spread neuropsychological deficits have been identified in borderline personality disorder (BPD). Previous research found impairments in decision making, declarative memory, working memory and executive functions; however, no studies have focused on implicit learning in BPD yet. The aim of our study was to investigate implicit statistical learning by comparing learning performance of 19 BPD patients and 19 healthy, age-, education- and gender-matched controls on a probabilistic sequence learning task. Moreover, we also tested whether participants retain the acquired knowledge after a delay period. To this end, participants were retested on a shorter version of the same task 24h after the learning phase. We found intact implicit statistical learning as well as retention of the acquired knowledge in this personality disorder. BPD patients seem to be able to extract and represent regularities implicitly, which is in line with the notion that implicit learning is less susceptible to illness compared to the more explicit processes. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Prospective regularization design in prior-image-based reconstruction

NASA Astrophysics Data System (ADS)

Dang, Hao; Siewerdsen, Jeffrey H.; Webster Stayman, J.

2015-12-01

Prior-image-based reconstruction (PIBR) methods leveraging patient-specific anatomical information from previous imaging studies and/or sequences have demonstrated dramatic improvements in dose utilization and image quality for low-fidelity data. However, a proper balance of information from the prior images and information from the measurements is required (e.g. through careful tuning of regularization parameters). Inappropriate selection of reconstruction parameters can lead to detrimental effects including false structures and failure to improve image quality. Traditional methods based on heuristics are subject to error and sub-optimal solutions, while exhaustive searches require a large number of computationally intensive image reconstructions. In this work, we propose a novel method that prospectively estimates the optimal amount of prior image information for accurate admission of specific anatomical changes in PIBR without performing full image reconstructions. This method leverages an analytical approximation to the implicitly defined PIBR estimator, and introduces a predictive performance metric leveraging this analytical form and knowledge of a particular presumed anatomical change whose accurate reconstruction is sought. Additionally, since model-based PIBR approaches tend to be space-variant, a spatially varying prior image strength map is proposed to optimally admit changes everywhere in the image (eliminating the need to know change locations a priori). Studies were conducted in both an ellipse phantom and a realistic thorax phantom emulating a lung nodule surveillance scenario. The proposed method demonstrated accurate estimation of the optimal prior image strength while achieving a substantial computational speedup (about a factor of 20) compared to traditional exhaustive search. Moreover, the use of the proposed prior strength map in PIBR demonstrated accurate reconstruction of anatomical changes without foreknowledge of change locations in phantoms where the optimal parameters vary spatially by an order of magnitude or more. In a series of studies designed to explore potential unknowns associated with accurate PIBR, optimal prior image strength was found to vary with attenuation differences associated with anatomical change but exhibited only small variations as a function of the shape and size of the change. The results suggest that, given a target change attenuation, prospective patient-, change-, and data-specific customization of the prior image strength can be performed to ensure reliable reconstruction of specific anatomical changes.

Improving English Implicit Grammar Knowledge Using Semantico-Syntactic Translation Practice

ERIC Educational Resources Information Center

Handoyo, Futuh

2010-01-01

The present study was to respond to the students' low implicit grammar knowledge and, therefore, was concerned with its improvement. The subjects of the study were twenty-six students of the first semester accounting students of State Polytechnic of Malang. The strategy used was semantico-syntactic translation practice, which proceeded through…

Strategic Game Moves Mediate Implicit Science Learning

ERIC Educational Resources Information Center

Rowe, Elizabeth; Baker, Ryan S.; Asbell-Clarke, Jodi

2015-01-01

Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…

Cerebellar Patients Demonstrate Preserved Implicit Knowledge of Association Strengths in Musical Sequences

ERIC Educational Resources Information Center

Tillmann, Barbara; Justus, Timothy; Bigand, Emmanuel

2008-01-01

Recent findings suggest the involvement of the cerebellum in perceptual and cognitive tasks. Our study investigated whether cerebellar patients show musical priming based on implicit knowledge of tonal-harmonic music. Participants performed speeded phoneme identification on sung target chords, which were either related or less-related to prime…

Implicit visual learning and the expression of learning.

PubMed

Haider, Hilde; Eberhardt, Katharina; Kunde, Alexander; Rose, Michael

2013-03-01

Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes. Copyright © 2012 Elsevier Inc. All rights reserved.

Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

ERIC Educational Resources Information Center

Schuchard, Julia; Thompson, Cynthia K.

2014-01-01

Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present…

Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning

PubMed Central

Sanchez, Daniel J.; Reber, Paul J.

2012-01-01

Memory systems theory argues for separate neural systems supporting implicit and explicit memory in the human brain. Neuropsychological studies support this dissociation, but empirical studies of cognitively healthy participants generally observe that both kinds of memory are acquired to at least some extent, even in implicit learning tasks. A key question is whether this observation reflects parallel intact memory systems or an integrated representation of memory in healthy participants. Learning of complex tasks in which both explicit instruction and practice is used depends on both kinds of memory, and how these systems interact will be an important component of the learning process. Theories that posit an integrated, or single, memory system for both types of memory predict that explicit instruction should contribute directly to strengthening task knowledge. In contrast, if the two types of memory are independent and acquired in parallel, explicit knowledge should have no direct impact and may serve in a “scaffolding” role in complex learning. Using an implicit perceptual-motor sequence learning task, the effect of explicit pre-training instruction on skill learning and performance was assessed. Explicit pre-training instruction led to robust explicit knowledge, but sequence learning did not benefit from the contribution of pre-training sequence memorization. The lack of an instruction benefit suggests that during skill learning, implicit and explicit memory operate independently. While healthy participants will generally accrue parallel implicit and explicit knowledge in complex tasks, these types of information appear to be separately represented in the human brain consistent with multiple memory systems theory. PMID:23280147

Implicit learning: An analysis of the form and structure of a body of tacit knowledge

ERIC Educational Resources Information Center

Reber, Arthur S.; Lewis, Selma

1977-01-01

College students learned implicitly the underlying structure of an artificial language by memorizing a set of representative examples. The form and structure of their knowledge was evaluated and analyzed by: (1) solving anagrams; (2) determining well-formedness of novel letter strings; and (3) providing detailed introspective reports. (Author/MV)

Implicit and Explicit Knowledge of Korean Learners in the Philippines across Contextual Shift

ERIC Educational Resources Information Center

Cruz, Selwyn A.; Pariña, Jose Cristina M.

2017-01-01

Stemming from issue of migration for education, the study explored the language learning experience of Korean university students who come to the Philippines for education. Specifically, it documented the changes in the students' implicit and explicit knowledge that occurred in the preactional until the actional phase of their learning journey in…

The Explicit/Implicit Knowledge Distinction and Working Memory: Implications for Second-Language Reading Comprehension

ERIC Educational Resources Information Center

Ercetin, Gulcan; Alptekin, Cem

2013-01-01

Following an extensive overview of the subject, this study explores the relationships between second-language (L2) explicit/implicit knowledge sources, embedded in the declarative/procedural memory systems, and L2 working memory (WM) capacity. It further examines the relationships between L2 reading comprehension and L2 WM capacity as well as…

The Effects of Implicit Instruction on Implicit and Explicit Knowledge Development

ERIC Educational Resources Information Center

Godfroid, Aline

2016-01-01

This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel…

The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation.

PubMed

Esser, Sarah; Haider, Hilde

2017-01-01

The Serial Reaction Time Task (SRTT) is an important paradigm to study the properties of unconscious learning processes. One specifically interesting and still controversially discussed topic are the conditions under which unconsciously acquired knowledge becomes conscious knowledge. The different assumptions about the underlying mechanisms can contrastively be separated into two accounts: single system views in which the strengthening of associative weights throughout training gradually turns implicit knowledge into explicit knowledge, and dual system views in which implicit knowledge itself does not become conscious. Rather, it requires a second process which detects changes in performance and is able to acquire conscious knowledge. In a series of three experiments, we manipulated the arrangement of sequential and deviant trials. In an SRTT training, participants either received mini-blocks of sequential trials followed by mini-blocks of deviant trials (22 trials each) or they received sequential and deviant trials mixed randomly. Importantly the number of correct and deviant transitions was the same for both conditions. Experiment 1 showed that both conditions acquired a comparable amount of implicit knowledge, expressed in different test tasks. Experiment 2 further demonstrated that both conditions differed in their subjectively experienced fluency of the task, with more fluency experienced when trained with mini-blocks. Lastly, Experiment 3 revealed that the participants trained with longer mini-blocks of sequential and deviant material developed more explicit knowledge. Results are discussed regarding their compatibility with different assumptions about the emergence of explicit knowledge in an implicit learning situation, especially with respect to the role of metacognitive judgements and more specifically the Unexpected-Event Hypothesis.

The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

PubMed Central

Esser, Sarah; Haider, Hilde

2017-01-01

The Serial Reaction Time Task (SRTT) is an important paradigm to study the properties of unconscious learning processes. One specifically interesting and still controversially discussed topic are the conditions under which unconsciously acquired knowledge becomes conscious knowledge. The different assumptions about the underlying mechanisms can contrastively be separated into two accounts: single system views in which the strengthening of associative weights throughout training gradually turns implicit knowledge into explicit knowledge, and dual system views in which implicit knowledge itself does not become conscious. Rather, it requires a second process which detects changes in performance and is able to acquire conscious knowledge. In a series of three experiments, we manipulated the arrangement of sequential and deviant trials. In an SRTT training, participants either received mini-blocks of sequential trials followed by mini-blocks of deviant trials (22 trials each) or they received sequential and deviant trials mixed randomly. Importantly the number of correct and deviant transitions was the same for both conditions. Experiment 1 showed that both conditions acquired a comparable amount of implicit knowledge, expressed in different test tasks. Experiment 2 further demonstrated that both conditions differed in their subjectively experienced fluency of the task, with more fluency experienced when trained with mini-blocks. Lastly, Experiment 3 revealed that the participants trained with longer mini-blocks of sequential and deviant material developed more explicit knowledge. Results are discussed regarding their compatibility with different assumptions about the emergence of explicit knowledge in an implicit learning situation, especially with respect to the role of metacognitive judgements and more specifically the Unexpected-Event Hypothesis. PMID:28421018

Implicit cognitive processes in psychopathology: an introduction.

PubMed

Wiers, Reinout W; Teachman, Bethany A; De Houwer, Jan

2007-06-01

Implicit or automatic processes are important in understanding the etiology and maintenance of psychopathological problems. In order to study implicit processes in psychopathology, measures are needed that are valid and reliable when applied to clinical problems. One of the main topics in this special issue concerns the development and validation of new or modified implicit tests in different domains of psychopathology. The other main topic concerns the prediction of clinical outcomes and new ways to directly influence implicit processes in psychopathology. We summarize the contributions to this special issue and discuss how they further our knowledge of implicit processes in psychopathology and how to measure them.

Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons with Other Validation Studies

ERIC Educational Resources Information Center

Spada, Nina; Shiu, Julie Li-Ju; Tomita, Yasuyo

2015-01-01

This study builds on research investigating the construct validity of elicited imitation (EI) as a measure of implicit second language (L2) grammatical knowledge. It differs from previous studies in that the EI task focuses on a single grammatical feature and time on task is strictly controlled. Seventy-three EFL learners and 20 native English…

Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

ERIC Educational Resources Information Center

Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

2016-01-01

This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study

PubMed Central

2013-01-01

Background To get insight in how theoretical knowledge is transformed into clinical skills, important information may arise from mapping the development of anatomical knowledge during the undergraduate medical curriculum. If we want to gain a better understanding of teaching and learning in anatomy, it may be pertinent to move beyond the question of how and consider also the what, why and when of anatomy education. Methods A purposive sample of 78 medical students from the 2nd, 3rd, 4th and 6th year of a PBL curriculum participated in 4 focus groups. Each group came together twice, and all meetings were recorded and transcribed verbatim. Data were analysed with template analysis using a phenomenographical approach. Results Five major topics emerged and are described covering the students’ perceptions on their anatomy education and anatomical knowledge: 1) motivation to study anatomy, 2) the relevance of anatomical knowledge, 3) assessment of anatomical knowledge, 4) students’ (in)security about their anatomical knowledge and 5) the use of anatomical knowledge in clinical practice. Conclusions Results indicated that a PBL approach in itself was not enough to ensure adequate learning of anatomy, and support the hypothesis that educational principles like time-on-task and repetition, have a stronger impact on students’ perceived and actual anatomical knowledge than the educational approach underpinning a curriculum. For example, students state that repetitive studying of the subject increases retention of knowledge to a greater extent than stricter assessment, and teaching in context enhances motivation and transfer. Innovations in teaching and assessment, like spiral curriculum, teaching in context, teaching for transfer and assessment for learning (rewarding understanding and higher order cognitive skills), are required to improve anatomy education. PMID:24252155

The explicit and implicit dance in psychoanalytic change.

PubMed

Fosshage, James L

2004-02-01

How the implicit/non-declarative and explicit/declarative cognitive domains interact is centrally important in the consideration of effecting change within the psychoanalytic arena. Stern et al. (1998) declare that long-lasting change occurs in the domain of implicit relational knowledge. In the view of this author, the implicit and explicit domains are intricately intertwined in an interactive dance within a psychoanalytic process. The author views that a spirit of inquiry (Lichtenberg, Lachmann & Fosshage 2002) serves as the foundation of the psychoanalytic process. Analyst and patient strive to explore, understand and communicate and, thereby, create a 'spirit' of interaction that contributes, through gradual incremental learning, to new implicit relational knowledge. This spirit, as part of the implicit relational interaction, is a cornerstone of the analytic relationship. The 'inquiry' more directly brings explicit/declarative processing to the foreground in the joint attempt to explore and understand. The spirit of inquiry in the psychoanalytic arena highlights both the autobiographical scenarios of the explicit memory system and the mental models of the implicit memory system as each contributes to a sense of self, other, and self with other. This process facilitates the extrication and suspension of the old models, so that new models based on current relational experience can be gradually integrated into both memory systems for lasting change.

Knowledge represented using RDF semantic network in the concept of semantic web

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lukasova, A., E-mail: alena.lukasova@osu.cz; Vajgl, M., E-mail: marek.vajgl@osu.cz; Zacek, M., E-mail: martin.zacek@osu.cz

The RDF(S) model has been declared as the basic model to capture knowledge of the semantic web. It provides a common and flexible way to decompose composed knowledge to elementary statements, which can be represented by RDF triples or by RDF graph vectors. From the logical point of view, elements of knowledge can be expressed using at most binary predicates, which can be converted to RDF-triples or graph vectors. However, it is not able to capture implicit knowledge representable by logical formulas. This contribution shows how existing approaches (semantic networks and clausal form logic) can be combined together with RDFmore » to obtain RDF-compatible system with ability to represent implicit knowledge and inference over knowledge base.« less

Implicit social cognition: From measures to mechanisms

PubMed Central

Nosek, Brian A.; Hawkins, Carlee Beth; Frazier, Rebecca S.

2011-01-01

Most of human cognition occurs outside of conscious awareness or conscious control. Some of these implicit processes influence social perception, judgment and action. The last fifteen years of research in implicit social cognition can be characterized as the Age of Measurement because of a proliferation of measurement methods and research evidence demonstrating their practical value for predicting human behavior. Implicit measures assess constructs that are distinct, but related, to self-report assessments, and predict variation in behavior that is not accounted for by those explicit measures. The present state of knowledge provides a foundation for the next age of implicit social cognition – clarification of the mechanisms underlying implicit measurement and how the measured constructs influence behavior. PMID:21376657

A new physical model with multilayer architecture for facial expression animation using dynamic adaptive mesh.

PubMed

Zhang, Yu; Prakash, Edmond C; Sung, Eric

2004-01-01

This paper presents a new physically-based 3D facial model based on anatomical knowledge which provides high fidelity for facial expression animation while optimizing the computation. Our facial model has a multilayer biomechanical structure, incorporating a physically-based approximation to facial skin tissue, a set of anatomically-motivated facial muscle actuators, and underlying skull structure. In contrast to existing mass-spring-damper (MSD) facial models, our dynamic skin model uses the nonlinear springs to directly simulate the nonlinear visco-elastic behavior of soft tissue and a new kind of edge repulsion spring is developed to prevent collapse of the skin model. Different types of muscle models have been developed to simulate distribution of the muscle force applied on the skin due to muscle contraction. The presence of the skull advantageously constrain the skin movements, resulting in more accurate facial deformation and also guides the interactive placement of facial muscles. The governing dynamics are computed using a local semi-implicit ODE solver. In the dynamic simulation, an adaptive refinement automatically adapts the local resolution at which potential inaccuracies are detected depending on local deformation. The method, in effect, ensures the required speedup by concentrating computational time only where needed while ensuring realistic behavior within a predefined error threshold. This mechanism allows more pleasing animation results to be produced at a reduced computational cost.

Fostering Upper Secondary Students' Ability to Engage in Practices of Scientific Investigation: a Comparative Analysis of an Explicit and an Implicit Instructional Approach

NASA Astrophysics Data System (ADS)

Vorholzer, Andreas; von Aufschnaiter, Claudia; Boone, William J.

2018-02-01

Inquiry-based teaching is considered as contributing to content-related, procedural, and epistemic learning goals of science education. In this study, a quasi-experimental research design was utilized to investigate to what extent embedding inquiry activities in an explicit and an implicit instructional approach fosters students' ability to engage in three practices of scientific investigation (POSI): (1) formulating questions and hypotheses, (2) planning investigations, (3) analyzing and interpreting data. Both approaches were implemented in a classroom-based intervention conducted in a German upper secondary school (N = 222). Students' procedural knowledge of the three POSI was assessed with a paper-pencil test prior and post to the intervention, their content knowledge and dispositional factors (e.g., cognitive abilities) were gathered once. Results show that not only explicit but also implicit instruction fosters students' knowledge of POSI. While overall explicit instruction was found to be more effective, the findings indicate that the effectiveness depends considerably on the practice addressed. Moreover, findings suggest that both approaches were equally beneficial for all students regardless of their prior content knowledge and their prior procedural knowledge of POSI. Potential conditions for the success of explicit and implicit approaches as well as implications for instruction on POSI in science classrooms and for future research are discussed.

How robust is the IAT? Measuring and manipulating implicit attitudes of East- and West-Germans.

PubMed

Kühnen, U; Schiessl, M; Bauer, N; Paulig, N; Pöhlmann, C; Schmidthals, K

2001-01-01

We investigated consequences of priming East-West-German related self-knowledge for the strength of implicit, ingroup-directed positive evaluations among East- and West-Germans. Based on previous studies we predicted opposite effects of self-knowledge priming for East- and West-Germans. Since in general the East-German stereotype is regarded as more negative than the West-German one, bringing to mind East-West-related self-knowledge (relative to neutral priming) was expected to attenuate ingroup favoritism for East-Germans, but to increase it for West-Germans. After having fulfilled the priming tasks, participants worked on an IAT-version in which the to be classified stimuli were East- or West-German city names (dimension 1) and positive or negative adjectives (dimension 2). Results of Experiment 1 showed (a) that East- and West-German students implicitly evaluated their ingroups as more positive than the outgroups and (b) confirmed the predictions of the priming influence. Experiment 2 replicated these findings with more representative samples from East- and West-Germany. The results are discussed with regard to underlying processes of implicit attitudes in intergroup contexts.

The Best Time to Acquire New Skills: Age-Related Differences in Implicit Sequence Learning across the Human Lifespan

ERIC Educational Resources Information Center

Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso

2012-01-01

Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…

PROCESS DOCUMENTATION: A MODEL FOR KNOWLEDGE MANAGEMENT IN ORGANIZATIONS.

PubMed

Haddadpoor, Asefeh; Taheri, Behjat; Nasri, Mehran; Heydari, Kamal; Bahrami, Gholamreza

2015-10-01

Continuous and interconnected processes are a chain of activities that turn the inputs of an organization to its outputs and help achieve partial and overall goals of the organization. These activates are carried out by two types of knowledge in the organization called explicit and implicit knowledge. Among these, implicit knowledge is the knowledge that controls a major part of the activities of an organization, controls these activities internally and will not be transferred to the process owners unless they are present during the organization's work. Therefore the goal of this study is identification of implicit knowledge and its integration with explicit knowledge in order to improve human resources management, physical resource management, information resource management, training of new employees and other activities of Isfahan University of Medical Science. The project for documentation of activities in department of health of Isfahan University of Medical Science was carried out in several stages. First the main processes and related sub processes were identified and categorized with the help of planning expert. The categorization was carried out from smaller processes to larger ones. In this stage the experts of each process wrote down all their daily activities and organized them into general categories based on logical and physical relations between different activities. Then each activity was assigned a specific code. The computer software was designed after understanding the different parts of the processes, including main and sup processes, and categorization, which will be explained in the following sections. The findings of this study showed that documentation of activities can help expose implicit knowledge because all of inputs and outputs of a process along with the length, location, tools and different stages of the process, exchanged information, storage location of the information and information flow can be identified using proper documentation. A documentation program can create a complete identifier for every process of an organization and also acts as the main tool for establishment of information technology as the basis of the organization and helps achieve the goal of having electronic and information technology based organizations. In other words documentation is the starting step in creating an organizational architecture. Afterwards, in order to reach the desired goal of documentation, computer software containing all tools, methods, instructions and guidelines and implicit knowledge of the organization was designed. This software links all relevant knowledge to the main text of the documentation and identification of a process and provides the users with electronic versions of all documentations and helps use the explicit and implicit knowledge of the organization to facilitate the reengineering of the processes in the organization.

Passing thoughts on the evolutionary stability of implicit motor behaviour: performance retention under physiological fatigue.

PubMed

Poolton, J M; Masters, R S W; Maxwell, J P

2007-06-01

Heuristics of evolutionary biology (e.g., survival of the fittest) dictate that phylogenetically older processes are inherently more stable and resilient to disruption than younger processes. On the grounds that non-declarative behaviour emerged long before declarative behaviour, Reber (1992) argues that implicit (non-declarative) learning is supported by neural processes that are evolutionarily older than those supporting explicit learning. Reber suggested that implicit learning thus leads to performance that is more robust than explicit learning. Applying this evolutionary framework to motor performance, we examined whether implicit motor learning, relative to explicit motor learning, conferred motor output that was resilient to physiological fatigue and durable over time. In Part One of the study a fatigued state was induced by a double Wingate Anaerobic test protocol. Fatigue had no affect on performance of participants in the implicit condition; whereas, performance of participants in the explicit condition deteriorated significantly. In Part Two of the study a convenience sample of participants was recalled following a one-year hiatus. In both the implicit and the explicit condition retention of performance was seen and, contrary to the findings in Part One, so was resilience to fatigue. The resilient performance in the explicit condition after one year may have resulted from forgetting (the decay of declarative knowledge) or from consolidation of declarative knowledge as implicit memories. In either case, implicit processes were left to more effectively support motor performance.

Gambling and Sport: Implicit Association and Explicit Intention Among Underage Youth.

PubMed

Li, En; Langham, Erika; Browne, Matthew; Rockloff, Matthew; Thorne, Hannah

2018-03-23

This study examined whether an implicit association existed between gambling and sport among underage youth in Australia, and whether this implicit association could shape their explicit intention to gamble. A sample of 14-17 year old Australian participants completed two phases of tasks, including an implicit association test based online experiment, and a post-experiment online survey. The results supported the existence of an implicit association between gambling and sport among the participants. This implicit association became stronger when they saw sport-relevant (vs. sport-irrelevant) gambling logos, or gambling-relevant (vs. gambling-irrelevant) sport names. In addition, this implicit association was positively related to the amount of sport viewing, but only among those participants who had more favorable gambling attitudes. Lastly, gambling attitudes and advertising knowledge, rather than the implicit association, turned out to be significant predictors of the explicit intention to gamble.

The time course of explicit and implicit categorization.

PubMed

Smith, J David; Zakrzewski, Alexandria C; Herberger, Eric R; Boomer, Joseph; Roeder, Jessica L; Ashby, F Gregory; Church, Barbara A

2015-10-01

Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization.

Anatomical Knowledge Retention in Third-Year Medical Students Prior to Obstetrics and Gynecology and Surgery Rotations

ERIC Educational Resources Information Center

Jurjus, Rosalyn A.; Lee, Juliet; Ahle, Samantha; Brown, Kirsten M.; Butera, Gisela; Goldman, Ellen F.; Krapf, Jill M.

2014-01-01

Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an…

Segmentation of medical images using explicit anatomical knowledge

NASA Astrophysics Data System (ADS)

Wilson, Laurie S.; Brown, Stephen; Brown, Matthew S.; Young, Jeanne; Li, Rongxin; Luo, Suhuai; Brandt, Lee

1999-07-01

Knowledge-based image segmentation is defined in terms of the separation of image analysis procedures and representation of knowledge. Such architecture is particularly suitable for medical image segmentation, because of the large amount of structured domain knowledge. A general methodology for the application of knowledge-based methods to medical image segmentation is described. This includes frames for knowledge representation, fuzzy logic for anatomical variations, and a strategy for determining the order of segmentation from the modal specification. This method has been applied to three separate problems, 3D thoracic CT, chest X-rays and CT angiography. The application of the same methodology to such a range of applications suggests a major role in medical imaging for segmentation methods incorporating representation of anatomical knowledge.

Decomposing intuitive components in a conceptual problem solving task.

PubMed

Reber, Rolf; Ruch-Monachon, Marie-Antoinette; Perrig, Walter J

2007-06-01

Research into intuitive problem solving has shown that objective closeness of participants' hypotheses were closer to the accurate solution than their subjective ratings of closeness. After separating conceptually intuitive problem solving from the solutions of rational incremental tasks and of sudden insight tasks, we replicated this finding by using more precise measures in a conceptual problem-solving task. In a second study, we distinguished performance level, processing style, implicit knowledge and subjective feeling of closeness to the solution within the problem-solving task and examined the relationships of these different components with measures of intelligence and personality. Verbal intelligence correlated with performance level in problem solving, but not with processing style and implicit knowledge. Faith in intuition, openness to experience, and conscientiousness correlated with processing style, but not with implicit knowledge. These findings suggest that one needs to decompose processing style and intuitive components in problem solving to make predictions on effects of intelligence and personality measures.

What Do the Public Know about Anatomy? Anatomy Education to the Public and the Implications

ERIC Educational Resources Information Center

Taylor, Adam M.; Diggle, Peter; Wessels, Quenton

2018-01-01

Public knowledge of the anatomical "self" is lacking and evidence points towards a growing need for anatomy education to the wider public. The public were offered the opportunity to learn human anatomy and complete an anatomical knowledge survey afterwards. Sixty-three participants volunteered to attempt to place 20 anatomical structures…

The Time Course of Explicit and Implicit Categorization

PubMed Central

Zakrzewski, Alexandria C.; Herberger, Eric; Boomer, Joseph; Roeder, Jessica; Ashby, F. Gregory; Church, Barbara A.

2015-01-01

Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization. PMID:26025556

Longitudinal Retention of Anatomical Knowledge in Second-year Medical Students

ERIC Educational Resources Information Center

Doomernik, Denise E.; van Goor, Harry; Kooloos, Jan G. M.; ten Broek, Richard P.

2017-01-01

The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of…

Anatomical knowledge retention in third-year medical students prior to obstetrics and gynecology and surgery rotations.

PubMed

Jurjus, Rosalyn A; Lee, Juliet; Ahle, Samantha; Brown, Kirsten M; Butera, Gisela; Goldman, Ellen F; Krapf, Jill M

2014-01-01

Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an anatomical knowledge deficit are lacking, as are specifics as to what content should be reinforced. This study identifies baseline areas of strength and weakness in the surgical anatomy knowledge of medical students entering surgical rotations. Third-year medical students completed a 20-25-question test at the beginning of the General Surgery and Obstetrics and Gynecology rotations. Knowledge of inguinal anatomy (45.3%), orientation in abdominal cavity (38.8%), colon (27.7%), and esophageal varices (12.8%) was poor. The numbers in parentheses are the percentage of questions answered correctly per topic. In comparing those scores to matched test items from this cohort as first-year students in the anatomy course, the drop in retention overall was very significant (P = 0.009) from 86.9 to 51.5%. Students also scored lower in questions relating to pelvic organs (46.7%), urogenital development (54.0%), pulmonary development (17.8%), and pregnancy (17.8%). These data showed that indeed, knowledge of surgical anatomy is poor for medical students entering surgical clerkships. These data collected will be utilized to create interactive learning modules, aimed at improving clinically relevant anatomical knowledge retention. These modules, which will be available to students during their inpatient surgical rotations, connect basic anatomy principles to clinical cases, with the ultimate goal of closing the anatomical knowledge gap. © 2014 American Association of Anatomists.

Toward knowledge-enhanced viewing using encyclopedias and model-based segmentation

NASA Astrophysics Data System (ADS)

Kneser, Reinhard; Lehmann, Helko; Geller, Dieter; Qian, Yue-Chen; Weese, Jürgen

2009-02-01

To make accurate decisions based on imaging data, radiologists must associate the viewed imaging data with the corresponding anatomical structures. Furthermore, given a disease hypothesis possible image findings which verify the hypothesis must be considered and where and how they are expressed in the viewed images. If rare anatomical variants, rare pathologies, unfamiliar protocols, or ambiguous findings are present, external knowledge sources such as medical encyclopedias are consulted. These sources are accessed using keywords typically describing anatomical structures, image findings, pathologies. In this paper we present our vision of how a patient's imaging data can be automatically enhanced with anatomical knowledge as well as knowledge about image findings. On one hand, we propose the automatic annotation of the images with labels from a standard anatomical ontology. These labels are used as keywords for a medical encyclopedia such as STATdx to access anatomical descriptions, information about pathologies and image findings. On the other hand we envision encyclopedias to contain links to region- and finding-specific image processing algorithms. Then a finding is evaluated on an image by applying the respective algorithm in the associated anatomical region. Towards realization of our vision, we present our method and results of automatic annotation of anatomical structures in 3D MRI brain images. Thereby we develop a complex surface mesh model incorporating major structures of the brain and a model-based segmentation method. We demonstrate the validity by analyzing the results of several training and segmentation experiments with clinical data focusing particularly on the visual pathway.

A Framework for Integrating Implicit Bias Recognition Into Health Professions Education.

PubMed

Sukhera, Javeed; Watling, Chris

2018-01-01

Existing literature on implicit bias is fragmented and comes from a variety of fields like cognitive psychology, business ethics, and higher education, but implicit-bias-informed educational approaches have been underexplored in health professions education and are difficult to evaluate using existing tools. Despite increasing attention to implicit bias recognition and management in health professions education, many programs struggle to meaningfully integrate these topics into curricula. The authors propose a six-point actionable framework for integrating implicit bias recognition and management into health professions education that draws on the work of previous researchers and includes practical tools to guide curriculum developers. The six key features of this framework are creating a safe and nonthreatening learning context, increasing knowledge about the science of implicit bias, emphasizing how implicit bias influences behaviors and patient outcomes, increasing self-awareness of existing implicit biases, improving conscious efforts to overcome implicit bias, and enhancing awareness of how implicit bias influences others. Important considerations for designing implicit-bias-informed curricula-such as individual and contextual variables, as well as formal and informal cultural influences-are discussed. The authors also outline assessment and evaluation approaches that consider outcomes at individual, organizational, community, and societal levels. The proposed framework may facilitate future research and exploration regarding the use of implicit bias in health professions education.

Investigations of Anatomical Variations of the Thorax and Heart, and Anatomical Knowledge for First Year Medical Dental and Podiatry Students

ERIC Educational Resources Information Center

Verenna, Anne-Marie

2013-01-01

The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial…

Achieving enlightenment: what do we know about the implicit learning system and its interaction with explicit knowledge?

PubMed

Vidoni, Eric D; Boyd, Lara A

2007-09-01

Two major memory and learning systems operate in the brain: one for facts and ideas (ie, the declarative or explicit system), one for habits and behaviors (ie, the procedural or implicit system). Broadly speaking these two memory systems can operate either in concert or entirely independently of one another during the performance and learning of skilled motor behaviors. This Special Issue article has two parts. In the first, we present a review of implicit motor skill learning that is largely centered on the interactions between declarative and procedural learning and memory. Because distinct neuroanatomical substrates support unique aspects of learning and memory and thus focal injury can cause impairments that are dependent on lesion location, we also broadly consider which brain regions mediate implicit and explicit learning and memory. In the second part of this article, the interactive nature of these two memory systems is illustrated by the presentation of new data that reveal that both learning implicitly and acquiring explicit knowledge through physical practice lead to motor sequence learning. In our new data, we discovered that for healthy individuals use of the implicit versus explicit memory system differently affected variability of performance during acquisition practice; variability was higher early in practice for the implicit group and later in practice for the acquired explicit group. Despite the difference in performance variability, by retention both groups demonstrated comparable change in tracking accuracy and thus, motor sequence learning. Clinicians should be aware of the potential effects of implicit and explicit interactions when designing rehabilitation interventions, particularly when delivering explicit instructions before task practice, working with individuals with focal brain damage, and/or adjusting therapeutic parameters based on acquisition performance variability.

Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web

PubMed Central

Sævland, Werner; Norman, Elisabeth

2016-01-01

Implicit learning is usually studied through individual performance on a single task, with the most common tasks being the Serial Reaction Time (SRT) task, the Dynamic System Control (DSC) task, and Artificial Grammar Learning (AGL). Few attempts have been made to compare performance across different implicit learning tasks within the same study. The current study was designed to explore the relationship between performance on the DSC Sugar factory task and the Alternating Serial Reaction Time (ASRT) task. We also addressed another limitation of traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a longer time span. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter test sessions. This can most easily be done by using a web-based setup in which participants can access the material from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66) were assigned to either a single session or a multiple session condition. Learning occurred on both tasks, and awareness measures suggested that acquired knowledge was not fully conscious on either of the tasks. Learning and the degree of conscious awareness of the learned regularities were compared across conditions and tasks. On the DSC task, performance was not affected by whether learning had taken place in one or over multiple sessions. On the ASRT task, RT improvement across blocks was larger in the multiple-session condition. Learning in the two tasks was not related. PMID:27375512

Eye Movements in Implicit Artificial Grammar Learning

ERIC Educational Resources Information Center

Silva, Susana; Inácio, Filomena; Folia, Vasiliki; Petersson, Karl Magnus

2017-01-01

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased…

Crosslinguistic Differences in Implicit Language Learning

ERIC Educational Resources Information Center

Leung, Janny H. C.; Williams, John N.

2014-01-01

We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of…

Sleep and awareness about presence of regularity speed the transition from implicit to explicit knowledge.

PubMed

Drosopoulos, Spyridon; Harrer, Dorothea; Born, Jan

2011-03-01

Sleep supports the conversion of implicitly acquired information into explicitly available knowledge. Currently, it is unclear if awareness about the presence of regularities in the stimulus material can modulate this conversion. Forty participants were trained on a serial reaction time task (SRTT). Twenty participants were informed afterwards that there was some regularity in the underlying sequence, without giving them any specific details about this regularity (aware condition); twenty other participants were not informed (unaware condition). Ten participants in each group slept the night after training, whereas 10 remained awake. After a second night of (recovery) sleep, a generation task followed where the target positions of the trained SRTT had to be deliberately generated. Both "sleep" and "awareness" improved generation task performance, but the two factors did not interact. We conclude that whilst sleep facilitates the conversion of implicit into explicit knowledge, the effect of awareness is not specific to sleep-dependent consolidation. Copyright © 2010 Elsevier B.V. All rights reserved.

Efficient segmentation of 3D fluoroscopic datasets from mobile C-arm

NASA Astrophysics Data System (ADS)

Styner, Martin A.; Talib, Haydar; Singh, Digvijay; Nolte, Lutz-Peter

2004-05-01

The emerging mobile fluoroscopic 3D technology linked with a navigation system combines the advantages of CT-based and C-arm-based navigation. The intra-operative, automatic segmentation of 3D fluoroscopy datasets enables the combined visualization of surgical instruments and anatomical structures for enhanced planning, surgical eye-navigation and landmark digitization. We performed a thorough evaluation of several segmentation algorithms using a large set of data from different anatomical regions and man-made phantom objects. The analyzed segmentation methods include automatic thresholding, morphological operations, an adapted region growing method and an implicit 3D geodesic snake method. In regard to computational efficiency, all methods performed within acceptable limits on a standard Desktop PC (30sec-5min). In general, the best results were obtained with datasets from long bones, followed by extremities. The segmentations of spine, pelvis and shoulder datasets were generally of poorer quality. As expected, the threshold-based methods produced the worst results. The combined thresholding and morphological operations methods were considered appropriate for a smaller set of clean images. The region growing method performed generally much better in regard to computational efficiency and segmentation correctness, especially for datasets of joints, and lumbar and cervical spine regions. The less efficient implicit snake method was able to additionally remove wrongly segmented skin tissue regions. This study presents a step towards efficient intra-operative segmentation of 3D fluoroscopy datasets, but there is room for improvement. Next, we plan to study model-based approaches for datasets from the knee and hip joint region, which would be thenceforth applied to all anatomical regions in our continuing development of an ideal segmentation procedure for 3D fluoroscopic images.

Does tonality boost short-term memory in congenital amusia?

PubMed

Albouy, Philippe; Schulze, Katrin; Caclin, Anne; Tillmann, Barbara

2013-11-06

Congenital amusia is a neuro-developmental disorder of music perception and production. Recent findings have demonstrated that this deficit is linked to an impaired short-term memory for tone sequences. As it has been shown before that non-musicians' implicit knowledge of musical regularities can improve short-term memory for tone information, the present study investigated if this type of implicit knowledge could also influence amusics' short-term memory performance. Congenital amusics and their matched controls, who were non-musicians, had to indicate whether sequences of five tones, presented in pairs, were the same or different; half of the pairs respected musical regularities (tonal sequences) and the other half did not (atonal sequences). As previously reported for non-musician participants, the control participants showed better performance (as measured with d') for tonal sequences than for atonal ones. While this improvement was not observed in amusics, both control and amusic participants showed faster response times for tonal sequences than for atonal sequences. These findings suggest that some implicit processing of tonal structures is potentially preserved in congenital amusia. This observation is encouraging as it strengthens the perspective to exploit implicit knowledge to help reducing pitch perception and memory deficits in amusia. © 2013 Elsevier B.V. All rights reserved.

Implicit Learning of Semantic Preferences of Verbs

ERIC Educational Resources Information Center

Paciorek, Albertyna; Williams, John N.

2015-01-01

Previous studies of semantic implicit learning in language have only examined learning grammatical form-meaning connections in which learning could have been supported by prior linguistic knowledge. In this study we target the domain of verb meaning, specifically semantic preferences regarding novel verbs (e.g., the preference for a novel verb to…

On the Specificity of Sequential Congruency Effects in Implicit Learning of Motor and Perceptual Sequences

ERIC Educational Resources Information Center

D'Angelo, Maria C.; Jimenez, Luis; Milliken, Bruce; Lupianez, Juan

2013-01-01

Individuals experience less interference from conflicting information following events that contain conflicting information. Recently, Jimenez, Lupianez, and Vaquero (2009) demonstrated that such adaptations to conflict occur even when the source of conflict arises from implicit knowledge of sequences. There is accumulating evidence that momentary…

Does language help regularity learning? The influence of verbalizations on implicit sequential regularity learning and the emergence of explicit knowledge in children, younger and older adults.

PubMed

Ferdinand, Nicola K; Kray, Jutta

2017-03-01

This study aimed at investigating the ability to learn regularities across the life span and examine whether this learning process can be supported or hampered by verbalizations. For this purpose, children (aged 8-10 years) and younger (aged 19-30 years) and older (aged 70-80 years) adults took part in a sequence learning experiment. We found that verbalizing sequence-congruent information during learning is a powerful tool to generate explicit knowledge and it is especially helpful for younger adults. Although recent research suggests that implicit learning can be influenced by directing the participants' attention to relevant aspects of the task, verbalizations had a much weaker influence on implicit than explicit learning. Our results show that verbalizing during learning slows down reaction times (RTs) but does not influence the amount of implicit learning. Especially older adults were not able to overcome the cost of the dual-task situation. Younger adults, in contrast, show an initial dual-tasking cost that, in the case of a helpful verbalization, is overcome with practice and turns into a RT and learning benefit. However, when the verbalization is omitted this benefit is lost, that is, better implicit learning seems to be confined to situations in which the supporting verbalization is maintained. Additionally, we did not find reliable age differences in implicit learning in the no verbalization groups, which speaks in favor of age-invariant models of implicit learning across the life span. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Physician Opinions about an Anatomy Core Curriculum: A Case for Medical Imaging and Vertical Integration

ERIC Educational Resources Information Center

Orsbon, Courtney P.; Kaiser, Rebecca S.; Ross, Callum F.

2014-01-01

Pre-clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different…

Reusing Design Knowledge Based on Design Cases and Knowledge Map

ERIC Educational Resources Information Center

Yang, Cheng; Liu, Zheng; Wang, Haobai; Shen, Jiaoqi

2013-01-01

Design knowledge was reused for innovative design work to support designers with product design knowledge and help designers who lack rich experiences to improve their design capacity and efficiency. First, based on the ontological model of product design knowledge constructed by taxonomy, implicit and explicit knowledge was extracted from some…

Validation and detection of vessel landmarks by using anatomical knowledge

NASA Astrophysics Data System (ADS)

Beck, Thomas; Bernhardt, Dominik; Biermann, Christina; Dillmann, Rüdiger

2010-03-01

The detection of anatomical landmarks is an important prerequisite to analyze medical images fully automatically. Several machine learning approaches have been proposed to parse 3D CT datasets and to determine the location of landmarks with associated uncertainty. However, it is a challenging task to incorporate high-level anatomical knowledge to improve these classification results. We propose a new approach to validate candidates for vessel bifurcation landmarks which is also applied to systematically search missed and to validate ambiguous landmarks. A knowledge base is trained providing human-readable geometric information of the vascular system, mainly vessel lengths, radii and curvature information, for validation of landmarks and to guide the search process. To analyze the bifurcation area surrounding a vessel landmark of interest, a new approach is proposed which is based on Fast Marching and incorporates anatomical information from the knowledge base. Using the proposed algorithms, an anatomical knowledge base has been generated based on 90 manually annotated CT images containing different parts of the body. To evaluate the landmark validation a set of 50 carotid datasets has been tested in combination with a state of the art landmark detector with excellent results. Beside the carotid bifurcation the algorithm is designed to handle a wide range of vascular landmarks, e.g. celiac, superior mesenteric, renal, aortic, iliac and femoral bifurcation.

Implicit attitudes towards homosexuality: reliability, validity, and controllability of the IAT.

PubMed

Banse, R; Seise, J; Zerbes, N

2001-01-01

Two experiments were conducted to investigate the psychometric properties of an Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998) that was adapted to measure implicit attitudes towards homosexuality. In a first experiment, the validity of the Homosexuality-IAT was tested using a known group approach. Implicit and explicit attitudes were assessed in heterosexual and homosexual men and women (N = 101). The results provided compelling evidence for the convergent and discriminant validity of the Homosexuality-IAT as a measure of implicit attitudes. No evidence was found for two alternative explanations of IAT effects (familiarity with stimulus material and stereotype knowledge). The internal consistency of IAT scores was satisfactory (alpha s > .80), but retest correlations were lower. In a second experiment (N = 79) it was shown that uninformed participants were able to fake positive explicit but not implicit attitudes. Discrepancies between implicit and explicit attitudes towards homosexuality could be partially accounted for by individual differences in the motivation to control prejudiced behavior, thus providing independent evidence for the validity of the implicit attitude measure. Neither explicit nor implicit attitudes could be changed by persuasive messages. The results of both experiments are interpreted as evidence for a single construct account of implicit and explicit attitudes towards homosexuality.

An alcohol message beneath the surface of ER: how implicit memory influences viewers' health attitudes and intentions using entertainment-education.

PubMed

Kim, Kyongseok; Lee, Mina; Macias, Wendy

2014-01-01

While previous research on entertainment-education has assessed its effectiveness, primarily at the conscious level (e.g., free recall and self-reported change in knowledge), few studies have explored its effect on viewers' implicit knowledge. To fill this gap, this study examined the mechanism through which viewers form implicit memory of short health messages inserted in a primetime TV show and its preconscious effects on viewers' health attitudes and intentions. An experiment was conducted using a 3-group (health message: present vs. absent vs. control), posttest-only design with additional planned analyses of differences by subject variables (past experience and involvement). Overall, findings supported the hypothesized effects of implicit memory of a brief antialcohol message embedded in an ER episode on college students' attitudes and intentions against binge drinking. Results showed that participants who were exposed to the health message reported less positive attitudes toward binge drinking and lower intentions to binge drink, compared with those who were not exposed; the causal relations among viewers' implicit memory, attitudes, and intentions were also validated. Results also showed that individuals' past experience and involvement moderated the effects of the health message on attitudes and intentions. Theoretical explanations and practical implications are discussed.

On the specificity of sequential congruency effects in implicit learning of motor and perceptual sequences.

PubMed

D'Angelo, Maria C; Jiménez, Luis; Milliken, Bruce; Lupiáñez, Juan

2013-01-01

Individuals experience less interference from conflicting information following events that contain conflicting information. Recently, Jiménez, Lupiáñez, and Vaquero (2009) demonstrated that such adaptations to conflict occur even when the source of conflict arises from implicit knowledge of sequences. There is accumulating evidence that momentary changes in adaptations made in response to conflicting information are conflict-type specific (e.g., Funes, Lupiáñez, & Humphreys, 2010a), suggesting that there are multiple modes of control. The current study examined whether conflict-specific sequential congruency effects occur when the 2 sources of conflict are implicitly learned. Participants implicitly learned a motor sequence while simultaneously learning a perceptual sequence. In a first experiment, after learning the 2 orthogonal sequences, participants expressed knowledge of the 2 sequences independently of each other in a transfer phase. In Experiments 2 and 3, within each sequence, the presence of a single control trial disrupted the expression of this specific type of learning on the following trial. There was no evidence of cross-conflict modulations in the expression of sequence learning. The results suggest that the mechanisms involved in transient shifts in conflict-specific control, as reflected in sequential congruency effects, are also engaged when the source of conflict is implicit. (c) 2013 APA, all rights reserved.

Teachers' Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories

ERIC Educational Resources Information Center

Jonsson, Anna-Carin; Beach, Dennis; Korp, Helena; Erlandson, Peter

2012-01-01

A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of…

Incidental Learning of Melodic Structure of North Indian Music

ERIC Educational Resources Information Center

Rohrmeier, Martin; Widdess, Richard

2017-01-01

Musical knowledge is largely implicit. It is acquired without awareness of its complex rules, through interaction with a large number of samples during musical enculturation. Whereas several studies explored implicit learning of mostly abstract and less ecologically valid features of Western music, very little work has been done with respect to…

Neural Correlates of Contextual Cueing Are Modulated by Explicit Learning

ERIC Educational Resources Information Center

Westerberg, Carmen E.; Miller, Brennan B.; Reber, Paul J.; Cohen, Neal J.; Paller, Ken A.

2011-01-01

Contextual cueing refers to the facilitated ability to locate a particular visual element in a scene due to prior exposure to the same scene. This facilitation is thought to reflect implicit learning, as it typically occurs without the observer's knowledge that scenes repeat. Unlike most other implicit learning effects, contextual cueing can be…

Children's Comprehension of Implicit and Explicit Information in Paragraphs.

ERIC Educational Resources Information Center

Paris, Scott G.; Upton, Laurence R.

The role of inference in children's comprehension and memory is the subject of this research report. An underlying proposition is that in order for a child to effectively understand and remember linguistic or nonlinguistic information, he must actively embellish the given stimulus material with his own implicit knowledge. In the experiment…

Effect of congenital blindness on the semantic representation of some everyday concepts.

PubMed

Connolly, Andrew C; Gleitman, Lila R; Thompson-Schill, Sharon L

2007-05-15

This study explores how the lack of first-hand experience with color, as a result of congenital blindness, affects implicit judgments about "higher-order" concepts, such as "fruits and vegetables" (FV), but not others, such as "household items" (HHI). We demonstrate how the differential diagnosticity of color across our test categories interacts with visual experience to produce, in effect, a category-specific difference in implicit similarity. Implicit pair-wise similarity judgments were collected by using an odd-man-out triad task. Pair-wise similarities for both FV and for HHI were derived from this task and were compared by using cluster analysis and regression analyses. Color was found to be a significant component in the structure of implicit similarity for FV for sighted participants but not for blind participants; and this pattern remained even when the analysis was restricted to blind participants who had good explicit color knowledge of the stimulus items. There was also no evidence that either subject group used color knowledge in making decisions about HHI, nor was there an indication of any qualitative differences between blind and sighted subjects' judgments on HHI.

Longitudinal retention of anatomical knowledge in second-year medical students.

PubMed

Doomernik, Denise E; van Goor, Harry; Kooloos, Jan G M; Ten Broek, Richard P

2017-06-01

The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second-year medical students was assessed. In May 2011, 346 medical students applied for the second-year gastro-intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (±11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (±13.6%) vs. 7.9% (±10.0%), respectively, d = 5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (±11.1%) vs. 15.5% (±12.0%), respectively), d = -0.21. Anatomical knowledge in the problem-oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. Anat Sci Educ 10: 242-248. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The Digital Anatomist Distributed Framework and Its Applications to Knowledge-based Medical Imaging

PubMed Central

Brinkley, James F.; Rosse, Cornelius

1997-01-01

Abstract The domain of medical imaging is anatomy. Therefore, anatomic knowledge should be a rational basis for organizing and analyzing images. The goals of the Digital Anatomist Program at the University of Washington include the development of an anatomically based software framework for organizing, analyzing, visualizing and utilizing biomedical information. The framework is based on representations for both spatial and symbolic anatomic knowledge, and is being implemented in a distributed architecture in which multiple client programs on the Internet are used to update and access an expanding set of anatomical information resources. The development of this framework is driven by several practical applications, including symbolic anatomic reasoning, knowledge based image segmentation, anatomy information retrieval, and functional brain mapping. Since each of these areas involves many difficult image processing issues, our research strategy is an evolutionary one, in which applications are developed somewhat independently, and partial solutions are integrated in a piecemeal fashion, using the network as the substrate. This approach assumes that networks of interacting components can synergistically work together to solve problems larger than either could solve on its own. Each of the individual projects is described, along with evaluations that show that the individual components are solving the problems they were designed for, and are beginning to interact with each other in a synergistic manner. We argue that this synergy will increase, not only within our own group, but also among groups as the Internet matures, and that an anatomic knowledge base will be a useful means for fostering these interactions. PMID:9147337

Kindergartners’ Fluent Processing of Symbolic Numerical Magnitude is Predicted by Their Cardinal Knowledge and Implicit Understanding of Arithmetic Two Years Earlier

PubMed Central

Moore, Alex M.; vanMarle, Kristy; Geary, David C.

2016-01-01

Fluency in first graders’ processing of the magnitudes associated with Arabic numerals, collections of objects, and mixtures of objects and numerals predicts current and future mathematics achievement. The quantitative competencies that support the development of fluent processing of magnitude are not fully understood, however. At the beginning and end of preschool (M = 3 years, 9 months at first assessment; range 3 years, 3 months to 4years, 3 months), 112 (51 boys) children completed tasks measuring numeral recognition and comparison, acuity of the approximate number system, and knowledge of counting principles, cardinality, and implicit arithmetic, and completed a magnitude processing task (number sets test) in kindergarten. Use of Bayesian and linear regression techniques revealed that two measures of preschoolers’ cardinal knowledge and their competence at implicit arithmetic predicted later fluency of magnitude processing, controlling domain general factors, preliteracy skills, and parental education. The results help to narrow the search for the early foundation of children’s emerging competence with symbolic mathematics and provide direction for early interventions. PMID:27236038

Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.

PubMed

Moore, Alex M; vanMarle, Kristy; Geary, David C

2016-10-01

Fluency in first graders' processing of the magnitudes associated with Arabic numerals, collections of objects, and mixtures of objects and numerals predicts current and future mathematics achievement. The quantitative competencies that support the development of fluent processing of magnitude, however, are not fully understood. At the beginning and end of preschool (M=3years 9months at first assessment, range=3years 3months to 4years 3months), 112 children (51 boys) completed tasks measuring numeral recognition and comparison, acuity of the approximate number system, and knowledge of counting principles, cardinality, and implicit arithmetic and also completed a magnitude processing task (number sets test) in kindergarten. Use of Bayesian and linear regression techniques revealed that two measures of preschoolers' cardinal knowledge and their competence at implicit arithmetic predicted later fluency of magnitude processing, controlling domain-general factors, preliteracy skills, and parental education. The results help to narrow the search for the early foundation of children's emerging competence with symbolic mathematics and provide direction for early interventions. Copyright © 2016 Elsevier Inc. All rights reserved.

Conveying, Assessing, and Learning (Strategies for) Structural Knowledge.

ERIC Educational Resources Information Center

Jonassen, David H.; And Others

Diagrams showing the components of structural knowledge and the theoretical basis for structural knowledge introduce four tables presenting information on: (1) implicit strategies for conveying cognitive structure, including content/structures signalling (Meyer), frames/slots (Armbruster and Anderson), and Elaboration Theory (Reigeluth and…

The Intermingled History of Occupational Therapy and Anatomical Education: A Retrospective Exploration

ERIC Educational Resources Information Center

Carroll, Melissa A.; Lawson, Katherine

2014-01-01

Few research articles have addressed the anatomical needs of entry-level occupational therapy students. Given this paucity of empirical evidence, there is a lack of knowledge regarding anatomical education in occupational therapy. This article will primarily serve as a retrospective look at the inclusion of anatomical education in the occupational…

IRE/F as a Cross-Curricular Collaborative Genre of Implicit Argumentation

ERIC Educational Resources Information Center

Lawrence, Ann M.; Crespo, Sandra

2016-01-01

We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those…

Implicit Learning of Predictive Relationships in Three-Element Visual Sequences by Young and Old Adults

ERIC Educational Resources Information Center

Howard, James H., Jr.; Howard, Darlene V.; Dennis, Nancy A.; Kelly, Andrew J.

2008-01-01

Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence…

Categorizing with Gender: Does Implicit Grammatical Gender Affect Semantic Processing in 24-Month-Old Toddlers?

ERIC Educational Resources Information Center

Bobb, Susan C.; Mani, Nivedita

2013-01-01

The current study investigated the interaction of implicit grammatical gender and semantic category knowledge during object identification. German-learning toddlers (24-month-olds) were presented with picture pairs and heard a noun (without a preceding article) labeling one of the pictures. Labels for target and distracter images either matched or…

(Implicitly) judging a book by its cover: the power of pride and shame expressions in shaping judgments of social status.

PubMed

Shariff, Azim F; Tracy, Jessica L; Markusoff, Jeffrey L

2012-09-01

How do we decide who merits social status? According to functionalist theories of emotion, the nonverbal expressions of pride and shame play a key role, functioning as automatically perceived status signals. In this view, observers automatically make status inferences about expressers on the basis of these expressions, even when contradictory contextual information about the expressers' status is available. In four studies, the authors tested whether implicit and explicit status perceptions are influenced by pride and shame expressions even when these expressions' status-related messages are contradicted by contextual information. Results indicate that emotion expressions powerfully influence implicit and explicit status inferences, at times neutralizing or even overriding situational knowledge. These findings demonstrate the irrepressible communicative power of emotion displays and indicate that status judgments can be informed as much (and often more) by automatic responses to nonverbal expressions of emotion as by rational, contextually bound knowledge.

Subluxation and semantics: a corpus linguistics study.

PubMed

Budgell, Brian

2016-06-01

The purpose of this study was to analyze the curriculum of one chiropractic college in order to discover if there were any implicit consensus definitions of the term subluxation. Using the software WordSmith Tools, the corpus of an undergraduate chiropractic curriculum was analyzed by reviewing collocated terms and through discourse analysis of text blocks containing words based on the root 'sublux.' It was possible to identify 3 distinct concepts which were each referred to as 'subluxation:' i) an acute or instantaneous injurious event; ii) a clinical syndrome which manifested post-injury; iii) a physical lesion, i.e. an anatomical or physiological derangement which in most instances acted as a pain generator. In fact, coherent implicit definitions of subluxation exist and may enjoy broad but subconscious acceptance. However, confusion likely arises from failure to distinguish which concept an author or speaker is referring to when they employ the term subluxation.

Knowledge of skull base anatomy and surgical implications of human sacrifice among pre-Columbian Mesoamerican cultures.

PubMed

Lopez-Serna, Raul; Gomez-Amador, Juan Luis; Barges-Coll, Juan; Arriada-Mendicoa, Nicasio; Romero-Vargas, Samuel; Ramos-Peek, Miguel; Celis-Lopez, Miguel Angel; Revuelta-Gutierrez, Rogelio; Portocarrero-Ortiz, Lesly

2012-08-01

Human sacrifice became a common cultural trait during the advanced phases of Mesoamerican civilizations. This phenomenon, influenced by complex religious beliefs, included several practices such as decapitation, cranial deformation, and the use of human cranial bones for skull mask manufacturing. Archaeological evidence suggests that all of these practices required specialized knowledge of skull base and upper cervical anatomy. The authors conducted a systematic search for information on skull base anatomical and surgical knowledge among Mesoamerican civilizations. A detailed exposition of these results is presented, along with some interesting information extracted from historical documents and pictorial codices to provide a better understanding of skull base surgical practices among these cultures. Paleoforensic evidence from the Great Temple of Tenochtitlan indicates that Aztec priests used a specialized decapitation technique, based on a deep anatomical knowledge. Trophy skulls were submitted through a stepwise technique for skull mask fabrication, based on skull base anatomical landmarks. Understanding pre-Columbian Mesoamerican religions can only be realized by considering them in their own time and according to their own perspective. Several contributions to medical practice might have arisen from anatomical knowledge emerging from human sacrifice and decapitation techniques.

Effects of sleep loss, time of day, and extended mental work on implicit and explicit learning of sequences

NASA Technical Reports Server (NTRS)

Heuer, H.; Spijkers, W.; Kiesswetter, E.; Schmidtke, V.

1998-01-01

Tacit knowledge is part of many professional skills and can be studied experimentally with implicit-learning paradigms. The authors explored the effects of 2 different stressors, loss of sleep and mental fatigue, on implicit learning in a serial-response time (RT) task. In the 1st experiment, 1 night of sleep deprivation was shown to impair implicit but not explicit sequence learning. In the 2nd experiment, no impairment of both types of sequence learning was found after 1.5 hr of mental work. Serial-RT performance, in contrast, suffered from both stressors. These findings suggest that sleep deprivation induces specific risks for automatic, skill-based behavior that are not present in consciously controlled performance.

A comparison of education in Greek and English nurses.

PubMed

Bakalis, N A; Bowman, G S; Porock, D

2004-06-01

Curriculum is an important component of nurse education and is thought to vary from country to country. To determine the level of cardiac knowledge in Greek and English final-year student nurses. Subjects were final-year diploma and degree student nurses (n = 161) from Greece and England. Pictographs (testing knowledge in a pictorial form) were used as a method of data collection. Three anatomical cardiac diagrams were used. Students were asked to label 20 anatomical parts. Final-year English student nurses have better knowledge in the discrete area of cardiac anatomy and physiology (P < 0.05) than their Greek counterparts. Problems associated with translation and interpretation were avoided using pictographs and were shown to be useful measures for determining knowledge in nurses from different countries. The findings of the study are important because they show differences in anatomical knowledge levels between Greek and English students. More research is needed to explore further different levels of knowledge and education within the European Union and the consequences for nurse decision-making and patient outcomes.

"IN ALL ITS HIDEOUS AND APPALLING NAKEDNESS AND TRUTH": THE RECEPTION OF SOME ANATOMICAL COLLECTIONS IN GEORGIAN AND VICTORIAN ENGLAND.

PubMed

Talairach-Vielmas, Laurence

2015-01-01

This article explores the reception of some anatomical collections in Georgian and Victorian England. Both private medical museums and public anatomical museums reflected the central role played by anatomy in medical knowledge and education in the eighteenth and nineteenth centuries. However, because they were associated with death and sexuality, anatomical museums were both products of enlightenment science and potentially immoral loci likely to corrupt young and innocent women. But, as this article shows, the reasons behind the hostile receptions of some collections varied throughout the centuries, revealing in so doing the gradual professionalization of the medical field and growing monopoly of medical professionals over medical knowledge.

Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems.

DTIC Science & Technology

1987-11-03

the conversion of the declarativ ;? knowledge Into the procedural knowledge, whereas the encoding of the declarative knowledge is taken to be a...self-explanations during studying examples may make other latent or implicit components more accessible. Our data cannot discriminate between the

A decade of studying implicit racial/ethnic bias in healthcare providers using the implicit association test.

PubMed

Maina, Ivy W; Belton, Tanisha D; Ginzberg, Sara; Singh, Ajit; Johnson, Tiffani J

2018-02-01

Disparities in the care and outcomes of US racial/ethnic minorities are well documented. Research suggests that provider bias plays a role in these disparities. The implicit association test enables measurement of implicit bias via tests of automatic associations between concepts. Hundreds of studies have examined implicit bias in various settings, but relatively few have been conducted in healthcare. The aim of this systematic review is to synthesize the current knowledge on the role of implicit bias in healthcare disparities. A comprehensive literature search of several databases between May 2015 and September 2016 identified 37 qualifying studies. Of these, 31 found evidence of pro-White or light-skin/anti-Black, Hispanic, American Indian or dark-skin bias among a variety of HCPs across multiple levels of training and disciplines. Fourteen studies examined the association between implicit bias and healthcare outcomes using clinical vignettes or simulated patients. Eight found no statistically significant association between implicit bias and patient care while six studies found that higher implicit bias was associated with disparities in treatment recommendations, expectations of therapeutic bonds, pain management, and empathy. All seven studies that examined the impact of implicit provider bias on real-world patient-provider interaction found that providers with stronger implicit bias demonstrated poorer patient-provider communication. Two studies examined the effect of implicit bias on real-world clinical outcomes. One found an association and the other did not. Two studies tested interventions aimed at reducing bias, but only one found a post-intervention reduction in implicit bias. This review reveals a need for more research exploring implicit bias in real-world patient care, potential modifiers and confounders of the effect of implicit bias on care, and strategies aimed at reducing implicit bias and improving patient-provider communication. Future studies have the opportunity to build on this current body of research, and in doing so will enable us to achieve equity in healthcare and outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Conceptual and Developmental Analysis of Mental Models: An Example with Complex Change Problems.

ERIC Educational Resources Information Center

Poirier, Louise

Defining better implicit models of children's actions in a series of situations is of paramount importance to understanding how knowledge is constructed. The objective of this study was to analyze the implicit mental models used by children in complex change problems to understand the stability of the models and their evolution with the child's…

Effect of congenital blindness on the semantic representation of some everyday concepts

PubMed Central

Connolly, Andrew C.; Gleitman, Lila R.; Thompson-Schill, Sharon L.

2007-01-01

This study explores how the lack of first-hand experience with color, as a result of congenital blindness, affects implicit judgments about “higher-order” concepts, such as “fruits and vegetables” (FV), but not others, such as “household items” (HHI). We demonstrate how the differential diagnosticity of color across our test categories interacts with visual experience to produce, in effect, a category-specific difference in implicit similarity. Implicit pair-wise similarity judgments were collected by using an odd-man-out triad task. Pair-wise similarities for both FV and for HHI were derived from this task and were compared by using cluster analysis and regression analyses. Color was found to be a significant component in the structure of implicit similarity for FV for sighted participants but not for blind participants; and this pattern remained even when the analysis was restricted to blind participants who had good explicit color knowledge of the stimulus items. There was also no evidence that either subject group used color knowledge in making decisions about HHI, nor was there an indication of any qualitative differences between blind and sighted subjects' judgments on HHI. PMID:17483447

GroPBS: Fast Solver for Implicit Electrostatics of Biomolecules

PubMed Central

Bertelshofer, Franziska; Sun, Liping; Greiner, Günther; Böckmann, Rainer A.

2015-01-01

Knowledge about the electrostatic potential on the surface of biomolecules or biomembranes under physiological conditions is an important step in the attempt to characterize the physico-chemical properties of these molecules and, in particular, also their interactions with each other. Additionally, knowledge about solution electrostatics may also guide the design of molecules with specified properties. However, explicit water models come at a high computational cost, rendering them unsuitable for large design studies or for docking purposes. Implicit models with the water phase treated as a continuum require the numerical solution of the Poisson–Boltzmann equation (PBE). Here, we present a new flexible program for the numerical solution of the PBE, allowing for different geometries, and the explicit and implicit inclusion of membranes. It involves a discretization of space and the computation of the molecular surface. The PBE is solved using finite differences, the resulting set of equations is solved using a Gauss–Seidel method. It is shown for the example of the sucrose transporter ScrY that the implicit inclusion of a surrounding membrane has a strong effect also on the electrostatics within the pore region and, thus, needs to be carefully considered, e.g., in design studies on membrane proteins. PMID:26636074

The intermingled history of occupational therapy and anatomical education: A retrospective exploration.

PubMed

Carroll, Melissa A; Lawson, Katherine

2014-01-01

Few research articles have addressed the anatomical needs of entry-level occupational therapy students. Given this paucity of empirical evidence, there is a lack of knowledge regarding anatomical education in occupational therapy. This article will primarily serve as a retrospective look at the inclusion of anatomical education in the occupational therapy curriculum. Focusing on the historical inclusion is the first step to address the gap in existing knowledge. Examining the history of anatomy in occupational therapy provides an educational context for curricular developments and helps current anatomical educators understand the evolution of occupational therapy as a profession. Exploring the educational history also offers anatomy educators an identity, as significant contributors, in the training and preparedness of entry-level professionals while focusing on the ideals of occupational therapy. However, there is a critical need for empirical evidence of best teaching practices in occupational therapy and anatomical education. This manuscript provides a foundation and a starting point for further investigation into the anatomical competencies for entry-level occupational therapists. © 2014 American Association of Anatomists.

Epistemology in Education: Epistemological Development Trajectory

ERIC Educational Resources Information Center

Labbas, Rachida

2013-01-01

Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000). Research on beliefs about knowledge has become an important field of inquiry in educational research (Hofer & Pintrich, 1997). This field of research has emerged…

Sleep Enhances Knowledge of Routes and Regions in Spatial Environments

ERIC Educational Resources Information Center

Noack, Hannes; Schick, Wiebke; Mallot, Hanspeter; Born, Jan

2017-01-01

Sleep is thought to preferentially consolidate hippocampus-dependent memory, and as such, spatial navigation. Here, we investigated the effects of sleep on route knowledge and explicit and implicit semantic regions in a virtual environment. Sleep, compared with wakefulness, improved route knowledge and also enhanced awareness of the semantic…

Reuniting Virtue and Knowledge

ERIC Educational Resources Information Center

Culham, Tom

2015-01-01

Einstein held that intuition is more important than rational inquiry as a source of discovery. Further, he explicitly and implicitly linked the heart, the sacred, devotion and intuitive knowledge. The raison d'être of universities is the advance of knowledge; however, they have primarily focused on developing student's skills in working with…

Reducing the Impact of Stereotypical Knowledge during Reading

ERIC Educational Resources Information Center

Lassonde, Karla A.

2015-01-01

Four experiments were designed to assess the presence and impact of stereotypical knowledge through an implicit measure of reading comprehension. In Experiments 1 and 3, participants read passages about protagonists in scenarios in which stereotypical knowledge was likely to become activated in memory. Following the descriptions, reading times for…

Implicit transfer of spatial structure in visuomotor sequence learning.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2014-11-01

Implicit learning and transfer in sequence learning are essential in daily life. Here, we investigated the implicit transfer of visuomotor sequences following a spatial transformation. In the two experiments, participants used trial and error to learn a sequence consisting of several button presses, known as the m×n task (Hikosaka et al., 1995). After this learning session, participants learned another sequence in which the button configuration was spatially transformed in one of the following ways: mirrored, rotated, and random arrangement. Our results showed that even when participants were unaware of the transformation rules, accuracy of transfer session in the mirrored and rotated groups was higher than that in the random group (i.e., implicit transfer occurred). Both those who noticed the transformation rules and those who did not (i.e., explicit and implicit transfer instances, respectively) showed faster performance in the mirrored sequences than in the rotated sequences. Taken together, the present results suggest that people can use their implicit visuomotor knowledge to spatially transform sequences and that implicit transfers are modulated by a transformation cost, similar to that in explicit transfer. Copyright © 2014 Elsevier B.V. All rights reserved.

Motivation and Organizational Principles for Anatomical Knowledge Representation

PubMed Central

Rosse, Cornelius; Mejino, José L.; Modayur, Bharath R.; Jakobovits, Rex; Hinshaw, Kevin P.; Brinkley, James F.

1998-01-01

Abstract Objective: Conceptualization of the physical objects and spaces that constitute the human body at the macroscopic level of organization, specified as a machine-parseable ontology that, in its human-readable form, is comprehensible to both expert and novice users of anatomical information. Design: Conceived as an anatomical enhancement of the UMLS Semantic Network and Metathesaurus, the anatomical ontology was formulated by specifying defining attributes and differentia for classes and subclasses of physical anatomical entities based on their partitive and spatial relationships. The validity of the classification was assessed by instantiating the ontology for the thorax. Several transitive relationships were used for symbolically modeling aspects of the physical organization of the thorax. Results: By declaring Organ as the macroscopic organizational unit of the body, and defining the entities that constitute organs and higher level entities constituted by organs, all anatomical entities could be assigned to one of three top level classes (Anatomical structure, Anatomical spatial entity and Body substance). The ontology accommodates both the systemic and regional (topographical) views of anatomy, as well as diverse clinical naming conventions of anatomical entities. Conclusions: The ontology formulated for the thorax is extendible to microscopic and cellular levels, as well as to other body parts, in that its classes subsume essentially all anatomical entities that constitute the body. Explicit definitions of these entities and their relationships provide the first requirement for standards in anatomical concept representation. Conceived from an anatomical viewpoint, the ontology can be generalized and mapped to other biomedical domains and problem solving tasks that require anatomical knowledge. PMID:9452983

Implicit Learning in the Crowd: Investigating the Role of Awareness in the Acquisition of L2 Knowledge

ERIC Educational Resources Information Center

Kerz, Elma; Wiechmann, Daniel; Riedel, Florian B.

2017-01-01

A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now,…

Dissociation between arithmetic relatedness and distance effects is modulated by task properties: an ERP study comparing explicit vs. implicit arithmetic processing.

PubMed

Avancini, Chiara; Galfano, Giovanni; Szűcs, Dénes

2014-12-01

Event-related potential (ERP) studies have detected several characteristic consecutive amplitude modulations in both implicit and explicit mental arithmetic tasks. Implicit tasks typically focused on the arithmetic relatedness effect (in which performance is affected by semantic associations between numbers) while explicit tasks focused on the distance effect (in which performance is affected by the numerical difference of to-be-compared numbers). Both task types elicit morphologically similar ERP waves which were explained in functionally similar terms. However, to date, the relationship between these tasks has not been investigated explicitly and systematically. In order to fill this gap, here we examined whether ERP effects and their underlying cognitive processes in implicit and explicit mental arithmetic tasks differ from each other. The same group of participants performed both an implicit number-matching task (in which arithmetic knowledge is task-irrelevant) and an explicit arithmetic-verification task (in which arithmetic knowledge is task-relevant). 129-channel ERP data differed substantially between tasks. In the number-matching task, the arithmetic relatedness effect appeared as a negativity over left-frontal electrodes whereas the distance effect was more prominent over right centro-parietal electrodes. In the verification task, all probe types elicited similar N2b waves over right fronto-central electrodes and typical centro-parietal N400 effects over central electrodes. The distance effect appeared as an early-rising, long-lasting left parietal negativity. We suggest that ERP effects in the implicit task reflect access to semantic memory networks and to magnitude discrimination, respectively. In contrast, effects of expectation violation are more prominent in explicit tasks and may mask more delicate cognitive processes. Copyright © 2014 The Authors. Published by Elsevier B.V. All rights reserved.

Dissociation between arithmetic relatedness and distance effects is modulated by task properties: An ERP study comparing explicit vs. implicit arithmetic processing

PubMed Central

Avancini, Chiara; Galfano, Giovanni; Szűcs, Dénes

2014-01-01

Event-related potential (ERP) studies have detected several characteristic consecutive amplitude modulations in both implicit and explicit mental arithmetic tasks. Implicit tasks typically focused on the arithmetic relatedness effect (in which performance is affected by semantic associations between numbers) while explicit tasks focused on the distance effect (in which performance is affected by the numerical difference of to-be-compared numbers). Both task types elicit morphologically similar ERP waves which were explained in functionally similar terms. However, to date, the relationship between these tasks has not been investigated explicitly and systematically. In order to fill this gap, here we examined whether ERP effects and their underlying cognitive processes in implicit and explicit mental arithmetic tasks differ from each other. The same group of participants performed both an implicit number-matching task (in which arithmetic knowledge is task-irrelevant) and an explicit arithmetic-verification task (in which arithmetic knowledge is task-relevant). 129-channel ERP data differed substantially between tasks. In the number-matching task, the arithmetic relatedness effect appeared as a negativity over left-frontal electrodes whereas the distance effect was more prominent over right centro-parietal electrodes. In the verification task, all probe types elicited similar N2b waves over right fronto-central electrodes and typical centro-parietal N400 effects over central electrodes. The distance effect appeared as an early-rising, long-lasting left parietal negativity. We suggest that ERP effects in the implicit task reflect access to semantic memory networks and to magnitude discrimination, respectively. In contrast, effects of expectation violation are more prominent in explicit tasks and may mask more delicate cognitive processes. PMID:25450162

Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task.

PubMed

Geiger, Alexander; Cleeremans, Axel; Bente, Gary; Vogeley, Kai

2018-01-01

Learning is a central ability for human development. Many skills we learn, such as language, are learned through observation or imitation in social contexts. Likewise, many skills are learned implicitly, that is, without an explicit intent to learn and without full awareness of the acquired knowledge. Here, we asked whether performance in a motor learning task is modulated by social vs. object cues of varying validity. To address this question, we asked participants to carry out a serial reaction time (SRT) task in which, on each trial, people have to respond as fast and as accurately as possible to the appearance of a stimulus at one of four possible locations. Unbeknownst to participants, the sequence of successive locations was sequentially structured, so that knowledge of the sequence facilitates anticipation of the next stimulus and hence faster motor responses. Crucially, each trial also contained a cue pointing to the next stimulus location. Participants could thus learn based on the cue, or on learning about the sequence of successive locations, or on a combination of both. Results show an interaction between cue type and cue validity for the motor responses: social cues (vs. object cues) led to faster responses in the low validity (LV) condition only. Concerning the extent to which learning was implicit, results show that in the cued blocks only, the highly valid social cue led to implicit learning. In the uncued blocks, participants showed no implicit learning in the highly valid social cue condition, but did in all other combinations of stimulus type and cueing validity. In conclusion, our results suggest that implicit learning is context-dependent and can be influenced by the cue type, e.g., social and object cues.

Ego depletion impairs implicit learning.

PubMed

Thompson, Kelsey R; Sanchez, Daniel J; Wesley, Abigail H; Reber, Paul J

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent.

Using a Delphi Technique to Seek Consensus Regarding Definitions, Descriptions and Classification of Terms Related to Implicit and Explicit Forms of Motor Learning

PubMed Central

Kleynen, Melanie; Braun, Susy M.; Bleijlevens, Michel H.; Lexis, Monique A.; Rasquin, Sascha M.; Halfens, Jos; Wilson, Mark R.; Beurskens, Anna J.; Masters, Rich S. W.

2014-01-01

Background Motor learning is central to domains such as sports and rehabilitation; however, often terminologies are insufficiently uniform to allow effective sharing of experience or translation of knowledge. A study using a Delphi technique was conducted to ascertain level of agreement between experts from different motor learning domains (i.e., therapists, coaches, researchers) with respect to definitions and descriptions of a fundamental conceptual distinction within motor learning, namely implicit and explicit motor learning. Methods A Delphi technique was embedded in multiple rounds of a survey designed to collect and aggregate informed opinions of 49 international respondents with expertise related to motor learning. The survey was administered via an online survey program and accompanied by feedback after each round. Consensus was considered to be reached if ≥70% of the experts agreed on a topic. Results Consensus was reached with respect to definitions of implicit and explicit motor learning, and seven common primary intervention strategies were identified in the context of implicit and explicit motor learning. Consensus was not reached with respect to whether the strategies promote implicit or explicit forms of learning. Discussion The definitions and descriptions agreed upon may aid translation and transfer of knowledge between domains in the field of motor learning. Empirical and clinical research is required to confirm the accuracy of the definitions and to explore the feasibility of the strategies that were identified in research, everyday practice and education. PMID:24968228

Ego Depletion Impairs Implicit Learning

PubMed Central

Thompson, Kelsey R.; Sanchez, Daniel J.; Wesley, Abigail H.; Reber, Paul J.

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent. PMID:25275517

Parents' and children's knowledge of oral health: a qualitative study of children with cleft palate.

PubMed

Davies, Karen; Lin, Yin-Ling; Callery, Peter

2017-07-01

Children with cleft lip and/or palate (CLP) are prone to poorer oral health outcomes than their peers, with serious implications for treatment. Little is known of the knowledge and practice of children with CLP in caring for teeth and how these contribute to oral health. To investigate (i) parents' and children's knowledge of oral health, (ii) how knowledge is acquired, and (iii) how knowledge is implemented. A qualitative design was used to investigate knowledge, beliefs, and practices reported by parents and children, age 5-11 years with CLP. Data were collected from 22 parents and 16 children and analysed using thematic analysis. Four themes were derived as follows: (i) implicit knowledge: children express simple knowledge underpinned by basic rationales, (ii) situated knowledge: children gain skills as part of everyday childhood routines, (iii) maintaining good practice in oral health: parents take a lead role in motivating, monitoring, and maintaining children's toothbrushing, and (iv) learning opportunities: pivotal moments provide opportunities for children to extend their knowledge. Developers of oral health education interventions should take account of children's implicit knowledge and the transmission of beliefs between generations that influence toothbrushing behaviours. This could enhance interventions to support parents and children's practice. © 2016 BSPD, IAPD and John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

PubMed

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning. Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

Representational momentum for the human body: awkwardness matters, experience does not.

PubMed

Wilson, Margaret; Lancaster, Jessy; Emmorey, Karen

2010-08-01

Perception of the human body appears to involve predictive simulations that project forward to track unfolding body-motion events. Here we use representational momentum (RM) to investigate whether implicit knowledge of a learned arbitrary system of body movement such as sign language influences this prediction process, and how this compares to implicit knowledge of biomechanics. Experiment 1 showed greater RM for sign language stimuli in the correct direction of the sign than in the reverse direction, but unexpectedly this held true for non-signers as well as signers. Experiment 2 supported two biomechanical explanations for this result (an effect of downward movement, and an effect of the direction that the movement had actually been performed by the model), and Experiments 3 and 4 found no residual enhancement of RM in signers when these factors were controlled. In fact, surprisingly, the opposite was found: signers showed reduced RM for signs. Experiment 5 verified the effect of biomechanical knowledge by testing arm movements that are easy to perform in one direction but awkward in the reverse direction, and found greater RM for the easy direction. We conclude that while perceptual prediction is shaped by implicit knowledge of biomechanics (the awkwardness effect), it is surprisingly insensitive to expectations derived from learned movement patterns. Results are discussed in terms of recent findings on the mirror system. Copyright (c) 2010 Elsevier B.V. All rights reserved.

The Impact of Non-Conscious Knowledge on Educational Technology Research and Design

ERIC Educational Resources Information Center

Clark, Richard E.

2011-01-01

There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…

A Collaborative Multimedia Annotation Tool for Enhancing Knowledge Sharing in CSCL

ERIC Educational Resources Information Center

Yang, Stephen J. H.; Zhang, Jia; Su, Addison Y. S.; Tsai, Jeffrey J. P.

2011-01-01

Knowledge sharing in computer supported collaborative learning (CSCL) requires intensive social interactions among participants, typically in the form of annotations. An annotation refers to an explicit expression of knowledge that is attached to a document to reveal the conceptual meanings of an annotator's implicit thoughts. In this research, we…

The Availability of Conscious Knowledge: A Comment on Lindseth (2016)

ERIC Educational Resources Information Center

Krashen, Stephen

2016-01-01

Lindseth (2016) reported that direct instruction and practice using the German verb-inversion rule resulted in higher accuracy in an oral test for college students, supporting the hypothesis that explicit linguistic knowledge can become implicit linguistic knowledge. It is quite likely, however, that the conditions for the use of conscious…

Fanning the flames of prejudice: the influence of specific incidental emotions on implicit prejudice.

PubMed

Dasgupta, Nilanjana; Desteno, David; Williams, Lisa A; Hunsinger, Matthew

2009-08-01

Three experiments examined the impact of incidental emotions on implicit intergroup evaluations. Experiment 1 demonstrated that for unknown social groups, two negative emotions that are broadly applicable to intergroup conflict (anger and disgust) both created implicit bias where none had existed before. However, for known groups about which perceivers had prior knowledge, emotions increased implicit prejudice only if the induced emotion was applicable to the outgroup stereotype. Disgust increased bias against disgust-relevant groups (e.g., homosexuals) but anger did not (Experiment 2); anger increased bias against anger-relevant groups (e.g., Arabs) but disgust did not (Experiment 3). Consistent with functional theories of emotion, these findings suggest that negative intergroup emotions signal specific types of threat. If the emotion-specific threat is applicable to prior expectations of a group, the emotion ratchets up implicit prejudice toward that group. However, if the emotion-specific threat is not applicable to the target group, evaluations remain unchanged. 2009 APA, all rights reserved.

Knowledge Resources - A Knowledge Management Approach for Digital Ecosystems

NASA Astrophysics Data System (ADS)

Kurz, Thomas; Eder, Raimund; Heistracher, Thomas

The paper at hand presents an innovative approach for the conception and implementation of knowledge management in Digital Ecosystems. Based on a reflection of Digital Ecosystem research of the past years, an architecture is outlined which utilizes Knowledge Resources as the central and simplest entities of knowledge transfer. After the discussion of the related conception, the result of a first prototypical implementation is described that helps the transformation of implicit knowledge to explicit knowledge for wide use.

Non-interpretive mechanisms in psychoanalytic therapy. The 'something more' than interpretation. The Process of Change Study Group.

PubMed

Stern, D N; Sander, L W; Nahum, J P; Harrison, A M; Lyons-Ruth, K; Morgan, A C; Bruschweiler-Stern, N; Tronick, E Z

1998-10-01

It is by now generally accepted that something more than interpretation is necessary to bring about therapeutic change. Using an approach based on recent studies of mother-infant interaction and non-linear dynamic systems and their relation to theories of mind, the authors propose that the something more resides in interactional intersubjective process that give rise to what they will call 'implicit relational knowing'. This relational procedural domain is intrapsychically distinct from the symbolic domain. In the analytic relationship it comprises intersubjective moments occurring between patient and analyst that can create new organisations in, or reorganise not only the relationship between the interactants, but more importantly the patient's implicit procedural knowledge, his ways of being with others. The distinct qualities and consequences of these moments (now moments, 'moments of meeting') are modelled and discussed in terms of a sequencing process that they call moving along. Conceptions of the shared implicit relationship, transference and countertransference are discussed within the parameters of this perspective, which is distinguished from other relational theories and self-psychology. In sum, powerful therapeutic action occurs within implicit relational knowledge. They propose that much of what is observed to be lasting therapeutic effect results from such changes in this intersubjective relational domain.

An Investigation of Anatomical Competence in Junior Medical Doctors

ERIC Educational Resources Information Center

Vorstenbosch, Marc A. T. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

2016-01-01

Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an…

Disrupted implicit motor sequence learning in schizophrenia and bipolar disorder revealed with ambidextrous Serial Reaction Time Task.

PubMed

Chrobak, Adrian Andrzej; Siuda-Krzywicka, Katarzyna; Siwek, Grzegorz Przemysław; Tereszko, Anna; Janeczko, Weronika; Starowicz-Filip, Anna; Siwek, Marcin; Dudek, Dominika

2017-10-03

Impairment of implicit motor sequence learning was shown in schizophrenia (SZ) and, most recently, in bipolar disorder (BD), and was connected to cerebellar abnormalities. The goal of this study was to compare implicit motor sequence learning in BD and SZ. We examined 33 patients with BD, 33 patients with SZ and 31 healthy controls with a use of ambidextrous Serial Reaction Time Task (SRTT), which allows exploring asymmetries in performance depending on the hand used. BD and SZ patients presented impaired implicit motor sequence learning, although the pattern of their impairments was different. While BD patients showed no signs of implicit motor sequence learning for both hands, the SZ group presented some features of motor learning when performing with the right, but not with the left hand. To our best knowledge this is the first study comparing implicit motor sequence learning in BD and SZ. We show that both diseases share impairments in this domain, however in the case of SZ this impairment differs dependently on the hand performing SRTT. We propose that implicit motor sequence learning impairments constitute an overlapping symptom in BD and SZ and suggest further neuroimaging studies to verify cerebellar underpinnings as its cause. Copyright © 2017 Elsevier Inc. All rights reserved.

Utilization of an Educational Web-Based Mobile App for Acquisition and Transfer of Critical Anatomical Knowledge, Thereby Increasing Classroom and Laboratory Preparedness in Veterinary Students

ERIC Educational Resources Information Center

Hannon, Kevin

2017-01-01

Contact time with students is becoming more valuable and must be utilized efficiently. Unfortunately, many students attend anatomy lectures and labs ill-prepared, and this limits efficiency. To address this issue we have created an interactive mobile app designed to facilitate the acquisition and transfer of critical anatomical knowledge in…

Automatic Segmentation of the Cortical Grey and White Matter in MRI Using a Region-Growing Approach Based on Anatomical Knowledge

NASA Astrophysics Data System (ADS)

Wasserthal, Christian; Engel, Karin; Rink, Karsten; Brechmann, Andr'e.

We propose an automatic procedure for the correct segmentation of grey and white matter in MR data sets of the human brain. Our method exploits general anatomical knowledge for the initial segmentation and for the subsequent refinement of the estimation of the cortical grey matter. Our results are comparable to manual segmentations.

Recognition of Tacit Skills and Knowledge: Sustaining Learning Outcomes in Workplace Environments

ERIC Educational Resources Information Center

Evans, Karen; Kersh, Natasha

2004-01-01

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of "mastery," which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper,…

An Example-Based Brain MRI Simulation Framework.

PubMed

He, Qing; Roy, Snehashis; Jog, Amod; Pham, Dzung L

2015-02-21

The simulation of magnetic resonance (MR) images plays an important role in the validation of image analysis algorithms such as image segmentation, due to lack of sufficient ground truth in real MR images. Previous work on MRI simulation has focused on explicitly modeling the MR image formation process. However, because of the overwhelming complexity of MR acquisition these simulations must involve simplifications and approximations that can result in visually unrealistic simulated images. In this work, we describe an example-based simulation framework, which uses an "atlas" consisting of an MR image and its anatomical models derived from the hard segmentation. The relationships between the MR image intensities and its anatomical models are learned using a patch-based regression that implicitly models the physics of the MR image formation. Given the anatomical models of a new brain, a new MR image can be simulated using the learned regression. This approach has been extended to also simulate intensity inhomogeneity artifacts based on the statistical model of training data. Results show that the example based MRI simulation method is capable of simulating different image contrasts and is robust to different choices of atlas. The simulated images resemble real MR images more than simulations produced by a physics-based model.

Anatomical variations and sinusitis.

PubMed

Jorissen, M; Hermans, R; Bertrand, B; Eloy, P

1997-01-01

Paranasal sinus anatomy and variations have gained interest with the introduction of functional endoscopic sinus surgery and the concept of the ostiomeatal complex. Anatomical variations can be divided in structural abnormalities, (increased) pneumatization and supplementary openings. Most anatomical variations are equally found in control and sinusitis patients. The anatomical variations which are most commonly associated with sinus pathology are septal deviations, true conchae bullosae and supplementary maxillary ostia but the latter one only when recycling is present. The knowledge of anatomical variations is most important in the surgical management and specifically in the prevention of complications.

Individual Differences in Reprocessing of Text.

ERIC Educational Resources Information Center

Haenggi, Dieter; Perfetti, Charles A.

1992-01-01

Decoding, working memory, and domain-specific prior knowledge were studied as predictors of comprehension for 48 university undergraduate students after rewriting notes, rereading notes, or rereading a text. Working memory was most important for comprehension of text-implicit information, whereas knowledge was relatively more important for…

A map of abstract relational knowledge in the human hippocampal-entorhinal cortex.

PubMed

Garvert, Mona M; Dolan, Raymond J; Behrens, Timothy Ej

2017-04-27

The hippocampal-entorhinal system encodes a map of space that guides spatial navigation. Goal-directed behaviour outside of spatial navigation similarly requires a representation of abstract forms of relational knowledge. This information relies on the same neural system, but it is not known whether the organisational principles governing continuous maps may extend to the implicit encoding of discrete, non-spatial graphs. Here, we show that the human hippocampal-entorhinal system can represent relationships between objects using a metric that depends on associative strength. We reconstruct a map-like knowledge structure directly from a hippocampal-entorhinal functional magnetic resonance imaging adaptation signal in a situation where relationships are non-spatial rather than spatial, discrete rather than continuous, and unavailable to conscious awareness. Notably, the measure that best predicted a behavioural signature of implicit knowledge and blood oxygen level-dependent adaptation was a weighted sum of future states, akin to the successor representation that has been proposed to account for place and grid-cell firing patterns.

Measuring strategic control in implicit learning: how and why?

PubMed

Norman, Elisabeth

2015-01-01

Several methods have been developed for measuring the extent to which implicitly learned knowledge can be applied in a strategic, flexible manner. Examples include generation exclusion tasks in Serial Reaction Time (SRT) learning (Goschke, 1998; Destrebecqz and Cleeremans, 2001) and 2-grammar classification tasks in Artificial Grammar Learning (AGL; Dienes et al., 1995; Norman et al., 2011). Strategic control has traditionally been used as a criterion for determining whether acquired knowledge is conscious or unconscious, or which properties of knowledge are consciously available. In this paper I first summarize existing methods that have been developed for measuring strategic control in the SRT and AGL tasks. I then address some methodological and theoretical questions. Methodological questions concern choice of task, whether the measurement reflects inhibitory control or task switching, and whether or not strategic control should be measured on a trial-by-trial basis. Theoretical questions concern the rationale for including measurement of strategic control, what form of knowledge is strategically controlled, and how strategic control can be combined with subjective awareness measures.

Measuring strategic control in implicit learning: how and why?

PubMed Central

Norman, Elisabeth

2015-01-01

Several methods have been developed for measuring the extent to which implicitly learned knowledge can be applied in a strategic, flexible manner. Examples include generation exclusion tasks in Serial Reaction Time (SRT) learning (Goschke, 1998; Destrebecqz and Cleeremans, 2001) and 2-grammar classification tasks in Artificial Grammar Learning (AGL; Dienes et al., 1995; Norman et al., 2011). Strategic control has traditionally been used as a criterion for determining whether acquired knowledge is conscious or unconscious, or which properties of knowledge are consciously available. In this paper I first summarize existing methods that have been developed for measuring strategic control in the SRT and AGL tasks. I then address some methodological and theoretical questions. Methodological questions concern choice of task, whether the measurement reflects inhibitory control or task switching, and whether or not strategic control should be measured on a trial-by-trial basis. Theoretical questions concern the rationale for including measurement of strategic control, what form of knowledge is strategically controlled, and how strategic control can be combined with subjective awareness measures. PMID:26441809

Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

NASA Astrophysics Data System (ADS)

Hackett, Matthew; Proctor, Michael

2016-08-01

Anatomy is a foundational component of biological sciences and medical education and is important for a variety of clinical tasks. To augment current curriculum and improve students' spatial knowledge of anatomy, many educators, anatomists, and researchers use three-dimensional (3D) visualization technologies. This article reviews 3D display technologies and their associated assessments for anatomical education. In the first segment, the review covers the general function of displays employing 3D techniques. The second segment of the review highlights the use and assessment of 3D technology in anatomical education, focusing on factors such as knowledge gains, student perceptions, and cognitive load. The review found 32 articles on the use of 3D displays in anatomical education and another 38 articles on the assessment of 3D displays. The review shows that the majority (74 %) of studies indicate that the use of 3D is beneficial for many tasks in anatomical education, and that student perceptions are positive toward the technology.

Adapting cultural mixture modeling for continuous measures of knowledge and memory fluency.

PubMed

Tan, Yin-Yin Sarah; Mueller, Shane T

2016-09-01

Previous research (e.g., cultural consensus theory (Romney, Weller, & Batchelder, American Anthropologist, 88, 313-338, 1986); cultural mixture modeling (Mueller & Veinott, 2008)) has used overt response patterns (i.e., responses to questionnaires and surveys) to identify whether a group shares a single coherent attitude or belief set. Yet many domains in social science have focused on implicit attitudes that are not apparent in overt responses but still may be detected via response time patterns. We propose a method for modeling response times as a mixture of Gaussians, adapting the strong-consensus model of cultural mixture modeling to model this implicit measure of knowledge strength. We report the results of two behavioral experiments and one simulation experiment that establish the usefulness of the approach, as well as some of the boundary conditions under which distinct groups of shared agreement might be recovered, even when the group identity is not known. The results reveal that the ability to recover and identify shared-belief groups depends on (1) the level of noise in the measurement, (2) the differential signals for strong versus weak attitudes, and (3) the similarity between group attitudes. Consequently, the method shows promise for identifying latent groups among a population whose overt attitudes do not differ, but whose implicit or covert attitudes or knowledge may differ.

An Implicit Model Development Process for Bounding External, Seemingly Intangible/Non-Quantifiable Factors

DTIC Science & Technology

2017-06-01

This research expands the modeling and simulation (M and S) body of knowledge through the development of an Implicit Model Development Process (IMDP...When augmented to traditional Model Development Processes (MDP), the IMDP enables the development of models that can address a broader array of...where a broader, more holistic approach of defining a models referent is achieved. Next, the IMDP codifies the process for implementing the improved model

Construction of a 3-D anatomical model for teaching temporal lobectomy.

PubMed

de Ribaupierre, Sandrine; Wilson, Timothy D

2012-06-01

Although we live and work in 3 dimensional space, most of the anatomical teaching during medical school is done on 2-D (books, TV and computer screens, etc). 3-D spatial abilities are essential for a surgeon but teaching spatial skills in a non-threatening and safe educational environment is a much more difficult pedagogical task. Currently, initial anatomical knowledge formation or specific surgical anatomy techniques, are taught either in the OR itself, or in cadaveric labs; which means that the trainee has only limited exposure. 3-D computer models incorporated into virtual learning environments may provide an intermediate and key step in a blended learning approach for spatially challenging anatomical knowledge formation. Specific anatomical structures and their spatial orientation can be further clinically contextualized through demonstrations of surgical procedures in the 3-D digital environments. Recordings of digital models enable learner reviews, taking as much time as they want, stopping the demonstration, and/or exploring the model to understand the anatomical relation of each structure. We present here how a temporal lobectomy virtual model has been developed to aid residents and fellows conceptualization of the anatomical relationships between different cerebral structures during that procedure. We suggest in comparison to cadaveric dissection, such virtual models represent a cost effective pedagogical methodology providing excellent support for anatomical learning and surgical technique training. Copyright © 2012 Elsevier Ltd. All rights reserved.

Implicit Age Cues in Resumes: Subtle Effects on Hiring Discrimination

PubMed Central

Derous, Eva; Decoster, Jeroen

2017-01-01

Anonymous resume screening, as assumed, does not dissuade age discriminatory effects. Building on job market signaling theory, this study investigated whether older applicants may benefit from concealing explicitly mentioned age signals on their resumes (date of birth) or whether more implicit/subtle age cues on resumes (older-sounding names/old-fashioned extracurricular activities) may lower older applicants’ hirability ratings. An experimental study among 610 HR professionals using a mixed factorial design showed hiring discrimination of older applicants based on implicit age cues in resumes. This effect was more pronounced for older raters. Concealing one’s date of birth led to overall lower ratings. Study findings add to the limited knowledge on the effects of implicit age cues on hiring discrimination in resume screening and the usefulness of anonymous resume screening in the context of age. Implications for research and practice are discussed. PMID:28848463

The role of attention during encoding in implicit and explicit memory.

PubMed

Mulligan, N W

1998-01-01

In 5 experiments, participants read study words under conditions of divided or full attention. Dividing attention reduced performance on the general knowledge test, a conceptual implicit test of memory. Likewise, dividing attention reduced conceptual priming on the word--association task, as well as on a matched explicit test, associate-cued recall. In contrast, even very strong division of attention did not reduce perceptual priming on word-fragment completion, although it did reduce recall on the matched explicit test of word-fragment-cued recall. Finally, dividing attention reduced recall on the perceptual explicit tests of graphemic-cued recall and graphemic recognition. The results indicate that perceptual implicit tests rely minimally on attention-demanding encoding processes relative to other types of memory tests. The obtained pattern of dissociations is not readily accommodated by the transfer-appropriate-processing (TAP) account of implicit and explicit memory. Potential extensions of the TAP view are discussed.

Clinicians' implicit ethnic/racial bias and perceptions of care among Black and Latino patients.

PubMed

Blair, Irene V; Steiner, John F; Fairclough, Diane L; Hanratty, Rebecca; Price, David W; Hirsh, Holen K; Wright, Leslie A; Bronsert, Michael; Karimkhani, Elhum; Magid, David J; Havranek, Edward P

2013-01-01

We investigated whether clinicians' explicit and implicit ethnic/racial bias is related to black and Latino patients' perceptions of their care in established clinical relationships. We administered a telephone survey to 2,908 patients, stratified by ethnicity/race, and randomly selected from the patient panels of 134 clinicians who had previously completed tests of explicit and implicit ethnic/racial bias. Patients completed the Primary Care Assessment Survey, which addressed their clinicians' interpersonal treatment, communication, trust, and contextual knowledge. We created a composite measure of patient-centered care from the 4 subscales. Levels of explicit bias were low among clinicians and unrelated to patients' perceptions. Levels of implicit bias varied among clinicians, and those with greater implicit bias were rated lower in patient-centered care by their black patients as compared with a reference group of white patients (P = .04). Latino patients gave the clinicians lower ratings than did other groups (P <.0001), and this did not depend on the clinicians' implicit bias (P = .98). This is among the first studies to investigate clinicians' implicit bias and communication processes in ongoing clinical relationships. Our findings suggest that clinicians' implicit bias may jeopardize their clinical relationships with black patients, which could have negative effects on other care processes. As such, this finding supports the Institute of Medicine's suggestion that clinician bias may contribute to health disparities. Latinos' overall greater concerns about their clinicians appear to be based on aspects of care other than clinician bias.

Kinematic Structural Modelling in Bayesian Networks

NASA Astrophysics Data System (ADS)

Schaaf, Alexander; de la Varga, Miguel; Florian Wellmann, J.

2017-04-01

We commonly capture our knowledge about the spatial distribution of distinct geological lithologies in the form of 3-D geological models. Several methods exist to create these models, each with its own strengths and limitations. We present here an approach to combine the functionalities of two modeling approaches - implicit interpolation and kinematic modelling methods - into one framework, while explicitly considering parameter uncertainties and thus model uncertainty. In recent work, we proposed an approach to implement implicit modelling algorithms into Bayesian networks. This was done to address the issues of input data uncertainty and integration of geological information from varying sources in the form of geological likelihood functions. However, one general shortcoming of implicit methods is that they usually do not take any physical constraints into consideration, which can result in unrealistic model outcomes and artifacts. On the other hand, kinematic structural modelling intends to reconstruct the history of a geological system based on physically driven kinematic events. This type of modelling incorporates simplified, physical laws into the model, at the cost of a substantial increment of usable uncertain parameters. In the work presented here, we show an integration of these two different modelling methodologies, taking advantage of the strengths of both of them. First, we treat the two types of models separately, capturing the information contained in the kinematic models and their specific parameters in the form of likelihood functions, in order to use them in the implicit modelling scheme. We then go further and combine the two modelling approaches into one single Bayesian network. This enables the direct flow of information between the parameters of the kinematic modelling step and the implicit modelling step and links the exclusive input data and likelihoods of the two different modelling algorithms into one probabilistic inference framework. In addition, we use the capabilities of Noddy to analyze the topology of structural models to demonstrate how topological information, such as the connectivity of two layers across an unconformity, can be used as a likelihood function. In an application to a synthetic case study, we show that our approach leads to a successful combination of the two different modelling concepts. Specifically, we show that we derive ensemble realizations of implicit models that now incorporate the knowledge of the kinematic aspects, representing an important step forward in the integration of knowledge and a corresponding estimation of uncertainties in structural geological models.

Decision-Making, Tacit Knowledge, and Motivation in Semi-Professional Practice: Humanizing the Environment through Anthropomorphism in Clinical Laboratory Science

ERIC Educational Resources Information Center

Mortier, Teresa

2017-01-01

The clinical laboratory science field requires an abundance of technical knowledge; however, the importance of implicit or tacit knowledge gained through observation and practice is often discounted in this field, even though it is a critical part of reflective thinking, critical thinking, and reflective practice. The "de-skilling" of…

Timed and Untimed Grammaticality Judgments Measure Distinct Types of Knowledge: Evidence from Eye-Movement Patterns

ERIC Educational Resources Information Center

Godfroid, Aline; Loewen, Shawn; Jung, Sehoon; Park, Ji-Hyun; Gass, Susan; Ellis, Rod

2015-01-01

Grammaticality judgment tests (GJTs) have been used to elicit data reflecting second language (L2) speakers' knowledge of L2 grammar. However, the exact constructs measured by GJTs, whether primarily implicit or explicit knowledge, are disputed and have been argued to differ depending on test-related variables (i.e., time pressure and item…

Numeric and symbolic knowledge representation of cerebral cortex anatomy: methods and preliminary results.

PubMed

Dameron, O; Gibaud, B; Morandi, X

2004-06-01

The human cerebral cortex anatomy describes the brain organization at the scale of gyri and sulci. It is used as landmarks for neurosurgery as well as localization support for functional data analysis or inter-subject data comparison. Existing models of the cortex anatomy either rely on image labeling but fail to represent variability and structural properties or rely on a conceptual model but miss the inner 3D nature and relations of anatomical structures. This study was therefore conducted to propose a model of sulco-gyral anatomy for the healthy human brain. We hypothesized that both numeric knowledge (i.e., image-based) and symbolic knowledge (i.e., concept-based) have to be represented and coordinated. In addition, the representation of this knowledge should be application-independent in order to be usable in various contexts. Therefore, we devised a symbolic model describing specialization, composition and spatial organization of cortical anatomical structures. We also collected numeric knowledge such as 3D models of shape and shape variation about cortical anatomical structures. For each numeric piece of knowledge, a companion file describes the concept it refers to and the nature of the relationship. Demonstration software performs a mapping between the numeric and the symbolic aspects for browsing the knowledge base.

Implicit Learning of Recursive Context-Free Grammars

PubMed Central

Rohrmeier, Martin; Fu, Qiufang; Dienes, Zoltan

2012-01-01

Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning. PMID:23094021

ERP evidence for implicit L2 word stress knowledge in listeners of a fixed-stress language.

PubMed

Kóbor, Andrea; Honbolygó, Ferenc; Becker, Angelika B C; Schild, Ulrike; Csépe, Valéria; Friedrich, Claudia K

2018-06-01

Languages with contrastive stress, such as English or German, distinguish some words only via the stress status of their syllables, such as "CONtent" and "conTENT" (capitals indicate a stressed syllable). Listeners with a fixed-stress native language, such as Hungarian, have difficulties in explicitly discriminating variation of the stress position in a second language (L2). However, Event-Related Potentials (ERPs) indicate that Hungarian listeners implicitly notice variation from their native fixed-stress pattern. Here we used ERPs to investigate Hungarian listeners' implicit L2 processing. In a cross-modal word fragment priming experiment, we presented spoken stressed and unstressed German word onsets (primes) followed by printed versions of initially stressed and initially unstressed German words (targets). ERPs reflected stress priming exerted by both prime types. This indicates that Hungarian listeners implicitly linked German words with the stress status of the primes. Thus, the formerly described explicit stress discrimination difficulty associated with a fixed-stress native language does not generalize to implicit aspects of L2 word stress processing. Copyright © 2018 Elsevier B.V. All rights reserved.

Shades of American Identity: Implicit Relations between Ethnic and National Identities

PubMed Central

Devos, Thierry; Mohamed, Hafsa

2015-01-01

The issue of ethnic diversity and national identity in an immigrant nation such as the USA is a recurrent topic of debate. We review and integrate research examining the extent to which the American identity is implicitly granted or denied to members of different ethnic groups. Consistently, European Americans are implicitly conceived of as being more American than African, Asian, Latino, and even Native Americans. This implicit American = White effect emerges when explicit knowledge or perceptions point in the opposite direction. The propensity to deny the American identity to members of ethnic minorities is particularly pronounced when targets (individuals or groups) are construed through the lenses of ethnic identities. Implicit ethnic–national associations fluctuate as a function of perceivers’ ethnic identity and political orientation, but also contextual or situational factors. The tendency to equate being American with being White accounts for the strength of national identification (among European Americans) and behavioral responses including hiring recommendations and voting intentions. The robust propensity to deny the American identity to ethnic minority groups reflects an exclusionary national identity. PMID:27011765

The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens).

PubMed

Zakrzewski, Alexandria C; Church, Barbara A; Smith, J David

2018-02-01

Cognitive psychologists distinguish implicit, procedural category learning (stimulus-response associations learned outside declarative cognition) from explicit-declarative category learning (conscious category rules). These systems are dissociated by category learning tasks with either a multidimensional, information-integration (II) solution or a unidimensional, rule-based (RB) solution. In the present experiments, humans and two monkeys learned II and RB category tasks fostering implicit and explicit learning, respectively. Then they received occasional transfer trials-never directly reinforced-drawn from untrained regions of the stimulus space. We hypothesized that implicit-procedural category learning-allied to associative learning-would transfer weakly because it is yoked to the training stimuli. This result was confirmed for humans and monkeys. We hypothesized that explicit category learning-allied to abstract category rules-would transfer robustly. This result was confirmed only for humans. That is, humans displayed explicit category knowledge that transferred flawlessly. Monkeys did not. This result illuminates the distinctive abstractness, stimulus independence, and representational portability of humans' explicit category rules. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Anatomy of Hepatic Resectional Surgery.

PubMed

Lowe, Michael C; D'Angelica, Michael I

2016-04-01

Liver anatomy can be variable, and understanding of anatomic variations is crucial to performing hepatic resections, particularly parenchymal-sparing resections. Anatomic knowledge is a critical prerequisite for effective hepatic resection with minimal blood loss, parenchymal preservation, and optimal oncologic outcome. Each anatomic resection has pitfalls, about which the operating surgeon should be aware and comfortable managing intraoperatively. Copyright © 2016 Elsevier Inc. All rights reserved.

A General Instance-Based Learning Framework for Studying Intuitive Decision-Making in a Cognitive Architecture (Open Access, Publisher’s Version)

DTIC Science & Technology

2014-06-19

decision theory (Berger, 1985), and quantum probability theory (Busemeyer, Pothos, Franco, & Trueblood, 2011). Similarly, explanations in the 1 rch in...trengths of associations) are consciously inaccessible and con- titute the implicit knowledge of the model (Gonzalez & Lebiere, 005; Lebiere, Wallach...in memory (Lebiere et al., 2013). It is important to note hat this wholly implicit process is not consciously available to the odel. The second level

Form-Focused Discovery Activities in English Classes

ERIC Educational Resources Information Center

Ogeyik, Muhlise Cosgun

2011-01-01

Form-focused discovery activities allow language learners to grasp various aspects of a target language by contributing implicit knowledge by using discovered explicit knowledge. Moreover, such activities can assist learners to perceive and discover the features of their language input. In foreign language teaching environments, they can be used…

Analysis of Letter Name Knowledge Using Rasch Measurement

ERIC Educational Resources Information Center

Bowles, Ryan P.; Skibbe, Lori E.; Justice, Laura M.

2011-01-01

Letter name knowledge (LNK) is a key predictor of later reading ability and has been emphasized strongly in recent educational policy. Studies of LNK have implicitly treated it as a unidimensional construct with all letters equally relevant to its measurement. However, some empirical research suggests that contextual factors can affect the…

Implicit Trust in a Data Model

DTIC Science & Technology

2011-10-01

model, interfacing will be easier 8. This aspect is usually not a concern for operators. 8. Interfacing can account for between 25-70% of the cost of...32 6.7.3 Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 6.7.4 Cost of Knowledge Acquisition...51 8.5.4 Cost of Knowledge Acquisition . . . . . . . . . . . . . . . . . . 52 8.6 Reputation

Extraction of the human cerebral ventricular system from MRI: inclusion of anatomical knowledge and clinical perspective

NASA Astrophysics Data System (ADS)

Aziz, Aamer; Hu, Qingmao; Nowinski, Wieslaw L.

2004-04-01

The human cerebral ventricular system is a complex structure that is essential for the well being and changes in which reflect disease. It is clinically imperative that the ventricular system be studied in details. For this reason computer assisted algorithms are essential to be developed. We have developed a novel (patent pending) and robust anatomical knowledge-driven algorithm for automatic extraction of the cerebral ventricular system from MRI. The algorithm is not only unique in its image processing aspect but also incorporates knowledge of neuroanatomy, radiological properties, and variability of the ventricular system. The ventricular system is divided into six 3D regions based on the anatomy and its variability. Within each ventricular region a 2D region of interest (ROI) is defined and is then further subdivided into sub-regions. Various strict conditions that detect and prevent leakage into the extra-ventricular space are specified for each sub-region based on anatomical knowledge. Each ROI is processed to calculate its local statistics, local intensity ranges of cerebrospinal fluid and grey and white matters, set a seed point within the ROI, grow region directionally in 3D, check anti-leakage conditions and correct growing if leakage occurs and connects all unconnected regions grown by relaxing growing conditions. The algorithm was tested qualitatively and quantitatively on normal and pathological MRI cases and worked well. In this paper we discuss in more detail inclusion of anatomical knowledge in the algorithm and usefulness of our approach from clinical perspective.

Anatomy in ancient India: a focus on the Susruta Samhita

PubMed Central

Loukas, Marios; Lanteri, Alexis; Ferrauiola, Julie; Tubbs, R Shane; Maharaja, Goppi; Shoja, Mohammadali Mohajel; Yadav, Abhishek; Rao, Vishnu Chellapilla

2010-01-01

This review focuses on how the study of anatomy in India has evolved through the centuries. Anatomical knowledge in ancient India was derived principally from animal sacrifice, chance observations of improperly buried human bodies, and examinations of patients made by doctors during treatment. The Vedic philosophies form the basis of the Ayurvedic tradition, which is considered to be one of the oldest known systems of medicine. Two sets of texts form the foundation of Ayurvedic medicine, the Susruta Samhita and the Charaka Samhita. The Susruta Samhita provided important surgical and anatomical information of the understanding of anatomy by Indians in the 6th century BCE. Here we review the anatomical knowledge known to this society. PMID:20887391

Information system to manage anatomical knowledge and image data about brain

NASA Astrophysics Data System (ADS)

Barillot, Christian; Gibaud, Bernard; Montabord, E.; Garlatti, S.; Gauthier, N.; Kanellos, I.

1994-09-01

This paper reports about first results obtained in a project aiming at developing a computerized system to manage knowledge about brain anatomy. The emphasis is put on the design of a knowledge base which includes a symbolic model of cerebral anatomical structures (grey nuclei, cortical structures such as gyri and sulci, verntricles, vessels, etc.) and of hypermedia facilities allowing to retrieve and display information associated with the objects (texts, drawings, images). Atlas plates digitized from a stereotactic atlas are also used to provide natural and effective communication means between the user and the system.

Clinical anatomy as practiced by ancient Egyptians.

PubMed

Loukas, Marios; Hanna, Michael; Alsaiegh, Nada; Shoja, Mohammadali M; Tubbs, R Shane

2011-05-01

Egypt is famously known for its Nile and pyramids, yet not many people know that Egypt made possible the origin of the anatomical sciences. Several ancient papyri guide us through the Egyptians' exploration of the human body and how they applied anatomical knowledge to clinical medicine to the best of their knowledge. It is through records, such as the Edwin Smith, Ebers, and Kahun papyri and other literature detailing the work of the Egyptian embalmers, physicians, and Greek anatomists, that we are able to take a glimpse into the evolution of the anatomical sciences from 3000 B.C. to 250 B.C. It is through the Egyptian embalmer that we were able to learn of some of the first interactions with human organs and their detailed observation. The Egyptian physician's knowledge, being transcribed into the Ebers and Edwin Smith papyri, enabled future physicians to seek reference to common ailments for diagnosing and treating a variety of conditions ranging from head injuries to procedures, such as trans-sphenoidal surgery. In Alexandria, Herophilus, and Erasistratus made substantial contributions to the anatomical sciences by beginning the practice of human dissection. For instance, Herophilus described the anatomy of the heart valves along with Erasistratus who demonstrated how blood was prevented from flowing retrograde under normal conditions. Hence, from various records, we are able to unravel how Egypt paved the road for study of the anatomical sciences. Copyright © 2011 Wiley-Liss, Inc.

Developing a geoscience knowledge framework for a national geological survey organisation

NASA Astrophysics Data System (ADS)

Howard, Andrew S.; Hatton, Bill; Reitsma, Femke; Lawrie, Ken I. G.

2009-04-01

Geological survey organisations (GSOs) are established by most nations to provide a geoscience knowledge base for effective decision-making on mitigating the impacts of natural hazards and global change, and on sustainable management of natural resources. The value of the knowledge base as a national asset is continually enhanced by the exchange of knowledge between GSOs as data and information providers and the stakeholder community as knowledge 'users and exploiters'. Geological maps and associated narrative texts typically form the core of national geoscience knowledge bases, but have some inherent limitations as methods of capturing and articulating knowledge. Much knowledge about the three-dimensional (3D) spatial interpretation and its derivation and uncertainty, and the wider contextual value of the knowledge, remains intangible in the minds of the mapping geologist in implicit and tacit form. To realise the value of these knowledge assets, the British Geological Survey (BGS) has established a workflow-based cyber-infrastructure to enhance its knowledge management and exchange capability. Future geoscience surveys in the BGS will contribute to a national, 3D digital knowledge base on UK geology, with the associated implicit and tacit information captured as metadata, qualitative assessments of uncertainty, and documented workflows and best practice. Knowledge-based decision-making at all levels of society requires both the accessibility and reliability of knowledge to be enhanced in the grid-based world. Establishment of collaborative cyber-infrastructures and ontologies for geoscience knowledge management and exchange will ensure that GSOs, as knowledge-based organisations, can make their contribution to this wider goal.

Physician opinions about an anatomy core curriculum: a case for medical imaging and vertical integration.

PubMed

Orsbon, Courtney P; Kaiser, Rebecca S; Ross, Callum F

2014-01-01

Pre-clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different specialties? Answers to these questions would be useful in designing pre-clinical anatomy courses. The primary aim of this study was to assess the importance of a human gross anatomy course by soliciting the opinions of physicians from a range of specialties. We surveyed 93 physicians to determine the importance of specific anatomical topics in their own practices. Their responses were analyzed to assess variation in intra- and inter-departmental attitudes toward the importance of anatomy. Nearly all of the topics taught in the course were deemed important by the clinicians as a group, but respondents showed little agreement on the rank order of importance of anatomical topics. Overall, only medical imaging received high importance by nearly all respondents, and lower importance was attached to embryology and lymphatic anatomy. Our survey data, however, also suggested distinct hierarchies in the importance assigned to anatomical topics within specialties. Given that physicians view the importance of anatomy differently, we suggest that students revisit anatomy through a vertically integrated curriculum tailored to provide specialty-specific anatomical training to advanced students based on their areas of clinical interest. Integration of medical imaging into pre-clinical anatomy courses, already underway in many medical schools, is of high clinical relevance. © 2013 American Association of Anatomists.

Learning non-local dependencies.

PubMed

Kuhn, Gustav; Dienes, Zoltán

2008-01-01

This paper addresses the nature of the temporary storage buffer used in implicit or statistical learning. Kuhn and Dienes [Kuhn, G., and Dienes, Z. (2005). Implicit learning of nonlocal musical rules: implicitly learning more than chunks. Journal of Experimental Psychology-Learning Memory and Cognition, 31(6) 1417-1432] showed that people could implicitly learn a musical rule that was solely based on non-local dependencies. These results seriously challenge models of implicit learning that assume knowledge merely takes the form of linking adjacent elements (chunking). We compare two models that use a buffer to allow learning of long distance dependencies, the Simple Recurrent Network (SRN) and the memory buffer model. We argue that these models - as models of the mind - should not be evaluated simply by fitting them to human data but by determining the characteristic behaviour of each model. Simulations showed for the first time that the SRN could rapidly learn non-local dependencies. However, the characteristic performance of the memory buffer model rather than SRN more closely matched how people came to like different musical structures. We conclude that the SRN is more powerful than previous demonstrations have shown, but it's flexible learned buffer does not explain people's implicit learning (at least, the affective learning of musical structures) as well as fixed memory buffer models do.

Skull base lesions: extracranial origins.

PubMed

Mosier, Kristine M

2013-10-01

A number of extracranial anatomical sites, including the nasopharynx, paranasal sinuses, and masticator space, may give rise to lesions involving the skull base. Implicit in the nature of an invasive lesion, the majority of these lesions are malignant. Accordingly, for optimal patient outcomes and treatment planning, it is imperative to include a search pattern for extracranial sites and to assess accurately the character and extent of these diverse lesions. Of particular importance to radiologists are lesions arising from each extracranial site, the search patterns, and relevant information important to convey to the referring clinician. Copyright © 2013 Elsevier Inc. All rights reserved.

Using expert knowledge to incorporate uncertainty in cause-of-death assignments for modeling of cause-specific mortality

USGS Publications Warehouse

Walsh, Daniel P.; Norton, Andrew S.; Storm, Daniel J.; Van Deelen, Timothy R.; Heisy, Dennis M.

2018-01-01

Implicit and explicit use of expert knowledge to inform ecological analyses is becoming increasingly common because it often represents the sole source of information in many circumstances. Thus, there is a need to develop statistical methods that explicitly incorporate expert knowledge, and can successfully leverage this information while properly accounting for associated uncertainty during analysis. Studies of cause-specific mortality provide an example of implicit use of expert knowledge when causes-of-death are uncertain and assigned based on the observer's knowledge of the most likely cause. To explicitly incorporate this use of expert knowledge and the associated uncertainty, we developed a statistical model for estimating cause-specific mortality using a data augmentation approach within a Bayesian hierarchical framework. Specifically, for each mortality event, we elicited the observer's belief of cause-of-death by having them specify the probability that the death was due to each potential cause. These probabilities were then used as prior predictive values within our framework. This hierarchical framework permitted a simple and rigorous estimation method that was easily modified to include covariate effects and regularizing terms. Although applied to survival analysis, this method can be extended to any event-time analysis with multiple event types, for which there is uncertainty regarding the true outcome. We conducted simulations to determine how our framework compared to traditional approaches that use expert knowledge implicitly and assume that cause-of-death is specified accurately. Simulation results supported the inclusion of observer uncertainty in cause-of-death assignment in modeling of cause-specific mortality to improve model performance and inference. Finally, we applied the statistical model we developed and a traditional method to cause-specific survival data for white-tailed deer, and compared results. We demonstrate that model selection results changed between the two approaches, and incorporating observer knowledge in cause-of-death increased the variability associated with parameter estimates when compared to the traditional approach. These differences between the two approaches can impact reported results, and therefore, it is critical to explicitly incorporate expert knowledge in statistical methods to ensure rigorous inference.

The picture superiority effect in conceptual implicit memory: a conceptual distinctiveness hypothesis.

PubMed

Hamilton, Maryellen; Geraci, Lisa

2006-01-01

According to leading theories, the picture superiority effect is driven by conceptual processing, yet this effect has been difficult to obtain using conceptual implicit memory tests. We hypothesized that the picture superiority effect results from conceptual processing of a picture's distinctive features rather than a picture's semantic features. To test this hypothesis, we used 2 conceptual implicit general knowledge tests; one cued conceptually distinctive features (e.g., "What animal has large eyes?") and the other cued semantic features (e.g., "What animal is the figurehead of Tootsie Roll?"). Results showed a picture superiority effect only on the conceptual test using distinctive cues, supporting our hypothesis that this effect is mediated by conceptual processing of a picture's distinctive features.

[Comparative foliar anatomy and systematics of the Trichocentrum-clade with emphasis in Cohniella (Asparagales: Orchidaceae)].

PubMed

Cetzal-Ix, William; Noguera-Savelli, Eliana; Jáuregui, Damelis; Carnevali, Germáin

2013-12-01

The genera Cohniella, Lophiarella, Lophiaris, and Trichocentrum are included in the Trichocentrum-clade. These genera are distributed from Florida and Northern Mexico to Southern Brazil and Northern Argentina, growing in tropical deciduous forests or tropical rain forests and thorn scrub forests to pine-oak forest, from sea level to 1700 m. The leaf anatomical structure of 23 members of the Trichocentrum-clade was explored as a source of taxonomic and phylogenetic characters. A total of 11 species of Cohniella, three species of Lophiarella, seven species of Lophiaris, two species of Trichocentrum, and other four species were included as outgroup. Anatomical characters were studied by cross sections and paradermic observations of the middle portion of fresh leaves. Although anatomical characters were fairly homogeneous throughout the clade, twelve vegetative anatomical, phylogenetically informative characters were selected and coded for an analysis that was performed using an exhaustive search (implicit enumeration) implemented through TNT. The strict consensus of 2692 most parsimonious trees resulted in a poorly resolved polytomy, which however recovers the Trichocentrum-clade with a monophyletic, strongly supported Cohniella nested within it with unifacial leaves and the presence of cellular inclusions in the epidermis as synapomorphies. We concluded that the anatomy characters alone are insufficient to assess the relationships amongst the genera of the Trichocentrum-clade. However, the two synapomorphies recovered for Cohniella strongly support its monophyly when these are analyzed in conjunction with other data sources (e.g., molecular and morphological characters).

Attentional effects on rule extraction and consolidation from speech.

PubMed

López-Barroso, Diana; Cucurell, David; Rodríguez-Fornells, Antoni; de Diego-Balaguer, Ruth

2016-07-01

Incidental learning plays a crucial role in the initial phases of language acquisition. However the knowledge derived from implicit learning, which is based on prediction-based mechanisms, may become explicit. The role that attention plays in the formation of implicit and explicit knowledge of the learned material is unclear. In the present study, we investigated the role that attention plays in the acquisition of non-adjacent rule learning from speech. In addition, we also tested whether the amount of attention during learning changes the representation of the learned material after a 24h delay containing sleep. For that, we developed an experiment run on two consecutive days consisting on the exposure to an artificial language that contained non-adjacent dependencies (rules) between words whereas different conditions were established to manipulate the amount of attention given to the rules (target and non-target conditions). Furthermore, we used both indirect and direct measures of learning that are more sensitive to implicit and explicit knowledge, respectively. Whereas the indirect measures indicated that learning of the rules occurred regardless of attention, more explicit judgments after learning showed differences in the type of learning reached under the two attention conditions. 24 hours later, indirect measures showed no further improvements during additional language exposure and explicit judgments indicated that only the information more robustly learned in the previous day, was consolidated. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Attentional effects on rule extraction and consolidation from speech

PubMed Central

López-Barroso, Diana; Cucurell, David; Rodríguez-Fornells, Antoni; de Diego-Balaguer, Ruth

2016-01-01

Incidental learning plays a crucial role in the initial phases of language acquisition. However the knowledge derived from implicit learning, which is based on prediction-based mechanisms, may become explicit. The role that attention plays in the formation of implicit and explicit knowledge of the learned material is unclear. In the present study, we investigated the role that attention plays in the acquisition of non-adjacent rule learning from speech. In addition, we also tested whether the amount of attention during learning changes the representation of the learned material after a 24 h delay containing sleep. For that, we developed an experiment run on two consecutive days consisting on the exposure to an artificial language that contained non-adjacent dependencies (rules) between words whereas different conditions were established to manipulate the amount of attention given to the rules (target and non-target conditions). Furthermore, we used both indirect and direct measures of learning that are more sensitive to implicit and explicit knowledge, respectively. Whereas the indirect measures indicated that learning of the rules occurred regardless of attention, more explicit judgments after learning showed differences in the type of learning reached under the two attention conditions. 24 hours later, indirect measures showed no further improvements during additional language exposure and explicit judgments indicated that only the information more robustly learned in the previous day, was consolidated. PMID:27031495

GPU-accelerated Lattice Boltzmann method for anatomical extraction in patient-specific computational hemodynamics

NASA Astrophysics Data System (ADS)

Yu, H.; Wang, Z.; Zhang, C.; Chen, N.; Zhao, Y.; Sawchuk, A. P.; Dalsing, M. C.; Teague, S. D.; Cheng, Y.

2014-11-01

Existing research of patient-specific computational hemodynamics (PSCH) heavily relies on software for anatomical extraction of blood arteries. Data reconstruction and mesh generation have to be done using existing commercial software due to the gap between medical image processing and CFD, which increases computation burden and introduces inaccuracy during data transformation thus limits the medical applications of PSCH. We use lattice Boltzmann method (LBM) to solve the level-set equation over an Eulerian distance field and implicitly and dynamically segment the artery surfaces from radiological CT/MRI imaging data. The segments seamlessly feed to the LBM based CFD computation of PSCH thus explicit mesh construction and extra data management are avoided. The LBM is ideally suited for GPU (graphic processing unit)-based parallel computing. The parallel acceleration over GPU achieves excellent performance in PSCH computation. An application study will be presented which segments an aortic artery from a chest CT dataset and models PSCH of the segmented artery.

How Incidental Sequence Learning Creates Reportable Knowledge: The Role of Unexpected Events

ERIC Educational Resources Information Center

Runger, Dennis; Frensch, Peter A.

2008-01-01

Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider,…

Histories of Discipline: The Performative Re/Productions of Subjectivities of Secondary English Teachers

ERIC Educational Resources Information Center

Stanko, Rebecca Louise

2012-01-01

Research on teaching, and research about secondary English teachers in particular, has focused on classroom practice. This focus implicitly devalues knowledges beyond those related to classroom practice, and re/produces a public/private divide in the subjectivities of teachers in which "teacher identity" and "teacher knowledge"…

Validating Grammaticality Judgment Tests: Evidence from Two New Psycholinguistic Measures

ERIC Educational Resources Information Center

Vafaee, Payman; Suzuki, Yuichi; Kachisnke, Ilina

2017-01-01

Several previous factor-analytic studies on the construct validity of grammaticality judgment tests (GJTs) concluded that untimed GJTs measure explicit knowledge (EK) and timed GJTs measure implicit knowledge (IK) (Bowles, 2011; R. Ellis, 2005; R. Ellis & Loewen, 2007). It has also been shown that, irrespective of the time condition chosen,…

Lexical Cohesion and Specialized Knowledge in Science and Popular Science Texts.

ERIC Educational Resources Information Center

Myers, Greg

1991-01-01

Examines cohesion in the introductions to some scientific articles and compares the patterns to those from popularizations. Discusses a computational model of cohesion. Argues that readers of scientific articles must have a knowledge of lexical relations to see the implicit cohesion, whereas readers of popularizations must see the cohesive…

A map of abstract relational knowledge in the human hippocampal–entorhinal cortex

PubMed Central

Garvert, Mona M; Dolan, Raymond J; Behrens, Timothy EJ

2017-01-01

The hippocampal–entorhinal system encodes a map of space that guides spatial navigation. Goal-directed behaviour outside of spatial navigation similarly requires a representation of abstract forms of relational knowledge. This information relies on the same neural system, but it is not known whether the organisational principles governing continuous maps may extend to the implicit encoding of discrete, non-spatial graphs. Here, we show that the human hippocampal–entorhinal system can represent relationships between objects using a metric that depends on associative strength. We reconstruct a map-like knowledge structure directly from a hippocampal–entorhinal functional magnetic resonance imaging adaptation signal in a situation where relationships are non-spatial rather than spatial, discrete rather than continuous, and unavailable to conscious awareness. Notably, the measure that best predicted a behavioural signature of implicit knowledge and blood oxygen level-dependent adaptation was a weighted sum of future states, akin to the successor representation that has been proposed to account for place and grid-cell firing patterns. DOI: http://dx.doi.org/10.7554/eLife.17086.001 PMID:28448253

Bidirectional Transfer between Metaphorical Related Domains in Implicit Learning of Form-Meaning Connections

PubMed Central

Yang, Zhiliang; Dienes, Zoltan

2013-01-01

People can implicitly learn a connection between linguistic forms and meanings, for example between specific determiners (e.g. this, that…) and the type of nouns to which they apply. Li et al (2013) recently found that transfer of form-meaning connections from a concrete domain (height) to an abstract domain (power) was achieved in a metaphor-consistent way without awareness, showing that unconscious knowledge can be abstract and flexibly deployed. The current study aims to determine whether people transfer knowledge of form-meaning connections not only from a concrete domain to an abstract one, but also vice versa, consistent with metaphor representation being bi-directional. With a similar paradigm as used by Li et al, participants learnt form- meaning connections of different domains (concrete vs. abstract) and then were tested on two kinds of generalizations (same and different domain generalization). As predicted, transfer of form-meaning connections occurred bidirectionally when structural knowledge was unconscious. Moreover, the present study also revealed that more transfer occurred between metaphorically related domains when judgment knowledge was conscious (intuition) rather than unconscious (guess). Conscious and unconscious judgment knowledge may have different functional properties. PMID:23844159

[Modelling science. The ceroplastics of Ignacio Lacaba in the Colegio de Cirugía de San Carlos, Madrid].

PubMed

Morente, Maribel

2016-01-01

Models made of wax had enormous diffusion in the anatomical teaching of the 18th century. It transcended the borders of a science that impregnated with scientific knowledge the artistic expression of beauty. Based on this premise, the San Carlos Royal College of Surgery created in Madrid a large collection of anatomical models, which is currently maintained by the Javier Puerta Anatomy Museum in the School of Medicine at Madrid Complutense University. The collection began in 1786 with Ignacio Lacaba, the first dissector of the Surgery College of Madrid, whose artistic sensibility and deep knowledge of anatomy contributed and facilitated harmonization between the work of the wax sculptors and language and anatomical expression.

Probing Implicit Learning in Obsessive-Compulsive Disorder: Moderating Role of Medication on the Weather Prediction Task

PubMed Central

Kelmendi, Benjamin; Adams, Thomas; Jakubovski, Ewgeni; Hawkins, Keith A.; Coric, Vladimir; Pittenger, Christopher

2016-01-01

Deficits in implicit learning, a process by which knowledge is acquired accretively through practice independent of conscious awareness, have been implicated in Obsessive-Compulsive Disorder (OCD). The weather-prediction task (WPT) was used to assess implicit learning in 26 unmedicated patients with OCD and 23 healthy controls. An additional analysis compared these two groups with 25 medicated patients with OCD. In the comparison of unmedicated patients with healthy controls there was a subtle but statistically significant group-by-block interaction. Patients with OCD showed slower improvement in performance during the middle phase of learning. In a three-group comparison, there was no main effect of group; in post-hoc tests, medicated patients with OCD differed from unmedicated patients and were not different from healthy controls. Unmedicated patients with OCD have a subtle deficit in implicit learning in the WPT. This may be mitigated by pharmacotherapy, although prospective studies would be required to confirm this conclusion. PMID:27134820

Who Learns More? Cultural Differences in Implicit Sequence Learning

PubMed Central

Fu, Qiufang; Dienes, Zoltan; Shang, Junchen; Fu, Xiaolan

2013-01-01

Background It is well documented that East Asians differ from Westerners in conscious perception and attention. However, few studies have explored cultural differences in unconscious processes such as implicit learning. Methodology/Principal Findings The global-local Navon letters were adopted in the serial reaction time (SRT) task, during which Chinese and British participants were instructed to respond to global or local letters, to investigate whether culture influences what people acquire in implicit sequence learning. Our results showed that from the beginning British expressed a greater local bias in perception than Chinese, confirming a cultural difference in perception. Further, over extended exposure, the Chinese learned the target regularity better than the British when the targets were global, indicating a global advantage for Chinese in implicit learning. Moreover, Chinese participants acquired greater unconscious knowledge of an irrelevant regularity than British participants, indicating that the Chinese were more sensitive to contextual regularities than the British. Conclusions/Significance The results suggest that cultural biases can profoundly influence both what people consciously perceive and unconsciously learn. PMID:23940773

Semantic contextual cuing and visual attention.

PubMed

Goujon, Annabelle; Didierjean, André; Marmèche, Evelyne

2009-02-01

Since M. M. Chun and Y. Jiang's (1998) original study, a large body of research based on the contextual cuing paradigm has shown that the visuocognitive system is capable of capturing certain regularities in the environment in an implicit way. The present study investigated whether regularities based on the semantic category membership of the context can be learned implicitly and whether that learning depends on attention. The contextual cuing paradigm was used with lexical displays in which the semantic category of the contextual words either did or did not predict the target location. Experiments 1 and 2 revealed that implicit contextual cuing effects can be extended to semantic category regularities. Experiments 3 and 4 indicated an implicit contextual cuing effect when the predictive context appeared in an attended color but not when the predictive context appeared in an ignored color. However, when the previously ignored context suddenly became attended, it immediately facilitated performance. In contrast, when the previously attended context suddenly became ignored, no benefit was observed. Results suggest that the expression of implicit semantic knowledge depends on attention but that latent learning can nevertheless take place outside the attentional field. Copyright 2009 APA, all rights reserved.

[The anatomical revolution and the transition of anatomical conception in late imperial china].

PubMed

Sihn, Kyu Hwan

2012-04-30

This paper aimed to examine the anatomical revolution from Yilingaicuo (Correcting the Errors of Medicine) and Quantixinlun(Outline of Anatomy and Physiology) in late imperial China. As the cephalocentrism which the brain superintend human operation of the mind was diffused in China since 16th century, the cephalocentrism and the cardiocentrism had competed for the hegemony of anatomical conception. Because of the advent of Yilingaicuo and Quantixinlun, the cephalocentrism became the main stream in the anatomical conception. The supporters of the Wang Yangming's Xinxue(the Learning of Heart and Mind) argued that the heart was the central organ of perception, sensitivity, and morality of the human body in medicine since 16th century. Even reformist and revolutionary intellectuals like Tan sitong and Mao zedong who had supported the Wang Yangming's Xinxue embraced the cephalocentrism in the late 19th century and the early 20th century. May Fourth intellectuals had not obsessed metaphysical interpretation of human body any more in the New Culture Movement in 1910s. They regarded human body as the object of research and writing. The anatomy was transformed into the instrumental knowledge for mutilation of the body. Yilingaicuo challenged the traditional conception of body, and Chinese intellectuals drew interest in the anatomy knowledge based on real mutilation. Quantixinlun based on Western medicine fueled a controversy about anatomy. Though new knowledge of anatomy was criticized by traditional Chinese medical doctors from the usefulness and morality of anatomy, nobody disavowed new knowledge of anatomy from the institutionalization of Western medicine in medical school. The internal development of cephalocentrism and positivism had influence on anatomy in China since 16th century. The advent of Yilingaicuo and Quantixinlun provided the milestone of new anatomy, though both sides represented traditional Chinese medicine and Western medicine respectively. They contributed to the development of new knowledge of anatomy, getting over the metaphysical system of knowledge. Based on the internal development of anatomy, Chinese anatomy was half century late than Japanese anatomy founded on Dutch anatomy.

[Knowledge about the relationship through protagonist-director interactions in psychodrama groups].

PubMed

Erdélyi, Ildikó

2005-01-01

This report follows emotional behavior in two psychodrama groups from the "present moment" until "moment of contact" using the Consensus Rorschach method. In the analysis of verbal and nonverbal material of protagonist-director dyads the following patterns were distinguished: a) early relationship patterns; b) affective attunement; c) fit of knowledge about the relationship. The author describes the relationship between the concept of "present moment" in therapy and the role of eye contact. Eye contact produces emotional tension in the context of the "present moment". Moments of contact, however, require implicit and explicit knowledge about the relationship to be constructed simultaneously as well as development of affective interactions. Emotional impulses are stored in implicit memory, which has no immediate availability. However, therapy--including psychodrama--attaches words to behaviors that are beyond the verbal levels as well, and therefore it extends the domain of memory. This is the way in which non-symbolized emotional behavior (including eye contact) and the play's verbal level with symbolic representations of memories are interconnected.

The Medawar Lecture 2001 Knowledge for vision: vision for knowledge

PubMed Central

Gregory, Richard L

2005-01-01

An evolutionary development of perception is suggested—from passive reception to active perception to explicit conception—earlier stages being largely retained and incorporated in later species. A key is innate and then individually learned knowledge, giving meaning to sensory signals. Inappropriate or misapplied knowledge produces rich cognitive phenomena of illusions, revealing normally hidden processes of vision, tentatively classified here in a ‘peeriodic table’. Phenomena of physiology are distinguished from phenomena of general rules and specific object knowledge. It is concluded that vision uses implicit knowledge, and provides knowledge for intelligent behaviour and for explicit conceptual understanding including science. PMID:16147519

Incidental Learning of Melodic Structure of North Indian Music.

PubMed

Rohrmeier, Martin; Widdess, Richard

2017-07-01

Musical knowledge is largely implicit. It is acquired without awareness of its complex rules, through interaction with a large number of samples during musical enculturation. Whereas several studies explored implicit learning of mostly abstract and less ecologically valid features of Western music, very little work has been done with respect to ecologically valid stimuli as well as non-Western music. The present study investigated implicit learning of modal melodic features in North Indian classical music in a realistic and ecologically valid way. It employed a cross-grammar design, using melodic materials from two modes (rāgas) that use the same scale. Findings indicated that Western participants unfamiliar with Indian music incidentally learned to identify distinctive features of each mode. Confidence ratings suggest that participants' performance was consistently correlated with confidence, indicating that they became aware of whether they were right in their responses; that is, they possessed explicit judgment knowledge. Altogether our findings show incidental learning in a realistic ecologically valid context during only a very short exposure, they provide evidence that incidental learning constitutes a powerful mechanism that plays a fundamental role in musical acquisition. Copyright © 2016 Cognitive Science Society, Inc.

A behavioral window on the mind of the market: an application of the response time paradigm.

PubMed

Mast, Fred W; Zaltman, Gerald

2005-11-15

This article focuses on the role of implicit knowledge consumers have about particular brands, products or names. The major findings of several studies, conducted at the Mind of the Market Laboratory at Harvard Business School, are presented with specific emphasis on studies in which response time measurements were the core method. The results revealed that implicit measures provide a rich understanding of the meaning conveyed by a product or brand. Moreover, there is also considerable evidence that implicit measures may be better than traditional explicit measures as predictors of consumer behavior. We discuss the implications for the study of consumer behavior and the importance of combining several methods including neuroimaging, which has received recent attention by marketers, economists and social scientists.

Implicit structured sequence learning: an fMRI study of the structural mere-exposure effect

PubMed Central

Folia, Vasiliki; Petersson, Karl Magnus

2014-01-01

In this event-related fMRI study we investigated the effect of 5 days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL) paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the fMRI results showed activations in a network of brain regions including the inferior frontal (centered on BA 44/45) and the medial prefrontal regions (centered on BA 8/32). Importantly, and central to this study, the inclusion of a naive preference fMRI baseline measurement allowed us to conclude that these fMRI findings were the intrinsic outcomes of the learning process itself and not a reflection of a preexisting functionality recruited during classification, independent of acquisition. Support for the implicit nature of the knowledge utilized during preference classification on day 5 come from the fact that the basal ganglia, associated with implicit procedural learning, were activated during classification, while the medial temporal lobe system, associated with explicit declarative memory, was consistently deactivated. Thus, preference classification in combination with structural mere-exposure can be used to investigate structural sequence processing (syntax) in unsupervised AGL paradigms with proper learning designs. PMID:24550865

Implicit structured sequence learning: an fMRI study of the structural mere-exposure effect.

PubMed

Folia, Vasiliki; Petersson, Karl Magnus

2014-01-01

In this event-related fMRI study we investigated the effect of 5 days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL) paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the fMRI results showed activations in a network of brain regions including the inferior frontal (centered on BA 44/45) and the medial prefrontal regions (centered on BA 8/32). Importantly, and central to this study, the inclusion of a naive preference fMRI baseline measurement allowed us to conclude that these fMRI findings were the intrinsic outcomes of the learning process itself and not a reflection of a preexisting functionality recruited during classification, independent of acquisition. Support for the implicit nature of the knowledge utilized during preference classification on day 5 come from the fact that the basal ganglia, associated with implicit procedural learning, were activated during classification, while the medial temporal lobe system, associated with explicit declarative memory, was consistently deactivated. Thus, preference classification in combination with structural mere-exposure can be used to investigate structural sequence processing (syntax) in unsupervised AGL paradigms with proper learning designs.

Toward a Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice

ERIC Educational Resources Information Center

Gordon, Mordechai

2009-01-01

In the past few decades, a constructivist discourse has emerged as a very powerful model for explaining how knowledge is produced in the world, as well as how students learn. Constructivists believe that what is deemed knowledge is always informed by a particular perspective and shaped by various implicit value judgments. However, there is an…

Attentional Processing of Input in Explicit and Implicit Conditions: An Eye-Tracking Study

ERIC Educational Resources Information Center

Indrarathne, Bimali; Kormos, Judit

2017-01-01

In this study we examined language learners' attentional processing of a target syntactic construction in written L2 input in different input conditions, the change in learners' knowledge of the targeted construction in these conditions, and the relationship between the change in knowledge and attentional processing. One hundred L2 learners of…

The Pedagogy of Ingenuity in Science: An Exploration of Creative Thinking in the Secondary Science Classroom

ERIC Educational Resources Information Center

Antink, Allison

2012-01-01

The importance of creative thinking in science cannot be overstated. Creativity is integral to the development of knowledge about the natural world and the knowledge, skills and abilities that support it are in need of greater understanding. The Next Generation Science Standards (2012) include practices that implicitly emphasize the creative…

Terminology of the tonsils.

PubMed

Casteleyn, C; Simoens, P; Van den Broeck, W

2011-06-01

Many terms used for referring to tonsillar structures are applied in immunological research. However, in many cases, the use of these terms is not in compliance with official veterinary anatomical nomenclature. This is partly attributable to ambiguous descriptions present in conventional anatomical textbooks. This study gives an overview of pertaining controversial terms and promotes the official anatomical terminology applicable to the tonsils, to enhance the unequivocal transfer of knowledge generated during immunological research. © 2011 Blackwell Verlag GmbH.

Observations by a university anatomy teacher and a suggestion for curricular change: integrative anatomy for undergraduates.

PubMed

Darda, David M

2010-01-01

The observation that anatomical course offerings have decreased in undergraduate biology curricula is supported by a survey of undergraduate institutions in the state of Washington. This reduction, due partially to increased emphasis in other areas of the biology curriculum, along with the lack of anatomy prerequisites for admission to most medical and dental schools, has resulted in many biology majors who have little or no exposure to the anatomical sciences. This is a disservice to our students who need to understand organismal form and function to better connect our rapidly expanding knowledge of life at the cell and molecular level to our understanding of the role of organisms in ecosystems and as the primary target of natural selection in evolutionary change. Undergraduate anatomical courses can also serve as an extension of the anatomy curriculum in professional healthcare programs, where anatomical sciences are also experiencing a reduced allocation of instructional time. Given the importance of anatomical knowledge along with the many demands and constraints on biology curricula, what can we do? One suggestion, a course in integrative anatomy for undergraduates, is proposed and discussed. Copyright 2010 American Association of Anatomists.

The neurobiology of cognitive disorders in temporal lobe epilepsy

PubMed Central

Bell, Brian; Lin, Jack J.; Seidenberg, Michael; Hermann, Bruce

2013-01-01

Cognitive impairment and especially memory disruption is a major complicating feature of the epilepsies. In this review we begin with a focus on the problem of memory impairment in temporal lobe epilepsy. We start with a brief overview of the early development of knowledge regarding the anatomic substrates of memory disorder in temporal lobe epilepsy, followed by discussion of the refinement of that knowledge over time as informed by the outcomes of epilepsy surgery (anterior temporal lobectomy) and the clinical efforts to predict those patients at greatest risk of adverse cognitive outcomes following epilepsy surgery. These efforts also yielded new theoretical insights regarding the function of the human hippocampus and a few examples of these insights are touched on briefly. Finally, the vastly changing view of temporal lobe epilepsy is examined including findings demonstrating that anatomic abnormalities extend far outside the temporal lobe, cognitive impairments extend beyond memory function, with linkage of these distributed cognitive and anatomic abnormalities pointing to a new understanding of the anatomic architecture of cognitive impairment in epilepsy. Challenges remain in understanding the origin of these cognitive and anatomic abnormalities, their progression over time, and most importantly, how to intervene to protect cognitive and brain health in epilepsy. PMID:21304484

Is the decline of human anatomy hazardous to medical education/profession?--A review.

PubMed

Singh, Rajani; Shane Tubbs, R; Gupta, Kavita; Singh, Man; Jones, D Gareth; Kumar, Raj

2015-12-01

The continuous decrease in teaching time, the artificially created scarcity of competent anatomical faculties and a reduced allocation of resources have brought about the decline of anatomy in medical education. As a result of this, anatomical knowledge and the standard of medical education have fallen with consequences including safety in clinical practice. The aim of the present study is to analyze this declining phase of anatomy and its impact on medical education and to consider corrective measures. This article expresses comparative viewpoints based on a review of the literature. Anatomy enables doctors to master the language of medical science so they can communicate with patients, the public and fellow doctors and diagnose and treat diseases successfully in all medical fields. No medical specialist or expert can master their field without adequate knowledge of human anatomy. The shrinkage of anatomical schedules, inadequate faculties and declining allocation of resources is therefore unfortunate. These factors produce stress in both student and faculty creating gaps in anatomical knowledge that means insufficient skill is developed to practice medicine safely. This decline is hazardous not only to the medical profession but also to society. Reforms consisting of balanced rescheduling of medical curricula and optimum resource allocation have been proposed to improve the standard of education of doctors.

3-D Medicine.

ERIC Educational Resources Information Center

Reese, Susan

2001-01-01

Describes the Visible Human Project of the National Library of Medicine that links the print library of functional-physiological knowledge with the image library of structural-anatomical knowledge into one unified resource. (JOW)

Impaired acquisition of novel grapheme-color correspondences in synesthesia

PubMed Central

Brang, David; Ghiam, Michael; Ramachandran, Vilayanur S.

2013-01-01

Grapheme-color synesthesia is a neurological phenomenon in which letters and numbers (graphemes) consistently evoke particular colors (e.g., A may be experienced as red). These sensations are thought to arise through the cross-activation of grapheme processing regions in the fusiform gyrus and color area V4, supported by anatomical and functional imaging. However, the developmental onset of grapheme-color synesthesia remains elusive as research in this area has largely relied on self-report of these experiences in children. One possible account suggests that synesthesia is present at or near birth and initially binds basic shapes and forms to colors, which are later refined to grapheme-color associations through experience. Consistent with this view, studies show that similarly shaped letters and numbers tend to elicit similar colors in synesthesia and that some synesthetes consciously associate basic shapes with colors; research additionally suggests that synesthetic colors can emerge for newly learned characters with repeated presentation. This model further predicts that the initial shape-color correspondences in synesthesia may persist as implicit associations, driving the acquisition of colors for novel characters. To examine the presence of latent color associations for novel characters, synesthetes and controls were trained on pre-defined associations between colors and complex shapes, on the assumption that the prescribed shape-color correspondences would on average differ from implicit synesthetic associations. Results revealed synesthetes were less accurate than controls to learn novel shape-color associations, consistent with our suggestion that implicit form-color associations conflicted with the learned pairings. PMID:24198775

Impaired acquisition of novel grapheme-color correspondences in synesthesia.

PubMed

Brang, David; Ghiam, Michael; Ramachandran, Vilayanur S

2013-01-01

Grapheme-color synesthesia is a neurological phenomenon in which letters and numbers (graphemes) consistently evoke particular colors (e.g., A may be experienced as red). These sensations are thought to arise through the cross-activation of grapheme processing regions in the fusiform gyrus and color area V4, supported by anatomical and functional imaging. However, the developmental onset of grapheme-color synesthesia remains elusive as research in this area has largely relied on self-report of these experiences in children. One possible account suggests that synesthesia is present at or near birth and initially binds basic shapes and forms to colors, which are later refined to grapheme-color associations through experience. Consistent with this view, studies show that similarly shaped letters and numbers tend to elicit similar colors in synesthesia and that some synesthetes consciously associate basic shapes with colors; research additionally suggests that synesthetic colors can emerge for newly learned characters with repeated presentation. This model further predicts that the initial shape-color correspondences in synesthesia may persist as implicit associations, driving the acquisition of colors for novel characters. To examine the presence of latent color associations for novel characters, synesthetes and controls were trained on pre-defined associations between colors and complex shapes, on the assumption that the prescribed shape-color correspondences would on average differ from implicit synesthetic associations. Results revealed synesthetes were less accurate than controls to learn novel shape-color associations, consistent with our suggestion that implicit form-color associations conflicted with the learned pairings.

Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts

ERIC Educational Resources Information Center

Hermiz, David J.; O'Sullivan, Daniel J.; Lujan, Heidi L.; DiCarlo, Stephen E.

2011-01-01

Educators are encouraged to provide inquiry-based, collaborative, and problem solving activities that enhance learning and promote curiosity, skepticism, objectivity, and the use of scientific reasoning. Making anatomical casts or models by injecting solidifying substances into organs is an example of a constructivist activity for achieving these…

Integrating clinicians, knowledge and data: expert-based cooperative analysis in healthcare decision support

PubMed Central

2010-01-01

Background Decision support in health systems is a highly difficult task, due to the inherent complexity of the process and structures involved. Method This paper introduces a new hybrid methodology Expert-based Cooperative Analysis (EbCA), which incorporates explicit prior expert knowledge in data analysis methods, and elicits implicit or tacit expert knowledge (IK) to improve decision support in healthcare systems. EbCA has been applied to two different case studies, showing its usability and versatility: 1) Bench-marking of small mental health areas based on technical efficiency estimated by EbCA-Data Envelopment Analysis (EbCA-DEA), and 2) Case-mix of schizophrenia based on functional dependency using Clustering Based on Rules (ClBR). In both cases comparisons towards classical procedures using qualitative explicit prior knowledge were made. Bayesian predictive validity measures were used for comparison with expert panels results. Overall agreement was tested by Intraclass Correlation Coefficient in case "1" and kappa in both cases. Results EbCA is a new methodology composed by 6 steps:. 1) Data collection and data preparation; 2) acquisition of "Prior Expert Knowledge" (PEK) and design of the "Prior Knowledge Base" (PKB); 3) PKB-guided analysis; 4) support-interpretation tools to evaluate results and detect inconsistencies (here Implicit Knowledg -IK- might be elicited); 5) incorporation of elicited IK in PKB and repeat till a satisfactory solution; 6) post-processing results for decision support. EbCA has been useful for incorporating PEK in two different analysis methods (DEA and Clustering), applied respectively to assess technical efficiency of small mental health areas and for case-mix of schizophrenia based on functional dependency. Differences in results obtained with classical approaches were mainly related to the IK which could be elicited by using EbCA and had major implications for the decision making in both cases. Discussion This paper presents EbCA and shows the convenience of completing classical data analysis with PEK as a mean to extract relevant knowledge in complex health domains. One of the major benefits of EbCA is iterative elicitation of IK.. Both explicit and tacit or implicit expert knowledge are critical to guide the scientific analysis of very complex decisional problems as those found in health system research. PMID:20920289

Integrating clinicians, knowledge and data: expert-based cooperative analysis in healthcare decision support.

PubMed

Gibert, Karina; García-Alonso, Carlos; Salvador-Carulla, Luis

2010-09-30

Decision support in health systems is a highly difficult task, due to the inherent complexity of the process and structures involved. This paper introduces a new hybrid methodology Expert-based Cooperative Analysis (EbCA), which incorporates explicit prior expert knowledge in data analysis methods, and elicits implicit or tacit expert knowledge (IK) to improve decision support in healthcare systems. EbCA has been applied to two different case studies, showing its usability and versatility: 1) Bench-marking of small mental health areas based on technical efficiency estimated by EbCA-Data Envelopment Analysis (EbCA-DEA), and 2) Case-mix of schizophrenia based on functional dependency using Clustering Based on Rules (ClBR). In both cases comparisons towards classical procedures using qualitative explicit prior knowledge were made. Bayesian predictive validity measures were used for comparison with expert panels results. Overall agreement was tested by Intraclass Correlation Coefficient in case "1" and kappa in both cases. EbCA is a new methodology composed by 6 steps:. 1) Data collection and data preparation; 2) acquisition of "Prior Expert Knowledge" (PEK) and design of the "Prior Knowledge Base" (PKB); 3) PKB-guided analysis; 4) support-interpretation tools to evaluate results and detect inconsistencies (here Implicit Knowledg -IK- might be elicited); 5) incorporation of elicited IK in PKB and repeat till a satisfactory solution; 6) post-processing results for decision support. EbCA has been useful for incorporating PEK in two different analysis methods (DEA and Clustering), applied respectively to assess technical efficiency of small mental health areas and for case-mix of schizophrenia based on functional dependency. Differences in results obtained with classical approaches were mainly related to the IK which could be elicited by using EbCA and had major implications for the decision making in both cases. This paper presents EbCA and shows the convenience of completing classical data analysis with PEK as a mean to extract relevant knowledge in complex health domains. One of the major benefits of EbCA is iterative elicitation of IK.. Both explicit and tacit or implicit expert knowledge are critical to guide the scientific analysis of very complex decisional problems as those found in health system research.

BioTCM-SE: a semantic search engine for the information retrieval of modern biology and traditional Chinese medicine.

PubMed

Chen, Xi; Chen, Huajun; Bi, Xuan; Gu, Peiqin; Chen, Jiaoyan; Wu, Zhaohui

2014-01-01

Understanding the functional mechanisms of the complex biological system as a whole is drawing more and more attention in global health care management. Traditional Chinese Medicine (TCM), essentially different from Western Medicine (WM), is gaining increasing attention due to its emphasis on individual wellness and natural herbal medicine, which satisfies the goal of integrative medicine. However, with the explosive growth of biomedical data on the Web, biomedical researchers are now confronted with the problem of large-scale data analysis and data query. Besides that, biomedical data also has a wide coverage which usually comes from multiple heterogeneous data sources and has different taxonomies, making it hard to integrate and query the big biomedical data. Embedded with domain knowledge from different disciplines all regarding human biological systems, the heterogeneous data repositories are implicitly connected by human expert knowledge. Traditional search engines cannot provide accurate and comprehensive search results for the semantically associated knowledge since they only support keywords-based searches. In this paper, we present BioTCM-SE, a semantic search engine for the information retrieval of modern biology and TCM, which provides biologists with a comprehensive and accurate associated knowledge query platform to greatly facilitate the implicit knowledge discovery between WM and TCM.

BioTCM-SE: A Semantic Search Engine for the Information Retrieval of Modern Biology and Traditional Chinese Medicine

PubMed Central

Chen, Xi; Chen, Huajun; Bi, Xuan; Gu, Peiqin; Chen, Jiaoyan; Wu, Zhaohui

2014-01-01

Understanding the functional mechanisms of the complex biological system as a whole is drawing more and more attention in global health care management. Traditional Chinese Medicine (TCM), essentially different from Western Medicine (WM), is gaining increasing attention due to its emphasis on individual wellness and natural herbal medicine, which satisfies the goal of integrative medicine. However, with the explosive growth of biomedical data on the Web, biomedical researchers are now confronted with the problem of large-scale data analysis and data query. Besides that, biomedical data also has a wide coverage which usually comes from multiple heterogeneous data sources and has different taxonomies, making it hard to integrate and query the big biomedical data. Embedded with domain knowledge from different disciplines all regarding human biological systems, the heterogeneous data repositories are implicitly connected by human expert knowledge. Traditional search engines cannot provide accurate and comprehensive search results for the semantically associated knowledge since they only support keywords-based searches. In this paper, we present BioTCM-SE, a semantic search engine for the information retrieval of modern biology and TCM, which provides biologists with a comprehensive and accurate associated knowledge query platform to greatly facilitate the implicit knowledge discovery between WM and TCM. PMID:24772189

Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning

ERIC Educational Resources Information Center

Zhang, Xi; Chen, Hui; Ordóñez de Pablos, Patricia; Lytras, Miltiadis D.; Sun, Yongqiang

2016-01-01

As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of…

Tacit Beginnings towards a Model of Scientific Thinking

ERIC Educational Resources Information Center

Glass, Rory J.

2013-01-01

The purpose of this paper is to provide an examination of the role tacit knowledge plays in understanding, and to provide a model to make such knowledge identifiable. To do this I first consider the needs of society, the ubiquity of information in our world and the future demands of the science classroom. I propose the use of more implicit or…

OWL reasoning framework over big biological knowledge network.

PubMed

Chen, Huajun; Chen, Xi; Gu, Peiqin; Wu, Zhaohui; Yu, Tong

2014-01-01

Recently, huge amounts of data are generated in the domain of biology. Embedded with domain knowledge from different disciplines, the isolated biological resources are implicitly connected. Thus it has shaped a big network of versatile biological knowledge. Faced with such massive, disparate, and interlinked biological data, providing an efficient way to model, integrate, and analyze the big biological network becomes a challenge. In this paper, we present a general OWL (web ontology language) reasoning framework to study the implicit relationships among biological entities. A comprehensive biological ontology across traditional Chinese medicine (TCM) and western medicine (WM) is used to create a conceptual model for the biological network. Then corresponding biological data is integrated into a biological knowledge network as the data model. Based on the conceptual model and data model, a scalable OWL reasoning method is utilized to infer the potential associations between biological entities from the biological network. In our experiment, we focus on the association discovery between TCM and WM. The derived associations are quite useful for biologists to promote the development of novel drugs and TCM modernization. The experimental results show that the system achieves high efficiency, accuracy, scalability, and effectivity.

In search of details of patient teaching in nursing documentation--an analysis of patient records in a medical ward in Sweden.

PubMed

Friberg, Febe; Bergh, Anne-Louise; Lepp, Margret

2006-12-01

The aim of this study was to identify terms and expressions indicating patients' need for knowledge and understanding, as well as nurses' teaching interventions, as documented in nursing records. Previous international studies have shown that nursing documentation is often deficient in terms of recording patient teaching. Patient records (N = 35) were collected in a general medical ward in a hospital in Sweden. The data contain 206 days of nursing documentation. The records were analysed with regard to content and structure. Terms and expressions indicating patients' need for knowledge and understanding and terms and expressions indicating nurses' teaching activities were analysed. The results showed that patients' need for knowledge is implicitly indicated by conceptions and experiences as well as questions. Furthermore, nurses' implicit teaching interventions consist of information, motivating conversations, explanations, instructions and setting expectations. However, the content and structure of the pedagogical activities in the patient records are fragmented and vague. Efforts must be directed towards elaborating upon the above-mentioned terms and expressions as indications of patients' need for knowledge and nurses' teaching interventions. Moreover, these terms and expressions must be recognized and acknowledged.

OWL Reasoning Framework over Big Biological Knowledge Network

PubMed Central

Chen, Huajun; Chen, Xi; Gu, Peiqin; Wu, Zhaohui; Yu, Tong

2014-01-01

Recently, huge amounts of data are generated in the domain of biology. Embedded with domain knowledge from different disciplines, the isolated biological resources are implicitly connected. Thus it has shaped a big network of versatile biological knowledge. Faced with such massive, disparate, and interlinked biological data, providing an efficient way to model, integrate, and analyze the big biological network becomes a challenge. In this paper, we present a general OWL (web ontology language) reasoning framework to study the implicit relationships among biological entities. A comprehensive biological ontology across traditional Chinese medicine (TCM) and western medicine (WM) is used to create a conceptual model for the biological network. Then corresponding biological data is integrated into a biological knowledge network as the data model. Based on the conceptual model and data model, a scalable OWL reasoning method is utilized to infer the potential associations between biological entities from the biological network. In our experiment, we focus on the association discovery between TCM and WM. The derived associations are quite useful for biologists to promote the development of novel drugs and TCM modernization. The experimental results show that the system achieves high efficiency, accuracy, scalability, and effectivity. PMID:24877076

Verbal implicit sequence learning in persons who stutter and persons with Parkinson's disease.

PubMed

Smits-Bandstra, Sarah; Gracco, Vincent

2013-01-01

The authors investigated the integrity of implicit learning systems in 14 persons with Parkinson's disease (PPD), 14 persons who stutter (PWS), and 14 control participants. In a 120-min session participants completed a verbal serial reaction time task, naming aloud 4 syllables in response to 4 visual stimuli. Unbeknownst to participants, the syllables formed a repeating 8-item sequence. PWS and PPD demonstrated slower reaction times for early but not late learning trials relative to controls reflecting delays but not deficiencies in general learning. PPD also demonstrated less accuracy in general learning relative to controls. All groups demonstrated similar limited explicit sequence knowledge. Both PWS and PPD demonstrated significantly less implicit sequence learning relative to controls, suggesting that stuttering may be associated with compromised functional integrity of the cortico-striato-thalamo-cortical loop.

Medial temporal lobe-dependent repetition suppression and enhancement due to implicit vs. explicit processing of individual repeated search displays

PubMed Central

Geyer, Thomas; Baumgartner, Florian; Müller, Hermann J.; Pollmann, Stefan

2012-01-01

Using visual search, functional magnetic resonance imaging (fMRI) and patient studies have demonstrated that medial temporal lobe (MTL) structures differentiate repeated from novel displays—even when observers are unaware of display repetitions. This suggests a role for MTL in both explicit and, importantly, implicit learning of repeated sensory information (Greene et al., 2007). However, recent behavioral studies suggest, by examining visual search and recognition performance concurrently, that observers have explicit knowledge of at least some of the repeated displays (Geyer et al., 2010). The aim of the present fMRI study was thus to contribute new evidence regarding the contribution of MTL structures to explicit vs. implicit learning in visual search. It was found that MTL activation was increased for explicit and, respectively, decreased for implicit relative to baseline displays. These activation differences were most pronounced in left anterior parahippocampal cortex (aPHC), especially when observers were highly trained on the repeated displays. The data are taken to suggest that explicit and implicit memory processes are linked within MTL structures, but expressed via functionally separable mechanisms (repetition-enhancement vs. -suppression). They further show that repetition effects in visual search would have to be investigated at the display level. PMID:23060776

The OXTR gene, implicit learning and social processing: Does empathy evolve from perceptual skills for details?

PubMed

Melchers, Martin; Montag, Christian; Markett, Sebastian; Niazy, Nawael; Groß-Bölting, Johanna; Zimmermann, Jelena; Reuter, Martin

2017-06-30

Oxytocin is an important messenger in the brain that has been linked to a variety of social functions in pharmacological studies. Besides, functional genetic variations on the oxytocin receptor gene have been repeatedly associated with social processing and functioning. Despite this knowledge, there are very few studies investigating the mechanisms that may explain the link between oxytocin and social functions. In the endeavor to fill this gap in the literature, the current study searches for associations between the prominent rs2268498 polymorphism on the oxytocin receptor gene and participants' ability to perceive and store implicit social information, which is a fundamental function in social information processing. N=121 healthy participants were experimentally tested with an implicit learning paradigm, answered questionnaires assessing empathy and autistic traits, and were genotyped for the rs2268498 polymorphism. T-allele carriers (TT and TC genotypes) exhibited significantly better implicit learning performance than carriers of the CC-genotype, and learning performance was positively associated with self-reported empathy and negatively with self-reported autistic traits. Results indicate that differences in implicit perception and storing of environmental details while watching social interactions could be an important mechanism to explain the association between differences in endogenous oxytocin activity and social functioning. Copyright © 2017 Elsevier B.V. All rights reserved.

Retention of Implicit Sequence Learning in Persons who Stutter and Persons with Parkinson's Disease

PubMed Central

Smits-Bandstra, Sarah; Gracco, Vincent

2014-01-01

This study investigated the retention of implicit sequence learning in 14 persons with Parkinson's disease (PPD), 14 persons who stutter (PWS) and 14 control participants. Participants completed a nonsense syllable serial reaction time task in a 120-minute session. Participants named aloud four syllables in response to four visual stimuli. The syllables formed a repeating 8-item sequence not made known to participants. After one week, participants completed a 60-minute retention session that included an explicit learning questionnaire and a sequence generation task. PPD showed retention of general learning equivalent to controls but PWS's reaction times were significantly slower on early trials of the retention test relative to other groups. Controls showed implicit learning during the initial session that was retained on the retention test. In contrast, PPD and PWS did not demonstrate significant implicit learning until the retention test suggesting intact, but delayed, learning and retention of implicit sequencing skills. All groups demonstrated similar limited explicit sequence knowledge. Performance differences between PWS and PPD relative to controls during the initial session and on early retention trials indicated possible dysfunction of the cortico-striato-thalamo-cortical loop. The etiological implications for stuttering, and clinical implications for both populations, of this dysfunction are discussed. PMID:23844763

Visual memories for perceived length are well preserved in older adults.

PubMed

Norman, J Farley; Holmin, Jessica S; Bartholomew, Ashley N

2011-09-15

Three experiments compared younger (mean age was 23.7years) and older (mean age was 72.1years) observers' ability to visually discriminate line length using both explicit and implicit standard stimuli. In Experiment 1, the method of constant stimuli (with an explicit standard) was used to determine difference thresholds, whereas the method of single stimuli (where the knowledge of the standard length was only implicit and learned from previous test stimuli) was used in Experiments 2 and 3. The study evaluated whether increases in age affect older observers' ability to learn, retain, and utilize effective implicit visual standards. Overall, the observers' length difference thresholds were 5.85% of the standard when the method of constant stimuli was used and improved to 4.39% of the standard for the method of single stimuli (a decrease of 25%). Both age groups performed similarly in all conditions. The results demonstrate that older observers retain the ability to create, remember, and utilize effective implicit standards from a series of visual stimuli. Copyright © 2011 Elsevier Ltd. All rights reserved.

New Knowledge Derived from Learned Knowledge: Functional-Anatomic Correlates of Stimulus Equivalence

ERIC Educational Resources Information Center

Schlund, Michael W.; Hoehn-Saric, Rudolf; Cataldo, Michael F.

2007-01-01

Forming new knowledge based on knowledge established through prior learning is a central feature of higher cognition that is captured in research on stimulus equivalence (SE). Numerous SE investigations show that reinforcing behavior under control of distinct sets of arbitrary conditional relations gives rise to stimulus control by new, "derived"…

Implicit Racial Bias in Medical School Admissions.

PubMed

Capers, Quinn; Clinchot, Daniel; McDougle, Leon; Greenwald, Anthony G

2017-03-01

Implicit white race preference has been associated with discrimination in the education, criminal justice, and health care systems and could impede the entry of African Americans into the medical profession, where they and other minorities remain underrepresented. Little is known about implicit racial bias in medical school admissions committees. To measure implicit racial bias, all 140 members of the Ohio State University College of Medicine (OSUCOM) admissions committee took the black-white implicit association test (IAT) prior to the 2012-2013 cycle. Results were collated by gender and student versus faculty status. To record their impressions of the impact of the IAT on the admissions process, members took a survey at the end of the cycle, which 100 (71%) completed. All groups (men, women, students, faculty) displayed significant levels of implicit white preference; men (d = 0.697) and faculty (d = 0.820) had the largest bias measures (P < .001). Most survey respondents (67%) thought the IAT might be helpful in reducing bias, 48% were conscious of their individual results when interviewing candidates in the next cycle, and 21% reported knowledge of their IAT results impacted their admissions decisions in the subsequent cycle. The class that matriculated following the IAT exercise was the most diverse in OSUCOM's history at that time. Future directions include preceding and following the IAT with more robust reflection and education on unconscious bias. The authors join others in calling for an examination of bias at all levels of academic medicine.

Preliminary Study on Appearance-Based Detection of Anatomical Point Landmarks in Body Trunk CT Images

NASA Astrophysics Data System (ADS)

Nemoto, Mitsutaka; Nomura, Yukihiro; Hanaoka, Shohei; Masutani, Yoshitaka; Yoshikawa, Takeharu; Hayashi, Naoto; Yoshioka, Naoki; Ohtomo, Kuni

Anatomical point landmarks as most primitive anatomical knowledge are useful for medical image understanding. In this study, we propose a detection method for anatomical point landmark based on appearance models, which include gray-level statistical variations at point landmarks and their surrounding area. The models are built based on results of Principal Component Analysis (PCA) of sample data sets. In addition, we employed generative learning method by transforming ROI of sample data. In this study, we evaluated our method with 24 data sets of body trunk CT images and obtained 95.8 ± 7.3 % of the average sensitivity in 28 landmarks.

The impact of Body Worlds on adult visitors' knowledge on human anatomy: A preliminary study.

PubMed

Fonseca, Guilherme R B C; Finn, Gabrielle M

2016-05-01

Body Worlds is an anatomical exhibition that shows human remains to the public. It has been considered controversial since it raises ethical tensions and issues. However, organizers and supporters of Body Worlds have claimed the exhibition is intended to promote visitors' understanding over the human body. Despite these claims, no studies were found that support or refute the hypothesis that a visit to Body Worlds increases the public's objective knowledge on human anatomy. Consequently, the objective of this study was to determine the impact of Body Worlds on anatomical knowledge. We constructed and delivered a questionnaire to both a previsit random sample and a postvisit random sample of visitors of Body Worlds' event Facets of Life, in Berlin. The questionnaire was available in both English and German languages and contained (a) basic sociodemographic questions and (b) a valid and reliable anatomy quiz. The quiz consisted of 16 multiple-choice questions that assessed the ability to identify the location of major anatomical structures on the human body. Average scores achieved on the quiz by the postvisit sample (X¯= 9.08, s = 2.48, n = 164) were significantly higher (unpaired t = 3.3957, P = 0.0008) than those achieved by the previsit sample (X¯= 8.11, s = 2.69, n = 167). Our results suggest that a visit to Body Worlds' event Facets of Life may have a beneficial effect in anatomical knowledge. However, further studies with better empirical designs and fewer limitations are needed to confirm our results. © 2016 Wiley Periodicals, Inc.

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study

PubMed Central

Anderson, Sarah J.; Hecker, Kent G.; Krigolson, Olave E.; Jamniczky, Heather A.

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise. PMID:29467638

A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention-A Neuroeducation Study.

PubMed

Anderson, Sarah J; Hecker, Kent G; Krigolson, Olave E; Jamniczky, Heather A

2018-01-01

In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts. Determining how best do we design and assess pre-class exercises requires a detailed examination of learning and retention in an applied educational context. Here we used electroencephalography (EEG) as a quantitative dependent variable to track learning and examine the efficacy of JiTT activities to teach anatomy. Specifically, we examined changes in the amplitude of the N250 and reward positivity event-related brain potential (ERP) components alongside behavioral performance as novice students participated in a series of computerized reinforcement-based learning modules to teach neuroanatomical structures. We found that as students learned to identify anatomical structures, the amplitude of the N250 increased and reward positivity amplitude decreased in response to positive feedback. Both on a retention and transfer exercise when learners successfully remembered and translated their knowledge to novel images, the amplitude of the reward positivity remained decreased compared to early learning. Our findings suggest ERPs can be used as a tool to track learning, retention, and transfer of knowledge and that employing the reinforcement learning paradigm is an effective educational approach for developing anatomical expertise.

Popper's Epistemology as a Pedagogic and Didactic Principle, or: Let Them Make More "Mistakes."

ERIC Educational Resources Information Center

Derkse, W.

1981-01-01

Describes the relationship of Popper's theory of knowledge to chemistry instruction. Suggests that students be allowed to learn from their mistakes and presents five experiments with an implicit falsification purpose. (JN)

What's in a name? Young adolescents' implicit conceptions of invention

NASA Astrophysics Data System (ADS)

Plucker, Jonathan A.

2002-03-01

The past few years have seen an increase in the amount of attention focused on invention and design education at the college and K-12 levels. Given these efforts, the dearth of research on students' preexisting conceptions of invention is surprising. Knowledge of invention beliefs and attitudes will inform educational efforts by allowing educators to target the curriculum and accompanying activities more effectively than is possible without this knowledge. In this study, 55 sixth-grade students completed open-ended survey questions related to their conceptions of invention. Results suggest that students have few or simplistic conceptions of the invention and patent processes. Prior exposure to invention instruction or previous experience with inventing did not appear to have an impact on students' conceptions of invention. In order to dispel these superficial implicit theories, educators involved with invention programs should consider the use of active, situated teaching techniques such as project- and problem-based learning.

Theoretical Commitment and Implicit Knowledge: Why Anomalies do not Trigger Learning

NASA Astrophysics Data System (ADS)

Ohlsson, Stellan

A theory consists of a mental model, laws that specify parameters of the model and one or more explanatory schemas. Models represent by being isomorphic to real systems. To explain an event is to reenact its genesis by executing the relevant model in the mind's eye. Schemas capture recurring structural features of explanations. To subscribe to a theory is to be committed to explaining a particular class of events with that theory (and nothing else). Given theoretical commitment, an anomaly, i.e., an event that cannot be explained, is an occasion for theory change, but in the absence of commitment, the response is instead to exclude the anomalous event from the domain of application of the theory. Lay people and children hold their theories implicitly and hence without commitment. These observations imply that the analogy between scientist's theories and children's knowledge is valid, but that the analogy between theory change and learning is not.

Transfer of Learning between Hemifields in Multiple Object Tracking: Memory Reduces Constraints of Attention

PubMed Central

Lapierre, Mark; Howe, Piers D. L.; Cropper, Simon J.

2013-01-01

Many tasks involve tracking multiple moving objects, or stimuli. Some require that individuals adapt to changing or unfamiliar conditions to be able to track well. This study explores processes involved in such adaptation through an investigation of the interaction of attention and memory during tracking. Previous research has shown that during tracking, attention operates independently to some degree in the left and right visual hemifields, due to putative anatomical constraints. It has been suggested that the degree of independence is related to the relative dominance of processes of attention versus processes of memory. Here we show that when individuals are trained to track a unique pattern of movement in one hemifield, that learning can be transferred to the opposite hemifield, without any evidence of hemifield independence. However, learning is not influenced by an explicit strategy of memorisation of brief periods of recognisable movement. The findings lend support to a role for implicit memory in overcoming putative anatomical constraints on the dynamic, distributed spatial allocation of attention involved in tracking multiple objects. PMID:24349555

Neurocognitive mechanisms underlying the experience of flow.

PubMed

Dietrich, Arne

2004-12-01

Recent theoretical and empirical work in cognitive science and neuroscience is brought into contact with the concept of the flow experience. After a brief exposition of brain function, the explicit-implicit distinction is applied to the effortless information processing that is so characteristic of the flow state. The explicit system is associated with the higher cognitive functions of the frontal lobe and medial temporal lobe structures and has evolved to increase cognitive flexibility. In contrast, the implicit system is associated with the skill-based knowledge supported primarily by the basal ganglia and has the advantage of being more efficient. From the analysis of this flexibility/efficiency trade-off emerges a thesis that identifies the flow state as a period during which a highly practiced skill that is represented in the implicit system's knowledge base is implemented without interference from the explicit system. It is proposed that a necessary prerequisite to the experience of flow is a state of transient hypofrontality that enables the temporary suppression of the analytical and meta-conscious capacities of the explicit system. Examining sensory-motor integration skills that seem to typify flow such as athletic performance, writing, and free-jazz improvisation, the new framework clarifies how this concept relates to creativity and opens new avenues of research.

Thai in-service teacher understanding of nature of science in biology teaching: Case of Mali

NASA Astrophysics Data System (ADS)

Aiemsum-ang, Napapan; Yuenyong, Chokchai

2018-01-01

This paper aimed to investigate the existing ideas of nature of science (NOS) teaching in Thailand biology classroom. The study reported the existing ideas of nature of science (NOS) teaching of one biology teacher Mrs. Mali who had been teaching for 6 years at in a school in Khon Kaen city. Methodology regarded interpretive paradigm. Tools of interpretation included 2 months of classroom observation, interviewing, and questionnaire of NOS. The findings revealed Mali held good understanding of the nature of science in the aspect of the use of evidence, the aspect of knowledge inquiry through different observation and deduction, the aspect of creativity and imagination influencing science knowledge inquiry, and the aspect of changeable scientific knowledge. Her biology teaching indicated that she used both the deficient nature of science approach and the implicit nature of science approach. The implicit nature of science approach was applied mostly in 7 periods and only 2 periods were arranged using the deficient nature of science approach. The paper has implication for professional development and pre-service program on NOS teaching in Thailand.

The conscious, the unconscious, and familiarity.

PubMed

Scott, Ryan B; Dienes, Zoltán

2008-09-01

This article examines the role of subjective familiarity in the implicit and explicit learning of artificial grammars. Experiment 1 found that objective measures of similarity (including fragment frequency and repetition structure) predicted ratings of familiarity, that familiarity ratings predicted grammaticality judgments, and that the extremity of familiarity ratings predicted confidence. Familiarity was further shown to predict judgments in the absence of confidence, hence contributing to above-chance guessing. Experiment 2 found that confidence developed as participants refined their knowledge of the distribution of familiarity and that differences in familiarity could be exploited prior to confidence developing. Experiment 3 found that familiarity was consciously exploited to make grammaticality judgments including those made without confidence and that familiarity could in some instances influence participants' grammaticality judgments apparently without their awareness. All 3 experiments found that knowledge distinct from familiarity was derived only under deliberate learning conditions. The results provide decisive evidence that familiarity is the essential source of knowledge in artificial grammar learning while also supporting a dual-process model of implicit and explicit learning. (c) 2008 APA, all rights reserved.

Anatomical knowledge among medieval folk artists: osteological interpretation of two Dance of Death motifs.

PubMed

Petaros, Anja; Culina, Tatjana; Suran, Andrea; Skrobonja, Ante

2013-08-01

Anatomy has a long history that started with dissection of animals and then expanded and flourished thanks to dissections performed on human bodies. Artists had a crucial role in uncovering the secrets of human anatomy. While most studies have focused on the influence of famous Renaissance artists on human anatomy studies, the anatomical drawings by pre-Renaissance artists and local craftsmen have remained in their shadow. One of the most popular artistic genres in which complete or parts of human skeletons appear is the Dance of Death (Danse Macabre). This article is an anthropological study of two medieval Dance of Death frescoes that are unusual in being relatively early as well as accurately datable. A comparative morphological analysis of the two late 15th century works present in Istria has been conducted. The two works were painted by two local masters and show how the artists filled the gaps in their knowledge of human anatomy mostly with insights into animal bones and imagination. Their artworks, even though only 16 years apart, demonstrate substantial differences in the representation of the skeletons. The article argues that the history of medicine and of art could make good use of osteology and physical anthropology in attempts to define and understand how anatomical knowledge developed among pre-Renaissance and post-Renaissance artists and local people. © 2013 Anatomical Society.

Advertising cadavers in the republic of letters: anatomical publications in the early modern Netherlands.

PubMed

Margócsy, Dániel

2009-06-01

This paper sketches how late seventeenth-century Dutch anatomists used printed publications to advertise their anatomical preparations, inventions and instructional technologies to an international clientele. It focuses on anatomists Frederik Ruysch (1638-1732) and Lodewijk de Bils (1624-69), inventors of two separate anatomical preparation methods for preserving cadavers and body parts in a lifelike state for decades or centuries. Ruysch's and de Bils's publications functioned as an 'advertisement' for their preparations. These printed volumes informed potential customers that anatomical preparations were aesthetically pleasing and scientifically important but did not divulge the trade secrets of the method of production. Thanks to this strategy of non-disclosure and advertisement, de Bils and Ruysch could create a well-working monopoly market of anatomical preparations. The 'advertising' rhetorics of anatomical publications highlight the potential dangers of equating the growth of print culture with the development of an open system of knowledge exchange.

Prior Conceptual Knowledge and Textbook Search.

ERIC Educational Resources Information Center

Byrnes, James P.; Guthrie, John T.

1992-01-01

The role of a subject's conceptual knowledge in the procedural task of searching a text for information was studied for 51 college undergraduates in 2 experiments involving knowledge of anatomy. Students with more anatomical information were able to search a text more quickly. Educational implications are discussed. (SLD)

Anatomical exploration of a dicephalous goat kid using sheet plastination (E12).

PubMed

Elnady, Fawzy; Sora, Mircea-Constantin

2009-06-01

A dicephalous, 1-day-old, female goat kid was presented for anatomical study. Epoxy plastination slices (E12) were used successfully to explore this condition. They provided excellent anatomic and bone detail, demonstrating organ position, shared structures, and vascular anatomy. Sheet plastination (E12) was used as an optimal method to clarify how the two heads were united, especially the neuroanatomy. The plastinated transparent slices allowed detailed study of the anatomical structures, in a non-collapsed and non-dislocated state. Thus, we anatomically explored this rare condition without traditional dissection. The advantages of plastination extended to the preservation at room temperature of this case for further topographical investigation. To the authors' best knowledge, this is the first published report of plastination of a dicephalous goat.

Cultural differences in visual attention: Implications for distraction processing.

PubMed

Amer, Tarek; Ngo, K W Joan; Hasher, Lynn

2017-05-01

We investigated differences between participants of East Asian and Western descent in attention to and implicit memory for irrelevant words which participants were instructed to ignore while completing a target task (a Stroop Task in Experiment 1 and a 1-back task on pictures in Experiment 2). Implicit memory was measured using two conceptual priming tasks (category generation in Experiment 1 and general knowledge in Experiment 2). Participants of East Asian descent showed reliable implicit memory for previous distractors relative to those of Western descent with no evidence of differences on target task performance. We also found differences in a Corsi Block spatial memory task in both studies, with superior performance by the East Asian group. Our findings suggest that cultural differences in attention extend to task-irrelevant background information, and demonstrate for the first time that such information can boost performance when it becomes relevant on a subsequent task. © 2016 The British Psychological Society.

Implicit vs. explicit dimensions of guilt and dominance in criminal psychopathy.

PubMed

Nentjes, Lieke; Bernstein, David P; Cima, Maaike; Wiers, Reinout W

The current study investigated the relationship between psychopathy and two concepts that hold a central position in conceptualizations of this disorder, being guilt and dominance. Both constructs were measured using explicit measures (i.e., self-report), as well as indirect assessment (i.e., the Single Category Implicit Association Test; Sc-IAT). Our sample consisted of 43 psychopathic offenders, 42 nonpsychopathic offenders, and 26 nonoffender controls. Although no overall group differences emerged, the lifestyle/antisocial traits of psychopathy (Factor 2) predicted reduced self-reported guilt on a dimensional level. As hypothesized, such a relationship was absent for the interpersonal/affective dimension of psychopathy (Factor 1). Psychopathy was unrelated to implicit self-guilt associations. Regarding dominance, psychopathy was not significantly associated with indirectly or explicitly assessed dominance. These findings are interpreted in the light of empirical knowledge on moral emotions, insight and response distortion in highly antisocial offenders. Copyright © 2017 Elsevier Ltd. All rights reserved.

Computational neuroanatomy: ontology-based representation of neural components and connectivity.

PubMed

Rubin, Daniel L; Talos, Ion-Florin; Halle, Michael; Musen, Mark A; Kikinis, Ron

2009-02-05

A critical challenge in neuroscience is organizing, managing, and accessing the explosion in neuroscientific knowledge, particularly anatomic knowledge. We believe that explicit knowledge-based approaches to make neuroscientific knowledge computationally accessible will be helpful in tackling this challenge and will enable a variety of applications exploiting this knowledge, such as surgical planning. We developed ontology-based models of neuroanatomy to enable symbolic lookup, logical inference and mathematical modeling of neural systems. We built a prototype model of the motor system that integrates descriptive anatomic and qualitative functional neuroanatomical knowledge. In addition to modeling normal neuroanatomy, our approach provides an explicit representation of abnormal neural connectivity in disease states, such as common movement disorders. The ontology-based representation encodes both structural and functional aspects of neuroanatomy. The ontology-based models can be evaluated computationally, enabling development of automated computer reasoning applications. Neuroanatomical knowledge can be represented in machine-accessible format using ontologies. Computational neuroanatomical approaches such as described in this work could become a key tool in translational informatics, leading to decision support applications that inform and guide surgical planning and personalized care for neurological disease in the future.

What is an Objective Structured Practical Examination in Anatomy?

ERIC Educational Resources Information Center

Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul

2013-01-01

Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The…

Anatomy and histology of the sacroiliac joints.

PubMed

Egund, Niels; Jurik, Anne Grethe

2014-07-01

The anatomy of joints provides an important basis for understanding the nature and imaging of pathologic lesions and their imaging appearance. This applies especially to the sacroiliac (SI) joints, which play a major role in the diagnosis of spondyloarthritis. They are composed of two different joint portions, a cartilage-covered portion ventrally and a ligamentous portion dorsally, and thus rather complex anatomically. Knowledge of anatomy and the corresponding normal imaging findings are important in the imaging diagnosis of sacroiliitis, especially by MR imaging. A certain distinction between the two joint portions by MR imaging is only obtainable by axial slice orientation. Together with a perpendicular coronal slice orientation, it provides adequate anatomical information and thereby a possibility for detecting the anatomical site of disease-specific characteristics and normal variants simulating disease. This overview describes current knowledge about the normal macroscopic and microscopic anatomy of the SI joints. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

[Surgery and anatomy in the Renaissance].

PubMed

Romero-y Huesca, Andrés; Ramírez-Bollas, Julio; Ponce-Landín, Francisco Javier; Moreno-Rojas, Juan Carlos; Soto-Miranda, Miguel Angel

2005-01-01

The interest in the physical perfection and the corporal forms brings as a result the creation of new anatomical studies. The anatomical knowledge progressed in the second half of the XV century, conceiving the knowledge of the human body as a basic reality of Medicine. One of the greater contributions of the Italian Universities to medicine was the teaching of anatomy. The Universities of Padua, Bologna, and Pisa educated in their classrooms great physicians like Andres Vesalio, Gabriel Fallopio, Realdo Colombo, Mondino de Luzzi, Julio Ceasar Aranzio, and Gaspare Tagliacozzi, among others. The teaching of anatomy during the Renaissance was characterized by the development of dissection techniques and autopsy practice, which was recognized as an extremely valuable skill for anatomical study. The dissections were made in circular amphitheatres in the following way: a Medicine professor read the text book, another one made the dissection, and a third one indicated the structures referred.

Congenital amusias.

PubMed

Tillmann, B; Albouy, P; Caclin, A

2015-01-01

In contrast to the sophisticated music processing reported in the general population, individuals with congenital amusia show deficits in music perception and production. Congenital amusia occurs without brain damage, sensory or cognitive deficits, and has been suggested as a lifelong deficit with genetic origin. Even though recognized for a long time, this disorder has been systematically studied only relatively recently for its behavioral and neural correlates. The currently most investigated hypothesis about the underlying deficits concerns the pitch dimension, notably with impaired pitch discrimination and memory. Anatomic and functional investigations of pitch processing revealed that the amusic brain presents abnormalities in the auditory and inferior frontal cortices, associated with decreased connectivity between these structures. The deficit also impairs processing of pitch in speech material and processing of the time dimension in music for some of the amusic individuals, but does not seem to affect spatial processing. Some studies suggest at least partial dissociation in the disorder between perception and production. Recent studies revealed spared implicit pitch perception in congenital amusia, supporting the power of implicit cognition in the music domain. Current challenges consist in defining different subtypes of congenital amusia as well as developing rehabilitation programs for this "musical handicap." © 2015 Elsevier B.V. All rights reserved.

Unusual pattern of the first dorsal metacarpal artery.

PubMed

Bianchi, Homero; Saravia, Diego; Ottone, Nicolas Ernesto

2017-07-01

This report describes an unusual pattern of the first dorsal metacarpal artery (FDMA) regarding its course and termination. This FDMA had an abnormal course, passing deep to various anatomical elements related to the index finger, with unusual termination in the radial and ulnar proper palmar digital arteries feeding the second and third fingers, respectively. There is no mention of this anatomical variation in the literature. We report the possible embryological origin of this case and other variations related to the FDMA. This unusual pattern represents a new reason to consider anatomical knowledge important for surgeons whose procedures are in this area and to ensure an accurate diagnosis and safe treatment of pathologies that might engage this anatomical variation.

It is not just memory: propositional thinking influences performance on the autobiographical IAT.

PubMed

Vargo, Elisabeth Julie; Petróczi, Andrea; Shah, Iltaf; Naughton, Declan P

2014-12-01

The autobiographical Implicit Association Test (aIAT) is a variant of the Implicit Association Test reportedly capable of detecting an individual's concealed autobiographical event with very high accuracy. A previous attempt to utilize this measurement technique for the identification of cocaine users rendered an alarming rate of false positives. In this study, we aimed to explore the potential reasons behind the measurement's inaccuracy. Two versions of the cocaine aIAT were devised with different category labels (descriptive 'guilty/innocent' and self-referenced 'as if you were/were not'). Forty-one cocaine abstinent participants (43.9% male; mean age = 28.17 ± 7.36) were randomly assigned to one of the two conditions. Self-declared cocaine abstinence was confirmed for the 12-month period preceding data collection through hair analysis. Participants were also administered bespoke implicit and explicit cocaine user attitude measures, the self-esteem IAT and the Rosenberg self-esteem scale. The category labels which elicited self-referenced knowledge showed low accuracy (19%) compared to the 65% of the 'guilty/innocent' labels proposed by original authors. The self-referenced aIAT version significantly correlated with the self-concept measures. The aIAT outcomes were independent from attitudes toward cocaine users. Category labels play an influential role in determining the test's accuracy, demonstrating that participants' propositional knowledge and self-concept are involved during test performance. The aIAT does not appear to tap directly into an individual's implicit memory when relevant memory is not available. Although the test cannot be recommended for detecting drug use, further research should investigate underlying mechanisms and other potentials of the technique. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Sleep-Effects on Implicit and Explicit Memory in Repeated Visual Search

PubMed Central

Assumpcao, Leonardo; Gais, Steffen

2013-01-01

In repeated visual search tasks, facilitation of reaction times (RTs) due to repetition of the spatial arrangement of items occurs independently of RT facilitation due to improvements in general task performance. Whereas the latter represents typical procedural learning, the former is a kind of implicit memory that depends on the medial temporal lobe (MTL) memory system and is impaired in patients with amnesia. A third type of memory that develops during visual search is the observers’ explicit knowledge of repeated displays. Here, we used a visual search task to investigate whether procedural memory, implicit contextual cueing, and explicit knowledge of repeated configurations, which all arise independently from the same set of stimuli, are influenced by sleep. Observers participated in two experimental sessions, separated by either a nap or a controlled rest period. In each of the two sessions, they performed a visual search task in combination with an explicit recognition task. We found that (1) across sessions, MTL-independent procedural learning was more pronounced for the nap than rest group. This confirms earlier findings, albeit from different motor and perceptual tasks, showing that procedural memory can benefit from sleep. (2) Likewise, the sleep group compared with the rest group showed enhanced context-dependent configural learning in the second session. This is a novel finding, indicating that the MTL-dependent, implicit memory underlying contextual cueing is also sleep-dependent. (3) By contrast, sleep and wake groups displayed equivalent improvements in explicit recognition memory in the second session. Overall, the current study shows that sleep affects MTL-dependent as well as MTL-independent memory, but it affects different, albeit simultaneously acquired, forms of MTL-dependent memory differentially. PMID:23936363

Is sequence awareness mandatory for perceptual sequence learning: An assessment using a pure perceptual sequence learning design.

PubMed

Deroost, Natacha; Coomans, Daphné

2018-02-01

We examined the role of sequence awareness in a pure perceptual sequence learning design. Participants had to react to the target's colour that changed according to a perceptual sequence. By varying the mapping of the target's colour onto the response keys, motor responses changed randomly. The effect of sequence awareness on perceptual sequence learning was determined by manipulating the learning instructions (explicit versus implicit) and assessing the amount of sequence awareness after the experiment. In the explicit instruction condition (n = 15), participants were instructed to intentionally search for the colour sequence, whereas in the implicit instruction condition (n = 15), they were left uninformed about the sequenced nature of the task. Sequence awareness after the sequence learning task was tested by means of a questionnaire and the process-dissociation-procedure. The results showed that the instruction manipulation had no effect on the amount of perceptual sequence learning. Based on their report to have actively applied their sequence knowledge during the experiment, participants were subsequently regrouped in a sequence strategy group (n = 14, of which 4 participants from the implicit instruction condition and 10 participants from the explicit instruction condition) and a no-sequence strategy group (n = 16, of which 11 participants from the implicit instruction condition and 5 participants from the explicit instruction condition). Only participants of the sequence strategy group showed reliable perceptual sequence learning and sequence awareness. These results indicate that perceptual sequence learning depends upon the continuous employment of strategic cognitive control processes on sequence knowledge. Sequence awareness is suggested to be a necessary but not sufficient condition for perceptual learning to take place. Copyright © 2018 Elsevier B.V. All rights reserved.

KECSA-Movable Type Implicit Solvation Model (KMTISM)

PubMed Central

2015-01-01

Computation of the solvation free energy for chemical and biological processes has long been of significant interest. The key challenges to effective solvation modeling center on the choice of potential function and configurational sampling. Herein, an energy sampling approach termed the “Movable Type” (MT) method, and a statistical energy function for solvation modeling, “Knowledge-based and Empirical Combined Scoring Algorithm” (KECSA) are developed and utilized to create an implicit solvation model: KECSA-Movable Type Implicit Solvation Model (KMTISM) suitable for the study of chemical and biological systems. KMTISM is an implicit solvation model, but the MT method performs energy sampling at the atom pairwise level. For a specific molecular system, the MT method collects energies from prebuilt databases for the requisite atom pairs at all relevant distance ranges, which by its very construction encodes all possible molecular configurations simultaneously. Unlike traditional statistical energy functions, KECSA converts structural statistical information into categorized atom pairwise interaction energies as a function of the radial distance instead of a mean force energy function. Within the implicit solvent model approximation, aqueous solvation free energies are then obtained from the NVT ensemble partition function generated by the MT method. Validation is performed against several subsets selected from the Minnesota Solvation Database v2012. Results are compared with several solvation free energy calculation methods, including a one-to-one comparison against two commonly used classical implicit solvation models: MM-GBSA and MM-PBSA. Comparison against a quantum mechanics based polarizable continuum model is also discussed (Cramer and Truhlar’s Solvation Model 12). PMID:25691832

Dual-modality impairment of implicit learning of letter-strings versus color-patterns in patients with schizophrenia.

PubMed

Chiu, Ming-Jang; Liu, Kristina; Hsieh, Ming H; Hwu, Hai-Gwo

2005-12-12

Implicit learning was reported to be intact in schizophrenia using artificial grammar learning. However, emerging evidence indicates that artificial grammar learning is not a unitary process. The authors used dual coding stimuli and schizophrenia clinical symptom dimensions to re-evaluate the effect of schizophrenia on various components of artificial grammar learning. Letter string and color pattern artificial grammar learning performances were compared between 63 schizophrenic patients and 27 comparison subjects. Four symptom dimensions derived from a Chinese Positive and Negative Symptom Scale ratings were correlated with patients' artificial grammar implicit learning performances along the two stimulus dimensions. Patients' explicit memory performances were assessed by verbal paired associates and visual reproduction subtests of the Wechsler Memory Scales Revised Version to provide a contrast to their implicit memory function. Schizophrenia severely hindered color pattern artificial grammar learning while the disease affected lexical string artificial grammar learning to a lesser degree after correcting the influences from age, education and the performance of explicit memory function of both verbal and visual modalities. Both learning performances correlated significantly with the severity of patients' schizophrenic clinical symptom dimensions that reflect poor abstract thinking, disorganized thinking, and stereotyped thinking. The results of this study suggested that schizophrenia affects various mechanisms of artificial grammar learning differently. Implicit learning, knowledge acquisition in the absence of conscious awareness, is not entirely intact in patients with schizophrenia. Schizophrenia affects implicit learning through an impairment of the ability of making abstractions from rules and at least in part decreasing the capacity for perceptual learning.

The development of implicit learning from infancy to adulthood: item frequencies, relations, and cognitive flexibility.

PubMed

Amso, Dima; Davidow, Juliet

2012-09-01

The majority of cognitive processes show measurable change over the lifespan. However, some argue that implicit learning from environmental structure is development invariant [e.g., Muelemans et al. [1998] Experimental Child Psychology, 69, 199-221; Reber [1993] Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford University Press], while others have shown that adults learn faster than children [Thomas et al. [2004] Journal of Cognitive Neuroscience, 16, 1339-1351]. In two experiments, we tested infants through adults using the same saccade latency measure and behavioral learning paradigm. We examined implicit learning when subjects are presented with interleaved regularities acting on one item, as well as the ability to adjust behavior when learned information is violated. In one comparison, the first- (item frequencies) and second- (spatiotemporal item relations) order statistics are in conflict, allowing us to examine flexibility in learning from multiple parameters. Data from Experiment 1 (N = 90, 6- to 30-year olds) showed no developmental differences in either implicit learning from environmental regularity or flexibility of learning from conflicting parameters across our age range. Accuracy data showed that children are especially sensitive to low frequency relative to high frequency items. In Experiment 2, we showed that 7- to 11-month-old infants had a saccade latency profile that was consistent with task structure, that is, they simultaneously learned both item frequencies and spatiotemporal relations, as indicated by data patterns similar to those obtained in Experiment 1. Taken together, these data provide support for developmental invariance in implicit learning from environmental regularities. Copyright © 2012 Wiley Periodicals, Inc.

The Three-Brain Concept and the Classroom.

ERIC Educational Resources Information Center

Hart, Leslie A.

1981-01-01

New knowledge on the evolution of the brain helps to explain human behavior and learning patterns. Threat is implicit in our school system, according to the author, and this atmosphere severely inhibits full use of the New Mammalian brain. (Author/WD)

Generalized lessons about sequence learning from the study of the serial reaction time task

PubMed Central

Schwarb, Hillary; Schumacher, Eric H.

2012-01-01

Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. PMID:22723815

Implicit aversive memory under anaesthesia in animal models: a narrative review.

PubMed

Samuel, N; Taub, A H; Paz, R; Raz, A

2018-07-01

Explicit memory after anaesthesia has gained considerable attention because of its negative implications, while implicit memory, which is more elusive and lacks patients' explicit recall, has received less attention and dedicated research. This is despite the likely impact of implicit memory on postoperative long-term well-being and behaviour. Given the scarcity of human data, fear conditioning in animals offers a reliable model of implicit learning, and importantly, one where we already have a good understanding of the underlying neural circuitry in awake conditions. Animal studies provide evidence that fear conditioning occurs under anaesthesia. The effects of different anaesthetics on memory are complex, with different drugs interacting at different stages of learning. Modulatory suppressive effects can be because of context, specific drugs, and dose dependency. In some cases, low doses of general anaesthetics can actually lead to a paradoxical opposite effect. The underlying mechanisms involve several neurotransmitter systems, acting mainly in the amygdala, hippocampus, and neocortex. Here, we review animal studies of aversive conditioning under anaesthesia, discuss the complex picture that arises, identify the gaps in knowledge that require further investigation, and highlight the potential translational relevance of the models. Copyright © 2018 British Journal of Anaesthesia. Published by Elsevier Ltd. All rights reserved.

Integrating Implicit Leadership Theories, Leader-Member Exchange, Self-Efficacy, and Attachment Theory to Predict Job Performance.

PubMed

Khorakian, Alireza; Sharifirad, Mohammad Sadegh

2018-01-01

The impact of implicit leadership theories on performance and the mechanism linking them have received insufficient theoretical and research attention. Drawing on Bandura's social cognitive theory, the present study contributes theory through examining the assertion that higher congruence between followers' implicit leadership theory and the characteristics of supervisors enhance job performance through higher quality of leader-member exchange and self-efficacy. Moreover, in the proposed model, attachment insecurity was considered as the antecedent of the congruence and leader-member exchange in addition to the moderator of the relationship between them. Capitalizing upon Structural Equation Modeling (SEM), this study tested the model in a field study using a sample of employees in knowledge-oriented firms in Iran. The results suggest that the congruence between followers' implicit leadership theory and the characteristics of supervisors does not directly impact performance and leader-member exchange and self-efficacy are the full mediators. The results also showed that attachment insecurity is the predictor of neither the congruence nor the leader-member exchange. Additionally, attachment insecurity moderates the relationship between these two variables in a way that when attachment insecurity is high, the congruence has more positive impact on leader-member exchange.

[Psychological theory and implicit sociology.].

PubMed

Sévigny, R

1983-01-01

This text is based on the hypothesis that every theory on the psychology of personality must inevitably, in one manner or another, have a sociological referent, that is to say, it must refer to a body of knowledge which deals with a diversity of social contexts and their relations to individuals. According to this working hypothesis, such a sociology is implicit. This text then discusses a group of theoretical approaches in an effort to verify this hypothesis. This approach allows the extrication of diverse forms or diverse expressions of this implicit sociology within this context several currents are rapidly explored : psychoanalysis, behaviorism, gestalt, classical theory of needs. The author also comments on the approach, inspired by oriental techniques or philosophies, which employs the notion of myth to deepen self awareness. Finally, from the same perspective, he comments at greater length on the work of Carl Rogers, highlighting the diverse form of implicit sociology. In addition to Carl Rogers, this text refers to Freud, Jung, Adler, Reich, Perls, Goodman, Skinner as well as to Ginette Paris and various analysts of Taoism. In conclusion, the author indicates the significance of his analysis from double viewpoint of psychological theory and practice.

A lab-controlled simulation of a letter-speech sound binding deficit in dyslexia.

PubMed

Aravena, Sebastián; Snellings, Patrick; Tijms, Jurgen; van der Molen, Maurits W

2013-08-01

Dyslexic and non-dyslexic readers engaged in a short training aimed at learning eight basic letter-speech sound correspondences within an artificial orthography. We examined whether a letter-speech sound binding deficit is behaviorally detectable within the initial steps of learning a novel script. Both letter knowledge and word reading ability within the artificial script were assessed. An additional goal was to investigate the influence of instructional approach on the initial learning of letter-speech sound correspondences. We assigned children from both groups to one of three different training conditions: (a) explicit instruction, (b) implicit associative learning within a computer game environment, or (c) a combination of (a) and (b) in which explicit instruction is followed by implicit learning. Our results indicated that dyslexics were outperformed by the controls on a time-pressured binding task and a word reading task within the artificial orthography, providing empirical support for the view that a letter-speech sound binding deficit is a key factor in dyslexia. A combination of explicit instruction and implicit techniques proved to be a more powerful tool in the initial teaching of letter-sound correspondences than implicit training alone. Copyright © 2013 Elsevier Inc. All rights reserved.

The benefits and limitations of using ultrasonography to supplement anatomical understanding.

PubMed

Sweetman, Greg M; Crawford, Gail; Hird, Kathryn; Fear, Mark W

2013-01-01

Anatomical understanding is critical to medical education. With reduced teaching time and limited cadaver availability, it is important to investigate how best to utilize in vivo imaging to supplement anatomical understanding and better prepare medical graduates for the proliferation of point-of-care imaging in the future. To investigate whether using short sessions of in vivo imaging using ultrasonography could benefit students' anatomical knowledge and clinical application, we conducted a 2-hour session on abdominal anatomy using ultrasonography in small groups of five to six students, for both first- and second-year student cohorts. Individual feedback was collected to assess student perceptions. To measure retention and understanding, a short examination containing ultrasound images and questions and performance of a clinical skill (gastrointestinal' tract examination) were assessed. Ultrasonography sessions were highly valued by the students, with 90% of the students reporting their understanding was improved, and over 70% reporting increased confidence in their anatomical knowledge. However, the assessments showed no appreciable impact on skills or understanding related to abdominal anatomy and examination. We conclude that the risk associated with limited exposure increasing confidence without increasing skills remains real and that in vivo imaging is not effective when used as a short adjunct teaching tool. The widespread use of ultrasonography means finding the best way to incorporate ultrasound into medical education remains important. To this end, we are currently implementing an extended program including echocardiography and multiple anatomical sessions that will determine if frequency and repetition of use can positively impact on student performance and understanding. Copyright © 2012 American Association of Anatomists.

Marginalization: A Revisitation With Integration of Scholarship on Globalization, Intersectionality, Privilege, Microaggressions, and Implicit Biases.

PubMed

Hall, Joanne M; Carlson, Kelly

2016-01-01

In 1994, the concept of marginalization was explored in an article in Advances in Nursing Science. This is a revisitation of the concept incorporating new scholarship. This update is founded on feminism, postcolonialism, critical race theory, and discourse deconstruction, all viewpoints that have been explicated in nursing. The purpose of this analysis is to look at new scholarship and concepts useful to applying marginalization in nursing knowledge development from the standpoint of Bourdieu's macro, meso, and micro levels. New scholarship includes globalization, intersectionality, privilege, microaggressions, and implicit bias. Implications for decreasing health disparities through this new scholarship are discussed.

Addressing Implicit Bias to Improve Cross-cultural Care.

PubMed

Pereda, Brenda; Montoya, Margaret

2018-03-01

Health disparities cluster around race, ethnicity, education, neighborhoods, and income. Systems of exclusion that correlate with social determinants compound the disproportionate burden of poor health experienced by people of color. By 2056, ~50% of the population is expected to fall into categories currently labeled "under-represented minorities" (URMs), primarily African Americans, Latinxs, and American Indians. Although URMs comprise 30% of the general population, only 9% of medical doctors [Association of American Medical Colleges (AAMC)] are URMs. We can lessen the negative effects of implicit bias and minimize inequities and unequal treatment by medical providers with training in cross-disciplinary diversity knowledge and communication skills.

Reduction of Mental Distress in the Dissection Course by Introducing the Body Donor Experience through Anatomical Demonstrations of Organ Systems

ERIC Educational Resources Information Center

Bockers, Anja; Baader, Christoph; Fassnacht, Ulrich Kai; Ochsner, Wolfgang; Bockers, Tobias Maria

2012-01-01

The practice of dissection teaches students not only the foundations of anatomical knowledge but also encourages the development of professional competencies. Yet, the dissection of cadavers in the gross anatomy course can be a stress factor for medical students. There are a minor proportion of students who demonstrate strong emotional reactions…

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge

NASA Astrophysics Data System (ADS)

Wallace, Michael L.

This exploratory study assessed the influence of an implicit, inquiry-oriented nature of science (NOS) instructional approach undertaken in an interdisciplinary college science course on undergraduate honor students' (UHS) understanding of the aspects of NOS for scientific work and scientific knowledge. In this study, the nature of scientific work concentrated upon the delineation of science from pseudoscience and the value scientists place on reproducibility. The nature of scientific knowledge concentrated upon how UHS view scientific theories and how they believe scientists utilize scientific theories in their research. The 39 UHS who participated in the study were non-science majors enrolled in a Honors College sponsored interdisciplinary science course where the instructors took an implicit NOS instructional approach. An open-ended assessment instrument, the UFO Scenario, was designed for the course and used to assess UHS' images of science at the beginning and end of the semester. The mixed-design study employed both qualitative and quantitative techniques to analyze the open-ended responses. The qualitative techniques of open and axial coding were utilized to find recurring themes within UHS' responses. McNemar's chi-square test for two dependent samples was used to identify whether any statistically significant changes occurred within responses from the beginning to the end of the semester. At the start of the study, the majority of UHS held mixed NOS views, but were able to accurately define what a scientific theory is and explicate how scientists utilize theories within scientific research. Postinstruction assessment indicated that UHS did not make significant gains in their understanding of the nature of scientific work or scientific knowledge and their overall images of science remained static. The results of the present study found implicit NOS instruction even with an extensive inquiry-oriented component was an ineffective approach for modifying UHS' images of science towards a more informed view of NOS.

A microgenetic study of learning about the molecular theory of matter and chemical reactions

NASA Astrophysics Data System (ADS)

Chinn, Clark Allen

This paper reports the results of an experimental microgenetic study of children learning complex knowledge from text and experiments. The study had two goals. The first was to investigate fine-grained, moment-to-moment changes in knowledge as middle-school students learned about molecules and chemical reactions over thirteen sessions. The second was to investigate the effects of two instructional treatments, one using implicit textbook explanations and one using explicit explanations developed according to a theory of how scientific knowledge is structured. In the study, 61 sixth- and seventh-graders worked one on one with undergraduate instructors in eleven sessions of about 50 to 80 minutes. The instructors guided the students in conducting experiments and thinking out loud about texts. Topics studied included molecules, states of matter, chemical reactions, and heat transfer. A dense array of questions provided a detailed picture of children's moment-to-moment and day-to-day changes in knowledge. Three results chapters address students' preinstructional knowledge, the effects of the experimental treatment at posttest, and five detailed case studies of students' step-by-step knowledge change over eleven sessions. The chapter on preinstructional knowledge discussed three aspects of global knowledge change: conceptual change, coherence, and entrenchment. Notably, this chapter provides systematic evidence that children's knowledge was fragmented and that consistency with general unifying principles did not guarantee a highly coherent body of knowledge. The experimental manipulation revealed a strong advantage for explicit explanations over implicit textbook explanations. Multiple explicit explanations (e.g., highly explicit explanations of three or four chemical reactions) appeared to be necessary for students to master key concepts. Microgenetic analyses of five cases addressed eight empirical issues that should be addressed by any theory of knowledge acquisition: (a) the nature of the overall knowledge change, (b) the progression of intermediate states during knowledge change, (c) initiators of knowledge change, (d) interactions of prior background knowledge and prior domain knowledge during knowledge changes, (e) the fate of old and new knowledge, (f) the relationship between belief and knowledge, (g) changes in meta-awareness, and (h) factors that influenced the course of knowledge change.

Eliciting candidate anatomical routes for protein interactions: a scenario from endocrine physiology

PubMed Central

2013-01-01

Background In this paper, we use: i) formalised anatomical knowledge of connectivity between body structures and ii) a formal theory of physiological transport between fluid compartments in order to define and make explicit the routes followed by proteins to a site of interaction. The underlying processes are the objects of mathematical models of physiology and, therefore, the motivation for the approach can be understood as using knowledge representation and reasoning methods to propose concrete candidate routes corresponding to correlations between variables in mathematical models of physiology. In so doing, the approach projects physiology models onto a representation of the anatomical and physiological reality which underpins them. Results The paper presents a method based on knowledge representation and reasoning for eliciting physiological communication routes. In doing so, the paper presents the core knowledge representation and algorithms using it in the application of the method. These are illustrated through the description of a prototype implementation and the treatment of a simple endocrine scenario whereby a candidate route of communication between ANP and its receptors on the external membrane of smooth muscle cells in renal arterioles is elicited. The potential of further development of the approach is illustrated through the informal discussion of a more complex scenario. Conclusions The work presented in this paper supports research in intercellular communication by enabling knowledge‐based inference on physiologically‐related biomedical data and models. PMID:23590598

Assessment of anatomical knowledge: Approaches taken by higher education institutions.

PubMed

Choudhury, Bipasha; Freemont, Anthony

2017-04-01

Assessment serves the primary function of determining a student's competence in a subject. Several different assessment formats are available for assessing anatomical skills, knowledge and understanding and, as assessment can drive learning, a careful selection of assessments can help to engender the correct deep learning facility required of the safe clinical practitioner. The aim of this review was to survey the published literature to see whether higher education institutions are taking an andragogical approach to assessment. Five databases (EMBASE, ERIC, Medline, PubMed, and Web of Knowledge) were searched using standardized search terms with two limits applied (English language, and 2000 to the present). Among the 2,094 papers found, 32 were deemed suitable for this review. Current literature on assessment can be categorized into the following themes: assessment driven learning, types of assessments, frequency of assessments, and use of images in assessments. The consensus is to use a variety of methods, written and practical, to assess anatomical knowledge and skill in different domains. Institutions aim for different levels of Bloom's taxonomy for students at similar stages of their medical degree. Formative assessments are used widely, in differing formats, with mostly good effects on the final examination grade. In conclusion, a wide variety of assessments, each aimed at a different level of Bloom's taxonomy, are used by different institutions. Clin. Anat. 30:290-299, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Computational neuroanatomy: ontology-based representation of neural components and connectivity

PubMed Central

Rubin, Daniel L; Talos, Ion-Florin; Halle, Michael; Musen, Mark A; Kikinis, Ron

2009-01-01

Background A critical challenge in neuroscience is organizing, managing, and accessing the explosion in neuroscientific knowledge, particularly anatomic knowledge. We believe that explicit knowledge-based approaches to make neuroscientific knowledge computationally accessible will be helpful in tackling this challenge and will enable a variety of applications exploiting this knowledge, such as surgical planning. Results We developed ontology-based models of neuroanatomy to enable symbolic lookup, logical inference and mathematical modeling of neural systems. We built a prototype model of the motor system that integrates descriptive anatomic and qualitative functional neuroanatomical knowledge. In addition to modeling normal neuroanatomy, our approach provides an explicit representation of abnormal neural connectivity in disease states, such as common movement disorders. The ontology-based representation encodes both structural and functional aspects of neuroanatomy. The ontology-based models can be evaluated computationally, enabling development of automated computer reasoning applications. Conclusion Neuroanatomical knowledge can be represented in machine-accessible format using ontologies. Computational neuroanatomical approaches such as described in this work could become a key tool in translational informatics, leading to decision support applications that inform and guide surgical planning and personalized care for neurological disease in the future. PMID:19208191

Calot's triangle.

PubMed

Abdalla, Sala; Pierre, Sacha; Ellis, Harold

2013-05-01

Calot's triangle is an anatomical landmark of special value in cholecystectomy. First described by Jean-François Calot as an "isosceles" triangle in his doctoral thesis in 1891, this anatomical space requires careful dissection before the ligation and division of the cystic artery and cystic duct during cholecystectomy. The modern definition of the boundaries of Calot's triangle varies from Calot's original description, although the exact timing of this change is not entirely clear. The structures within Calot's triangle and their anatomical relationships can present the surgeon with difficulties, particularly when anatomical variations are encountered. Sound knowledge of the normal anatomy of the extrahepatic biliary tract and vasculature, as well as understanding of congenital variation, is thus essential in the prevention of iatrogenic injury. The authors describe the normal anatomy of Calot's triangle and common anatomical anomalies. The incidence of structural injury is discussed, and new techniques in surgery for enhancing the visualisation of Calot's triangle are reviewed. © . Copyright © 2012 Wiley Periodicals, Inc.

Concurrence of rule- and similarity-based mechanisms in artificial grammar learning.

PubMed

Opitz, Bertram; Hofmann, Juliane

2015-03-01

A current theoretical debate regards whether rule-based or similarity-based learning prevails during artificial grammar learning (AGL). Although the majority of findings are consistent with a similarity-based account of AGL it has been argued that these results were obtained only after limited exposure to study exemplars, and performance on subsequent grammaticality judgment tests has often been barely above chance level. In three experiments the conditions were investigated under which rule- and similarity-based learning could be applied. Participants were exposed to exemplars of an artificial grammar under different (implicit and explicit) learning instructions. The analysis of receiver operating characteristics (ROC) during a final grammaticality judgment test revealed that explicit but not implicit learning led to rule knowledge. It also demonstrated that this knowledge base is built up gradually while similarity knowledge governed the initial state of learning. Together these results indicate that rule- and similarity-based mechanisms concur during AGL. Moreover, it could be speculated that two different rule processes might operate in parallel; bottom-up learning via gradual rule extraction and top-down learning via rule testing. Crucially, the latter is facilitated by performance feedback that encourages explicit hypothesis testing. Copyright © 2015 Elsevier Inc. All rights reserved.

Using a matrix-analytical approach to synthesizing evidence solved incompatibility problem in the hierarchy of evidence.

PubMed

Walach, Harald; Loef, Martin

2015-11-01

The hierarchy of evidence presupposes linearity and additivity of effects, as well as commutativity of knowledge structures. It thereby implicitly assumes a classical theoretical model. This is an argumentative article that uses theoretical analysis based on pertinent literature and known facts to examine the standard view of methodology. We show that the assumptions of the hierarchical model are wrong. The knowledge structures gained by various types of studies are not sequentially indifferent, that is, do not commute. External validity and internal validity are at least partially incompatible concepts. Therefore, one needs a different theoretical structure, typical of quantum-type theories, to model this situation. The consequence of this situation is that the implicit assumptions of the hierarchical model are wrong, if generalized to the concept of evidence in total. The problem can be solved by using a matrix-analytical approach to synthesizing evidence. Here, research methods that produce different types of evidence that complement each other are synthesized to yield the full knowledge. We show by an example how this might work. We conclude that the hierarchical model should be complemented by a broader reasoning in methodology. Copyright © 2015 Elsevier Inc. All rights reserved.

Anatomy structure creation and editing using 3D implicit surfaces

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hibbard, Lyndon S.

2012-05-15

Purpose: To accurately reconstruct, and interactively reshape 3D anatomy structures' surfaces using small numbers of 2D contours drawn in the most visually informative views of 3D imagery. The innovation of this program is that the number of 2D contours can be very much smaller than the number of transverse sections, even for anatomy structures spanning many sections. This program can edit 3D structures from prior segmentations, including those from autosegmentation programs. The reconstruction and surface editing works with any image modality. Methods: Structures are represented by variational implicit surfaces defined by weighted sums of radial basis functions (RBFs). Such surfacesmore » are smooth, continuous, and closed and can be reconstructed with RBFs optimally located to efficiently capture shape in any combination of transverse (T), sagittal (S), and coronal (C) views. The accuracy of implicit surface reconstructions was measured by comparisons with the corresponding expert-contoured surfaces in 103 prostate cancer radiotherapy plans. Editing a pre-existing surface is done by overdrawing its profiles in image views spanning the affected part of the structure, deleting an appropriate set of prior RBFs, and merging the remainder with the new edit contour RBFs. Two methods were devised to identify RBFs to be deleted based only on the geometry of the initial surface and the locations of the new RBFs. Results: Expert-contoured surfaces were compared with implicit surfaces reconstructed from them over varying numbers and combinations of T/S/C planes. Studies revealed that surface-surface agreement increases monotonically with increasing RBF-sample density, and that the rate of increase declines over the same range. These trends were observed for all surface agreement metrics and for all the organs studied--prostate, bladder, and rectum. In addition, S and C contours may convey more shape information than T views for CT studies in which the axial slice thickness is greater than the pixel size. Surface editing accuracy likewise improves with larger sampling densities, and the rate of improvement similarly declines over the same conditions. Conclusions: Implicit surfaces based on RBFs are accurate representations of anatomic structures and can be interactively generated or modified to correct segmentation errors. The number of input contours is typically smaller than the number of T contours spanned by the structure.« less

State-and-transition model archetypes: a global taxonomy of rangeland change

USDA-ARS?s Scientific Manuscript database

State and transition models (STMs) synthesize science-based and local knowledge to formally represent the dynamics of rangeland and other ecosystems. Mental models or concepts of ecosystem dynamics implicitly underlie all management decisions in rangelands and thus how people influence rangeland sus...

Structure refinement of membrane proteins via molecular dynamics simulations.

PubMed

Dutagaci, Bercem; Heo, Lim; Feig, Michael

2018-07-01

A refinement protocol based on physics-based techniques established for water soluble proteins is tested for membrane protein structures. Initial structures were generated by homology modeling and sampled via molecular dynamics simulations in explicit lipid bilayer and aqueous solvent systems. Snapshots from the simulations were selected based on scoring with either knowledge-based or implicit membrane-based scoring functions and averaged to obtain refined models. The protocol resulted in consistent and significant refinement of the membrane protein structures similar to the performance of refinement methods for soluble proteins. Refinement success was similar between sampling in the presence of lipid bilayers and aqueous solvent but the presence of lipid bilayers may benefit the improvement of lipid-facing residues. Scoring with knowledge-based functions (DFIRE and RWplus) was found to be as good as scoring using implicit membrane-based scoring functions suggesting that differences in internal packing is more important than orientations relative to the membrane during the refinement of membrane protein homology models. © 2018 Wiley Periodicals, Inc.

Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.

PubMed

Brooks, Patricia J; Kempe, Vera

2013-02-01

In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.

Subtle Implicit Language Facts Emerge from the Functions of Constructions

PubMed Central

Goldberg, Adele E.

2016-01-01

Much has been written about the unlikelihood of innate, syntax-specific, universal knowledge of language (Universal Grammar) on the grounds that it is biologically implausible, unresponsive to cross-linguistic facts, theoretically inelegant, and implausible and unnecessary from the perspective of language acquisition. While relevant, much of this discussion fails to address the sorts of facts that generative linguists often take as evidence in favor of the Universal Grammar Hypothesis: subtle, intricate, knowledge about language that speakers implicitly know without being taught. This paper revisits a few often-cited such cases and argues that, although the facts are sometimes even more complex and subtle than is generally appreciated, appeals to Universal Grammar fail to explain the phenomena. Instead, such facts are strongly motivated by the functions of the constructions involved. The following specific cases are discussed: (a) the distribution and interpretation of anaphoric one, (b) constraints on long-distance dependencies, (c) subject-auxiliary inversion, and (d) cross-linguistic linking generalizations between semantics and syntax. PMID:26858662

Community science, philosophy of science, and the practice of research.

PubMed

Tebes, Jacob Kraemer

2005-06-01

Embedded in community science are implicit theories on the nature of reality (ontology), the justification of knowledge claims (epistemology), and how knowledge is constructed (methodology). These implicit theories influence the conceptualization and practice of research, and open up or constrain its possibilities. The purpose of this paper is to make some of these theories explicit, trace their intellectual history, and propose a shift in the way research in the social and behavioral sciences, and community science in particular, is conceptualized and practiced. After describing the influence and decline of logical empiricism, the underlying philosophical framework for science for the past century, I summarize contemporary views in the philosophy of science that are alternatives to logical empiricism. These include contextualism, normative naturalism, and scientific realism, and propose that a modified version of contextualism, known as perspectivism, affords the philosophical framework for an emerging community science. I then discuss the implications of perspectivism for community science in the form of four propositions to guide the practice of research.

Assessing implicit odor localization in humans using a cross-modal spatial cueing paradigm.

PubMed

Moessnang, Carolin; Finkelmeyer, Andreas; Vossen, Alexandra; Schneider, Frank; Habel, Ute

2011-01-01

Navigation based on chemosensory information is one of the most important skills in the animal kingdom. Studies on odor localization suggest that humans have lost this ability. However, the experimental approaches used so far were limited to explicit judgements, which might ignore a residual ability for directional smelling on an implicit level without conscious appraisal. A novel cueing paradigm was developed in order to determine whether an implicit ability for directional smelling exists. Participants performed a visual two-alternative forced choice task in which the target was preceded either by a side-congruent or a side-incongruent olfactory spatial cue. An explicit odor localization task was implemented in a second experiment. No effect of cue congruency on mean reaction times could be found. However, a time by condition interaction emerged, with significantly slower responses to congruently compared to incongruently cued targets at the beginning of the experiment. This cueing effect gradually disappeared throughout the course of the experiment. In addition, participants performed at chance level in the explicit odor localization task, thus confirming the results of previous research. The implicit cueing task suggests the existence of spatial information processing in the olfactory system. Response slowing after a side-congruent olfactory cue is interpreted as a cross-modal attentional interference effect. In addition, habituation might have led to a gradual disappearance of the cueing effect. It is concluded that under immobile conditions with passive monorhinal stimulation, humans are unable to explicitly determine the location of a pure odorant. Implicitly, however, odor localization seems to exert an influence on human behaviour. To our knowledge, these data are the first to show implicit effects of odor localization on overt human behaviour and thus support the hypothesis of residual directional smelling in humans. © 2011 Moessnang et al.

Social intuition as a form of implicit learning: Sequences of body movements are learned less explicitly than letter sequences

PubMed Central

Norman, Elisabeth; Price, Mark C.

2012-01-01

In the current paper, we first evaluate the suitability of traditional serial reaction time (SRT) and artificial grammar learning (AGL) experiments for measuring implicit learning of social signals. We then report the results of a novel sequence learning task which combines aspects of the SRT and AGL paradigms to meet our suggested criteria for how implicit learning experiments can be adapted to increase their relevance to situations of social intuition. The sequences followed standard finite-state grammars. Sequence learning and consciousness of acquired knowledge were compared between 2 groups of 24 participants viewing either sequences of individually presented letters or sequences of body-posture pictures, which were described as series of yoga movements. Participants in both conditions showed above-chance classification accuracy, indicating that sequence learning had occurred in both stimulus conditions. This shows that sequence learning can still be found when learning procedures reflect the characteristics of social intuition. Rule awareness was measured using trial-by-trial evaluation of decision strategy (Dienes & Scott, 2005; Scott & Dienes, 2008). For letters, sequence classification was best on trials where participants reported responding on the basis of explicit rules or memory, indicating some explicit learning in this condition. For body-posture, classification was not above chance on these types of trial, but instead showed a trend to be best on those trials where participants reported that their responses were based on intuition, familiarity, or random choice, suggesting that learning was more implicit. Results therefore indicate that the use of traditional stimuli in research on sequence learning might underestimate the extent to which learning is implicit in domains such as social learning, contributing to ongoing debate about levels of conscious awareness in implicit learning. PMID:22679467

Science, education and industry information resources complementarity as a basis for design of knowledge management systems

NASA Astrophysics Data System (ADS)

Maksimov, N. V.; Tikhomirov, G. V.; Golitsyna, O. L.

2017-01-01

The main problems and circumstances that influence the processes of creating effective knowledge management systems were described. These problems particularly include high species diversity of instruments for knowledge representation, lack of adequate lingware, including formal representation of semantic relationships. For semantic data descriptions development a conceptual model of the subject area and a conceptual-lexical system should be designed on proposals of ISO-15926 standard. It is proposed to conduct an information integration of educational and production processes on the basis of information systems technologies. Integrated knowledge management system information environment combines both traditional information resources and specific information resources of subject domain including task context and implicit/tacit knowledge.

Investigating Science Student Teachers' Ideas about Function and Anatomical Form of Two Human Sensory Organs, the Eye and the Ear

ERIC Educational Resources Information Center

Kunt, Halil

2016-01-01

The purpose of this research was to determine science student teachers' level of knowledge about the anatomical structure of two sensory organs, the eye and the ear, in addition to vision and hearing processes. Conducted with 86 science student teachers, research utilized drawing methods and open-ended questions as data collection instruments. The…

Evaluating the impact of an integrated multidisciplinary head & neck competency-based anatomy & radiology teaching approach in radiation oncology: a prospective cohort study

PubMed Central

2014-01-01

Background Modern radiation oncology demands a thorough understanding of gross and cross-sectional anatomy for diagnostic and therapeutic applications. Complex anatomic sites present challenges for learners and are not well-addressed in traditional postgraduate curricula. A multidisciplinary team (MDT) based head-and-neck gross and radiologic anatomy program for radiation oncology trainees was developed, piloted, and empirically assessed for efficacy and learning outcomes. Methods Four site-specific MDT head-and-neck seminars were implemented, each involving a MDT delivering didactic and case-based instruction, supplemented by cadaveric presentations. There was no dedicated contouring instruction. Pre- and post-testing were performed to assess knowledge, and ability to apply knowledge to the clinical setting as defined by accuracy of contouring. Paired analyses of knowledge pretests and posttests were performed by Wilcoxon matched-pair signed-rank test. Results Fifteen post-graduate trainees participated. A statistically significant (p < 0.001) mean absolute improvement of 4.6 points (17.03%) was observed between knowledge pretest and posttest scores. Contouring accuracy was analyzed quantitatively by comparing spatial overlap of participants’ pretest and posttest contours with a gold standard through the dice similarity coefficient. A statistically significant improvement in contouring accuracy was observed for 3 out of 20 anatomical structures. Qualitative and quantitative feedback revealed that participants were more confident at contouring and were enthusiastic towards the seminars. Conclusions MDT seminars were associated with improved knowledge scores and resident satisfaction; however, increased gross and cross-sectional anatomic knowledge did not translate into improvements in contouring accuracy. Further research should evaluate the impact of hands-on contouring sessions in addition to dedicated instructional sessions to develop competencies. PMID:24969509

Evaluating the impact of an integrated multidisciplinary head & neck competency-based anatomy & radiology teaching approach in radiation oncology: a prospective cohort study.

PubMed

D'Souza, Leah; Jaswal, Jasbir; Chan, Francis; Johnson, Marjorie; Tay, Keng Yeow; Fung, Kevin; Palma, David

2014-06-26

Modern radiation oncology demands a thorough understanding of gross and cross-sectional anatomy for diagnostic and therapeutic applications. Complex anatomic sites present challenges for learners and are not well-addressed in traditional postgraduate curricula. A multidisciplinary team (MDT) based head-and-neck gross and radiologic anatomy program for radiation oncology trainees was developed, piloted, and empirically assessed for efficacy and learning outcomes. Four site-specific MDT head-and-neck seminars were implemented, each involving a MDT delivering didactic and case-based instruction, supplemented by cadaveric presentations. There was no dedicated contouring instruction. Pre- and post-testing were performed to assess knowledge, and ability to apply knowledge to the clinical setting as defined by accuracy of contouring. Paired analyses of knowledge pretests and posttests were performed by Wilcoxon matched-pair signed-rank test. Fifteen post-graduate trainees participated. A statistically significant (p < 0.001) mean absolute improvement of 4.6 points (17.03%) was observed between knowledge pretest and posttest scores. Contouring accuracy was analyzed quantitatively by comparing spatial overlap of participants' pretest and posttest contours with a gold standard through the dice similarity coefficient. A statistically significant improvement in contouring accuracy was observed for 3 out of 20 anatomical structures. Qualitative and quantitative feedback revealed that participants were more confident at contouring and were enthusiastic towards the seminars. MDT seminars were associated with improved knowledge scores and resident satisfaction; however, increased gross and cross-sectional anatomic knowledge did not translate into improvements in contouring accuracy. Further research should evaluate the impact of hands-on contouring sessions in addition to dedicated instructional sessions to develop competencies.

Tacit knowledge as the unifying factor in evidence based medicine and clinical judgement.

PubMed

Thornton, Tim

2006-03-17

The paper outlines the role that tacit knowledge plays in what might seem to be an area of knowledge that can be made fully explicit or codified and which forms a central element of Evidence Based Medicine. Appeal to the role the role of tacit knowledge in science provides a way to unify the tripartite definition of Evidence Based Medicine given by Sackett et al: the integration of best research evidence with clinical expertise and patient values. Each of these three elements, crucially including research evidence, rests on an ineliminable and irreducible notion of uncodified good judgement. The paper focuses on research evidence, drawing first on the work of Kuhn to suggest that tacit knowledge contributes, as a matter of fact, to puzzle solving within what he calls normal science. A stronger argument that it must play a role in research is first motivated by looking to Collins' first hand account of replication in applied physics and then broader considerations of replication in justifying knowledge claims in scientific research. Finally, consideration of an argument from Wittgenstein shows that whatever explicit guidelines can be drawn up to guide judgement the specification of what counts as correctly following them has to remain implicit.Overall, the paper sets out arguments for the claim that even though explicit guidelines and codifications can play a practical role in informing clinical practice, they rest on a body of tacit or implicit skill that is in principle ineliminable. It forms the bedrock of good judgement and unites the integration of research, expertise and values.

Tacit knowledge as the unifying factor in evidence based medicine and clinical judgement

PubMed Central

Thornton, Tim

2006-01-01

The paper outlines the role that tacit knowledge plays in what might seem to be an area of knowledge that can be made fully explicit or codified and which forms a central element of Evidence Based Medicine. Appeal to the role the role of tacit knowledge in science provides a way to unify the tripartite definition of Evidence Based Medicine given by Sackett et al: the integration of best research evidence with clinical expertise and patient values. Each of these three elements, crucially including research evidence, rests on an ineliminable and irreducible notion of uncodified good judgement. The paper focuses on research evidence, drawing first on the work of Kuhn to suggest that tacit knowledge contributes, as a matter of fact, to puzzle solving within what he calls normal science. A stronger argument that it must play a role in research is first motivated by looking to Collins' first hand account of replication in applied physics and then broader considerations of replication in justifying knowledge claims in scientific research. Finally, consideration of an argument from Wittgenstein shows that whatever explicit guidelines can be drawn up to guide judgement the specification of what counts as correctly following them has to remain implicit. Overall, the paper sets out arguments for the claim that even though explicit guidelines and codifications can play a practical role in informing clinical practice, they rest on a body of tacit or implicit skill that is in principle ineliminable. It forms the bedrock of good judgement and unites the integration of research, expertise and values. PMID:16759426

Category and stereotype activation revisited.

PubMed

Akrami, Nazar; Ekehammar, Bo; Araya, Tadesse

2006-12-01

In Study 1 (N= 230), we found that the participants' explicit prejudice was not related to their knowledge of cultural stereotypes of immigrants in Sweden, and that they associated the social category immigrants with the same national/ethnic categories. In Study 2 (N= 88), employing the category and stereotype words obtained in Study 1 as primes, we examined whether participants with varying degrees of explicit prejudice differed in their automatic stereotyping and implicit prejudice when primed with category or stereotypical words. In accord with our hypothesis, and contrary to previous findings, the results showed that people's explicit prejudice did not affect their automatic stereotyping and implicit prejudice, neither in the category nor stereotype priming condition. Study 3 (N= 62), employing category priming using facial photographs of Swedes and immigrants as primes, showed that participants' implicit prejudice was not moderated by their explicit prejudice. The outcome is discussed in relation to the distinction between category and stereotype priming and in terms of the associative strength between a social category and its related stereotypes.

Implicit learning of non-spatial sequences in schizophrenia

PubMed Central

MARVEL, CHERIE L.; SCHWARTZ, BARBARA L.; HOWARD, DARLENE V.; HOWARD, JAMES H.

2006-01-01

Recent studies have reported abnormal implicit learning of sequential patterns in patients with schizophrenia. Because these studies were based on visuospatial cues, the question remained whether patients were impaired simply due to the demands of spatial processing. This study examined implicit sequence learning in 24 patients with schizophrenia and 24 healthy controls using a non-spatial variation of the serial reaction time test (SRT) in which pattern stimuli alternated with random stimuli on every other trial. Both groups showed learning by responding faster and more accurately to pattern trials than to random trials. Patients, however, showed a smaller magnitude of sequence learning. Both groups were unable to demonstrate explicit knowledge of the nature of the pattern, confirming that learning occurred without awareness. Clinical variables were not correlated with the patients' learning deficits. Patients with schizophrenia have a decreased ability to develop sensitivity to regularly occurring sequences of events within their environment. This type of deficit may affect an array of cognitive and motor functions that rely on the perception of event regularity. PMID:16248901

Is There a Canonical Cortical Circuit for the Cholinergic System? Anatomical Differences Across Common Model Systems

PubMed Central

Coppola, Jennifer J.; Disney, Anita A.

2018-01-01

Acetylcholine (ACh) is believed to act as a neuromodulator in cortical circuits that support cognition, specifically in processes including learning, memory consolidation, vigilance, arousal and attention. The cholinergic modulation of cortical processes is studied in many model systems including rodents, cats and primates. Further, these studies are performed in cortical areas ranging from the primary visual cortex to the prefrontal cortex and using diverse methodologies. The results of these studies have been combined into singular models of function—a practice based on an implicit assumption that the various model systems are equivalent and interchangeable. However, comparative anatomy both within and across species reveals important differences in the structure of the cholinergic system. Here, we will review anatomical data including innervation patterns, receptor expression, synthesis and release compared across species and cortical area with a focus on rodents and primates. We argue that these data suggest no canonical cortical model system exists for the cholinergic system. Further, we will argue that as a result, care must be taken both in combining data from studies across cortical areas and species, and in choosing the best model systems to improve our understanding and support of human health. PMID:29440996

Is There a Canonical Cortical Circuit for the Cholinergic System? Anatomical Differences Across Common Model Systems.

PubMed

Coppola, Jennifer J; Disney, Anita A

2018-01-01

Acetylcholine (ACh) is believed to act as a neuromodulator in cortical circuits that support cognition, specifically in processes including learning, memory consolidation, vigilance, arousal and attention. The cholinergic modulation of cortical processes is studied in many model systems including rodents, cats and primates. Further, these studies are performed in cortical areas ranging from the primary visual cortex to the prefrontal cortex and using diverse methodologies. The results of these studies have been combined into singular models of function-a practice based on an implicit assumption that the various model systems are equivalent and interchangeable. However, comparative anatomy both within and across species reveals important differences in the structure of the cholinergic system. Here, we will review anatomical data including innervation patterns, receptor expression, synthesis and release compared across species and cortical area with a focus on rodents and primates. We argue that these data suggest no canonical cortical model system exists for the cholinergic system. Further, we will argue that as a result, care must be taken both in combining data from studies across cortical areas and species, and in choosing the best model systems to improve our understanding and support of human health.

Significant body point labeling and tracking.

PubMed

Azhar, Faisal; Tjahjadi, Tardi

2014-09-01

In this paper, a method is presented to label and track anatomical landmarks (e.g., head, hand/arm, feet), which are referred to as significant body points (SBPs), using implicit body models. By considering the human body as an inverted pendulum model, ellipse fitting and contour moments are applied to classify it as being in Stand, Sit, or Lie posture. A convex hull of the silhouette contour is used to determine the locations of SBPs. The particle filter or a motion flow-based method is used to predict SBPs in occlusion. Stick figures of various activities are generated by connecting the SBPs. The qualitative and quantitative evaluation show that the proposed method robustly labels and tracks SBPs in various activities of two different (low and high) resolution data sets.

Right Hemisphere Dominance in Visual Statistical Learning

ERIC Educational Resources Information Center

Roser, Matthew E.; Fiser, Jozsef; Aslin, Richard N.; Gazzaniga, Michael S.

2011-01-01

Several studies report a right hemisphere advantage for visuospatial integration and a left hemisphere advantage for inferring conceptual knowledge from patterns of covariation. The present study examined hemispheric asymmetry in the implicit learning of new visual feature combinations. A split-brain patient and normal control participants viewed…

Multiple variations of the tendons of the anatomical snuffbox.

PubMed

Thwin, San San; Fazlin, Fazlin; Than, Myo

2014-01-01

Multiple tendons of the abductor pollicis longus (APL) in the anatomical snuffbox of the wrist can lead to the development of de Quervain's syndrome, which is caused by stenosing tenosynovitis. A cadaveric study was performed to establish the variations present in the tendons of the anatomical snuffbox in a Malaysian population, in the hope that this knowledge would aid clinical investigation and surgical treatment of de Quervain's tenosynovitis. Routine dissection of ten upper limbs was performed to determine the variations in the tendons of the anatomical snuffbox of the wrist. In all the dissected upper limbs, the APL tendon of the first extensor compartment was found to have several (3-14) tendon slips. The insertion of the APL tendon slips in all upper limbs were at the base of the first metacarpal bone, trapezium and fascia of the opponens pollicis muscle; however, in seven specimens, they were also found to be attached to the fleshy belly of the abductor pollicis brevis muscle. In two specimens, double tendons of the extensor pollicis longus located in the third extensor compartment were inserted into the capsule of the proximal interphalangeal joints before being joined to the extensor expansion. In two other specimens, the first extensor compartment had two osseofibrous tunnels divided by a septum that separated the APL tendon from the extensor pollicis brevis tendon. Multiple variations were found in the anatomical snuffbox region of the dissected upper limbs. Knowledge of these variations would be useful in interventional radiology and orthopaedic surgery.

The AEO, an Ontology of Anatomical Entities for Classifying Animal Tissues and Organs

PubMed Central

Bard, Jonathan B. L.

2012-01-01

This paper describes the AEO, an ontology of anatomical entities that expands the common anatomy reference ontology (CARO) and whose major novel feature is a type hierarchy of ~160 anatomical terms. The breadth of the AEO is wider than CARO as it includes both developmental and gender-specific classes, while the granularity of the AEO terms is at a level adequate to classify simple-tissues (~70 classes) characterized by their containing a predominantly single cell-type. For convenience and to facilitate interoperability, the AEO contains an abbreviated version of the ontology of cell-types (~100 classes) that is linked to these simple-tissue types. The AEO was initially based on an analysis of a broad range of animal anatomy ontologies and then upgraded as it was used to classify the ~2500 concepts in a new version of the ontology of human developmental anatomy (www.obofoundry.org/), a process that led to significant improvements in its structure and content, albeit with a possible focus on mammalian embryos. The AEO is intended to provide the formal classification expected in contemporary ontologies as well as capturing knowledge about anatomical structures not currently included in anatomical ontologies. The AEO may thus be useful in increasing the amount of tissue and cell-type knowledge in other anatomy ontologies, facilitating annotation of tissues that share common features, and enabling interoperability across anatomy ontologies. The AEO can be downloaded from http://www.obofoundry.org/. PMID:22347883

The AEO, an Ontology of Anatomical Entities for Classifying Animal Tissues and Organs.

PubMed

Bard, Jonathan B L

2012-01-01

This paper describes the AEO, an ontology of anatomical entities that expands the common anatomy reference ontology (CARO) and whose major novel feature is a type hierarchy of ~160 anatomical terms. The breadth of the AEO is wider than CARO as it includes both developmental and gender-specific classes, while the granularity of the AEO terms is at a level adequate to classify simple-tissues (~70 classes) characterized by their containing a predominantly single cell-type. For convenience and to facilitate interoperability, the AEO contains an abbreviated version of the ontology of cell-types (~100 classes) that is linked to these simple-tissue types. The AEO was initially based on an analysis of a broad range of animal anatomy ontologies and then upgraded as it was used to classify the ~2500 concepts in a new version of the ontology of human developmental anatomy (www.obofoundry.org/), a process that led to significant improvements in its structure and content, albeit with a possible focus on mammalian embryos. The AEO is intended to provide the formal classification expected in contemporary ontologies as well as capturing knowledge about anatomical structures not currently included in anatomical ontologies. The AEO may thus be useful in increasing the amount of tissue and cell-type knowledge in other anatomy ontologies, facilitating annotation of tissues that share common features, and enabling interoperability across anatomy ontologies. The AEO can be downloaded from http://www.obofoundry.org/.

Take away body parts! An investigation into the use of 3D-printed anatomical models in undergraduate anatomy education.

PubMed

Smith, Claire F; Tollemache, Nicholas; Covill, Derek; Johnston, Malcolm

2018-01-01

Understanding the three-dimensional (3D) nature of the human form is imperative for effective medical practice and the emergence of 3D printing creates numerous opportunities to enhance aspects of medical and healthcare training. A recently deceased, un-embalmed donor was scanned through high-resolution computed tomography. The scan data underwent segmentation and post-processing and a range of 3D-printed anatomical models were produced. A four-stage mixed-methods study was conducted to evaluate the educational value of the models in a medical program. (1) A quantitative pre/post-test to assess change in learner knowledge following 3D-printed model usage in a small group tutorial; (2) student focus group (3) a qualitative student questionnaire regarding personal student model usage (4) teaching faculty evaluation. The use of 3D-printed models in small-group anatomy teaching session resulted in a significant increase in knowledge (P = 0.0001) when compared to didactic 2D-image based teaching methods. Student focus groups yielded six key themes regarding the use of 3D-printed anatomical models: model properties, teaching integration, resource integration, assessment, clinical imaging, and pathology and anatomical variation. Questionnaires detailed how students used the models in the home environment and integrated them with anatomical learning resources such as textbooks and anatomy lectures. In conclusion, 3D-printed anatomical models can be successfully produced from the CT data set of a recently deceased donor. These models can be used in anatomy education as a teaching tool in their own right, as well as a method for augmenting the curriculum and complementing established learning modalities, such as dissection-based teaching. Anat Sci Educ 11: 44-53. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Proceedings of the Conference on Knowledge-Based Software Assistant (5th) Held in Liverpool, New York on 24-28 September 1990

DTIC Science & Technology

1991-03-01

factor which made TTL-design so powerful was the implicit knowledge that for any object in the TTL Databook, that object’s implementation and...functions as values. Thus, its reasoning power matches the descriptive power of the higher order languages in the previous section. First, the definitions...developing parallel algorithms to better utilize the power of the explicitly parallel programming language constructs. Currently, the methodologies

[For a sociology of intervention in mental health.].

PubMed

Rhéaume, J; Sévigny, R

1988-01-01

Mental health workers develop a solid understanding of social phenomenon, which gives them direction and on which they are able to base their interventions. This is what the authors call the "implicit sociology" ("sociologie implicite") of workers. The article describes the principal elements of this special knowledge through information gathered from workers in clinical environments, private practice and "alternative" organizations. The authors focus on the idea workers make of health/mental handicaps, of their clientele, of their involvement, of the organizational and societal context of their work, of their "role" in society. Finally, the authors show how a sociological approach can help improve one's understanding of how to deal with mental health.

Distorted estimates of implicit and explicit learning in applications of the process-dissociation procedure to the SRT task.

PubMed

Stahl, Christoph; Barth, Marius; Haider, Hilde

2015-12-01

We investigated potential biases affecting the validity of the process-dissociation (PD) procedure when applied to sequence learning. Participants were or were not exposed to a serial reaction time task (SRTT) with two types of pseudo-random materials. Afterwards, participants worked on a free or cued generation task under inclusion and exclusion instructions. Results showed that pre-experimental response tendencies, non-associative learning of location frequencies, and the usage of cue locations introduced bias to PD estimates. These biases may lead to erroneous conclusions regarding the presence of implicit and explicit knowledge. Potential remedies for these problems are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.

Anatomical Mercury: Changing Understandings of Quicksilver, Blood, and the Lymphatic System, 1650-1800.

PubMed

Hendriksen, Marieke M A

2015-10-01

The use of mercury as an injection mass in anatomical experiments and preparations was common throughout Europe in the long eighteenth century, and refined mercury-injected preparations as well as plates of anatomical mercury remain today. The use and meaning of mercury in related disciplines such as medicine and chemistry in the same period have been studied, but our knowledge of anatomical mercury is sparse and tends to focus on technicalities. This article argues that mercury had a distinct meaning in anatomy, which was initially influenced by alchemical and classical understandings of mercury. Moreover, it demonstrates that the choice of mercury as an anatomical injection mass was deliberate and informed by an intricate cultural understanding of its materiality, and that its use in anatomical preparations and its perception as an anatomical material evolved with the understanding of the circulatory and lymphatic systems. By using the material culture of anatomical mercury as a starting point, I seek to provide a new, object-driven interpretation of complex and strongly interrelated historiographical categories such as mechanism, vitalism, chemistry, anatomy, and physiology, which are difficult to understand through a historiography that focuses exclusively on ideas. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Factors Influencing Student Performance on the Carpal Bone Test as a Preliminary Evaluation of Anatomical Knowledge Retention

ERIC Educational Resources Information Center

Meyer, Amanda J.; Armson, Anthony; Losco, C. Dominique; Losco, Barrett; Walker, Bruce F.

2015-01-01

It has been demonstrated that a positive correlation exists between clinical knowledge and retained concepts in basic sciences. Studies have demonstrated a modest attrition of anatomy knowledge over time, which may be influenced by students' perceived importance of the basic sciences and the learning styles adopted. The aims of this study were to:…

Reflective Random Indexing and indirect inference: a scalable method for discovery of implicit connections.

PubMed

Cohen, Trevor; Schvaneveldt, Roger; Widdows, Dominic

2010-04-01

The discovery of implicit connections between terms that do not occur together in any scientific document underlies the model of literature-based knowledge discovery first proposed by Swanson. Corpus-derived statistical models of semantic distance such as Latent Semantic Analysis (LSA) have been evaluated previously as methods for the discovery of such implicit connections. However, LSA in particular is dependent on a computationally demanding method of dimension reduction as a means to obtain meaningful indirect inference, limiting its ability to scale to large text corpora. In this paper, we evaluate the ability of Random Indexing (RI), a scalable distributional model of word associations, to draw meaningful implicit relationships between terms in general and biomedical language. Proponents of this method have achieved comparable performance to LSA on several cognitive tasks while using a simpler and less computationally demanding method of dimension reduction than LSA employs. In this paper, we demonstrate that the original implementation of RI is ineffective at inferring meaningful indirect connections, and evaluate Reflective Random Indexing (RRI), an iterative variant of the method that is better able to perform indirect inference. RRI is shown to lead to more clearly related indirect connections and to outperform existing RI implementations in the prediction of future direct co-occurrence in the MEDLINE corpus. 2009 Elsevier Inc. All rights reserved.

Fully implicit adaptive mesh refinement MHD algorithm

NASA Astrophysics Data System (ADS)

Philip, Bobby

2005-10-01

In the macroscopic simulation of plasmas, the numerical modeler is faced with the challenge of dealing with multiple time and length scales. The former results in stiffness due to the presence of very fast waves. The latter requires one to resolve the localized features that the system develops. Traditional approaches based on explicit time integration techniques and fixed meshes are not suitable for this challenge, as such approaches prevent the modeler from using realistic plasma parameters to keep the computation feasible. We propose here a novel approach, based on implicit methods and structured adaptive mesh refinement (SAMR). Our emphasis is on both accuracy and scalability with the number of degrees of freedom. To our knowledge, a scalable, fully implicit AMR algorithm has not been accomplished before for MHD. As a proof-of-principle, we focus on the reduced resistive MHD model as a basic MHD model paradigm, which is truly multiscale. The approach taken here is to adapt mature physics-based technologyootnotetextL. Chac'on et al., J. Comput. Phys. 178 (1), 15- 36 (2002) to AMR grids, and employ AMR-aware multilevel techniques (such as fast adaptive composite --FAC-- algorithms) for scalability. We will demonstrate that the concept is indeed feasible, featuring optimal scalability under grid refinement. Results of fully-implicit, dynamically-adaptive AMR simulations will be presented on a variety of problems.

Executions and scientific anatomy.

PubMed

Dolezal, Antonín; Jelen, Karel; Stajnrtova, Olga

2015-12-01

The very word "anatomy" tells us about this branch's connection with dissection. Studies of anatomy have taken place for approximately 2.300 years already. Anatomy's birthplace lies in Greece and Egypt. Knowledge in this specific field of science was necessary during surgical procedures in ophthalmology and obstetrics. Embalming took place without public disapproval just like autopsies and manipulation with relics. Thus, anatomical dissection became part of later forensic sciences. Anatomical studies on humans themselves, which needed to be compared with the knowledge gained through studying procedures performed on animals, elicited public disapprobation and prohibition. When faced with a shortage of cadavers, anatomists resorted to obtaining bodies of the executed and suicide victims - since torture, public display of the mutilated body, (including anatomical autopsy), were perceived as an intensification of the death penalty. Decapitation and hanging were the main execution methods meted out for death sentences. Anatomists preferred intact bodies for dissection; hence, convicts could thus avoid torture. This paper lists examples of how this process was resolved. It concerns the manners of killing, vivisection on people in the antiquity and middle-ages, experiments before the execution and after, vivifying from seeming death, experiments with galvanizing electricity on fresh cadavers, evaluating of sensibility after guillotine execution, and making perfect anatomical preparations and publications during Nazism from fresh bodies of the executed.

Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations.

PubMed

Kooloos, Jan G M; Schepens-Franke, Annelieke N; Bergman, Esther M; Donders, Rogier A R T; Vorstenbosch, Marc A T M

2014-01-01

Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments, the learning effects of clay modeling were compared to either live observations (Experiment I) or video observations (Experiment II) of the clay-modeling exercise. The effects of learning were measured with multiple choice questions, extended matching questions, and recognition of structures on illustrations of cross-sections. Analysis of covariance with pretest scores as the covariate was used to elaborate the results. Experiment I showed a significantly higher post-test score for the observers, whereas Experiment II showed a significantly higher post-test score for the clay modelers. This study shows that (1) students who perform clay-modeling exercises show less gain in anatomical knowledge than students who attentively observe the same exercise being carried out and (2) performing a clay-modeling exercise is better in anatomical knowledge gain compared to the study of a video of the recorded exercise. The most important learning effect seems to be the engagement in the exercise, focusing attention and stimulating time on task. © 2014 American Association of Anatomists.

On the Road to Graphicacy: The Learning of Graphical Representation Systems

ERIC Educational Resources Information Center

Postigo, Yolanda; Pozo, Juan Ignacio

2004-01-01

This article examines the learning of different types of graphic information by subjects with different levels of education and knowledge of the content represented. Three levels of graphic information learning were distinguished (explicit, implicit, and conceptual information processing) and two experiments were conducted, looking at graph and…

Personalizing Information Retrieval Using Task Features, Topic Knowledge, and Task Products

ERIC Educational Resources Information Center

Liu, Jingjing

2010-01-01

Personalization of information retrieval tailors search towards individual users to meet their particular information needs by taking into account information about users and their contexts, often through implicit sources of evidence such as user behaviors and contextual factors. The current study looks particularly at users' dwelling behavior,…

The Embodied Nature of Implicit Theories: The Consistency of Ideas about the Nature of Matter

ERIC Educational Resources Information Center

Pozo, Juan Ignacio; Gomez Crespo, Miguel Angel

2005-01-01

Recent research has revealed the existence of intuitive representations strongly rooted in diverse knowledge domains and the difficulties of modifying those representations through instruction by means of conceptual change processes (Carey, 1995; Gopnik & Meltzoff, 1997; Vosniadou, 1994). According to some interpretations, these representations…

Developing Professionals through Personalization

ERIC Educational Resources Information Center

Berte, Nicolette; King, Keanna; Demars, Michelle; Brownstein, Michael M.

2008-01-01

To develop the cognitive, social, and career skills needed to succeed in the modern workplace, students must learn to think creatively, apply their skills innovatively, and take risks constructively. Implicit in this position is the expectation that students will have the self-confidence to apply their knowledge in both familiar and new settings…

Implicit Knowledge of Grammatical Gender in Preschool Children

ERIC Educational Resources Information Center

Belacchi, Carmen; Cubelli, Roberto

2012-01-01

The study aimed at investigating the role of nominal gender in animal categorization in preschoolers. Given the regularities characterizing gender system, at both syntactical and morphological level, Italian language is suitable to address this issue. In three experiments, participants were asked to classify pictures of animals as male or female.…

Tibial plateau fracture after primary anatomic double-bundle anterior cruciate ligament reconstruction: a case report.

PubMed

Gobbi, Alberto; Mahajan, Vivek; Karnatzikos, Georgios

2011-05-01

Tibial plateau fracture after primary anatomic double-bundle anterior cruciate ligament (ACL) reconstruction is rare. To our knowledge, this is the first case report of a tibial plateau fracture after primary anatomic double-bundle ACL reconstruction. In our patient the tibial plateau fracture occurred after a torsional injury to the involved extremity. The fracture occurred 4.5 years after the ACL reconstruction. The fracture was intra-articular Schatzker type IV and had a significant displacement. The patient was treated operatively by open reduction-internal fixation. He recovered well. Copyright © 2011 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Automatic anatomical segmentation of the liver by separation planes

NASA Astrophysics Data System (ADS)

Boltcheva, Dobrina; Passat, Nicolas; Agnus, Vincent; Jacob-Da, Marie-Andrée, , Col; Ronse, Christian; Soler, Luc

2006-03-01

Surgical planning in oncological liver surgery is based on the location of the 8 anatomical segments according to Couinaud's definition and tumors inside these structures. The detection of the boundaries between the segments is then the first step of the preoperative planning. The proposed method, devoted to binary images of livers segmented from CT-scans, has been designed to delineate these segments. It automatically detects a set of landmarks using a priori anatomical knowledge and differential geometry criteria. These landmarks are then used to position the Couinaud's segments. Validations performed on 7 clinical cases tend to prove that the method is reliable for most of these separation planes.

Development of anatomophysiologic knowledge regarding the cardiovascular system: from Egyptians to Harvey.

PubMed

Bestetti, Reinaldo Bulgarelli; Restini, Carolina Baraldi A; Couto, Lucélio B

2014-12-01

Our knowledge regarding the anatomophysiology of the cardiovascular system (CVS) has progressed since the fourth millennium BC. In Egypt (3500 BC), it was believed that a set of channels are interconnected to the heart, transporting air, urine, air, blood, and the soul. One thousand years later, the heart was established as the center of the CVS by the Hippocratic Corpus in the medical school of Kos, and some of the CVS anatomical characteristics were defined. The CVS was known to transport blood via the right ventricle through veins and the pneuma via the left ventricle through arteries. Two hundred years later, in Alexandria, following the development of human anatomical dissection, Herophilus discovered that arteries were 6 times thicker than veins, and Erasistratus described the semilunar valves, emphasizing that arteries were filled with blood when ventricles were empty. Further, 200 years later, Galen demonstrated that arteries contained blood and not air. With the decline of the Roman Empire, Greco-Roman medical knowledge about the CVS was preserved in Persia, and later in Islam where, Ibn Nafis inaccurately described pulmonary circulation. The resurgence of dissection of the human body in Europe in the 14th century was associated with the revival of the knowledge pertaining to the CVS. The main findings were the description of pulmonary circulation by Servetus, the anatomical discoveries of Vesalius, the demonstration of pulmonary circulation by Colombo, and the discovery of valves in veins by Fabricius. Following these developments, Harvey described blood circulation.

Development of Anatomophysiologic Knowledge Regarding the Cardiovascular System: From Egyptians to Harvey.

PubMed

Bestetti, Reinaldo Bulgarelli; Restini, Carolina Baraldi A; Couto, Lucélio B

2014-10-10

Our knowledge regarding the anatomophysiology of the cardiovascular system (CVS) has progressed since the fourth millennium BC. In Egypt (3500 BC), it was believed that a set of channels are interconnected to the heart, transporting air, urine, air, blood, and the soul. One thousand years later, the heart was established as the center of the CVS by the Hippocratic Corpus in the medical school of Kos, and some of the CVS anatomical characteristics were defined. The CVS was known to transport blood via the right ventricle through veins and the pneuma via the left ventricle through arteries. Two hundred years later, in Alexandria, following the development of human anatomical dissection, Herophilus discovered that arteries were 6 times thicker than veins, and Erasistratus described the semilunar valves, emphasizing that arteries were filled with blood when ventricles were empty. Further, 200 years later, Galen demonstrated that arteries contained blood and not air. With the decline of the Roman Empire, Greco-Roman medical knowledge about the CVS was preserved in Persia, and later in Islam where, Ibn Nafis inaccurately described pulmonary circulation. The resurgence of dissection of the human body in Europe in the 14th century was associated with the revival of the knowledge pertaining to the CVS. The main findings were the description of pulmonary circulation by Servetus, the anatomical discoveries of Vesalius, the demonstration of pulmonary circulation by Colombo, and the discovery of valves in veins by Fabricius. Following these developments, Harvey described blood circulation.

Development of Anatomophysiologic Knowledge Regarding the Cardiovascular System: From Egyptians to Harvey

PubMed Central

Bestetti, Reinaldo Bulgarelli; Restini, Carolina Baraldi A.; Couto, Lucélio B.

2014-01-01

Our knowledge regarding the anatomophysiology of the cardiovascular system (CVS) has progressed since the fourth millennium BC. In Egypt (3500 BC), it was believed that a set of channels are interconnected to the heart, transporting air, urine, air, blood, and the soul. One thousand years later, the heart was established as the center of the CVS by the Hippocratic Corpus in the medical school of Kos, and some of the CVS anatomical characteristics were defined. The CVS was known to transport blood via the right ventricle through veins and the pneuma via the left ventricle through arteries. Two hundred years later, in Alexandria, following the development of human anatomical dissection, Herophilus discovered that arteries were 6 times thicker than veins, and Erasistratus described the semilunar valves, emphasizing that arteries were filled with blood when ventricles were empty. Further, 200 years later, Galen demonstrated that arteries contained blood and not air. With the decline of the Roman Empire, Greco-Roman medical knowledge about the CVS was preserved in Persia, and later in Islam where, Ibn Nafis inaccurately described pulmonary circulation. The resurgence of dissection of the human body in Europe in the 14th century was associated with the revival of the knowledge pertaining to the CVS. The main findings were the description of pulmonary circulation by Servetus, the anatomical discoveries of Vesalius, the demonstration of pulmonary circulation by Colombo, and the discovery of valves in veins by Fabricius. Following these developments, Harvey described blood circulation. PMID:25590934

Some Consideration On Knowledge Management Implication On Organization's Competitiveness

NASA Astrophysics Data System (ADS)

Draghici, Anca; Ciortan, Marius Areta; Florea, Claudia

2015-07-01

The research described in this paper has been focused on two objectives: to debate the knowledge management's active role for organizations competitive advantage and to describe information technology's capabilities in leveraging the knowledge worker's competencies. For the purposes of this article, competitive advantage is perceived as a strength that provides a market advantage relative to a competitor. Often competitive advantage is related to the core competencies of the organisation, which are frequently based on implicit know-how or tacit knowledge. This intangible, unstructured knowledge is difficult to manage; consequently management has ignored it when designing business strategy. However, the increased competitive pressures of the post-industrial global economy and the exponential advances in computing power have increased management's interest in knowledge as a sustainable source of competitive advantage.

Semantic concept-enriched dependence model for medical information retrieval.

PubMed

Choi, Sungbin; Choi, Jinwook; Yoo, Sooyoung; Kim, Heechun; Lee, Youngho

2014-02-01

In medical information retrieval research, semantic resources have been mostly used by expanding the original query terms or estimating the concept importance weight. However, implicit term-dependency information contained in semantic concept terms has been overlooked or at least underused in most previous studies. In this study, we incorporate a semantic concept-based term-dependence feature into a formal retrieval model to improve its ranking performance. Standardized medical concept terms used by medical professionals were assumed to have implicit dependency within the same concept. We hypothesized that, by elaborately revising the ranking algorithms to favor documents that preserve those implicit dependencies, the ranking performance could be improved. The implicit dependence features are harvested from the original query using MetaMap. These semantic concept-based dependence features were incorporated into a semantic concept-enriched dependence model (SCDM). We designed four different variants of the model, with each variant having distinct characteristics in the feature formulation method. We performed leave-one-out cross validations on both a clinical document corpus (TREC Medical records track) and a medical literature corpus (OHSUMED), which are representative test collections in medical information retrieval research. Our semantic concept-enriched dependence model consistently outperformed other state-of-the-art retrieval methods. Analysis shows that the performance gain has occurred independently of the concept's explicit importance in the query. By capturing implicit knowledge with regard to the query term relationships and incorporating them into a ranking model, we could build a more robust and effective retrieval model, independent of the concept importance. Copyright © 2013 Elsevier Inc. All rights reserved.

Using eye-tracking to examine how embedding risk corrective statements improves cigarette risk beliefs: Implications for tobacco regulatory policy.

PubMed

Lochbuehler, Kirsten; Tang, Kathy Z; Souprountchouk, Valentina; Campetti, Dana; Cappella, Joseph N; Kozlowski, Lynn T; Strasser, Andrew A

2016-07-01

Tobacco companies have deliberately used explicit and implicit misleading information in marketing campaigns. The aim of the current study was to experimentally investigate whether the editing of explicit and implicit content of a print advertisement improves smokers' risk beliefs and smokers' knowledge of explicit and implicit information. Using a 2(explicit/implicit)×2(accurate/misleading) between-subject design, 203 smokers were randomly assigned to one of four advertisement conditions. The manipulation of graphic content was examined as an implicit factor to convey product harm. The inclusion of a text corrective in the body of the ad was defined as the manipulated explicit factor. Participants' eye movements and risk beliefs/recall were measured during and after ad exposure, respectively. Results indicate that exposure to a text corrective decreases false beliefs about the product (p<.01) and improves correct recall of information provided by the corrective (p<.05). Accurate graphic content did not alter the harmfulness of the product. Independent of condition, smokers who focused longer on the warning label made fewer false inferences about the product (p=.01) and were more likely to correctly recall the warning information (p<.01). Nonetheless, most smokers largely ignored the text warning. Embedding a corrective statement in the body of the ad is an effective strategy to convey health information to consumers, which can be mandated under the Tobacco Control Act. Eye-tracking results objectively demonstrate that text-only warnings are not viewed by smokers, thus minimizing their effectiveness for conveying risk information. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Using Eye-tracking to Examine How Embedding Risk Corrective Statements Improves Cigarette Risk Beliefs: Implications for Tobacco Regulatory Policy

PubMed Central

Lochbuehler, Kirsten; Tang, Kathy Z.; Souprountchouk, Valentina; Campetti, Dana; Cappella, Joseph N.; Kozlowski, Lynn T.; Strasser, Andrew A.

2016-01-01

Background Tobacco companies have deliberately used explicit and implicit misleading information in marketing campaigns. The aim of the current study was to experimentally investigate whether the editing of explicit and implicit content of a print advertisement improves smokers’ risk beliefs and smokers’ knowledge of explicit and implicit information. Methods Using a 2(explicit/implicit) x 2(accurate/misleading) between-subject design, 203 smokers were randomly assigned to one of four advertisement conditions. The manipulation of graphic content was examined as an implicit factor to convey product harm. The inclusion of a text corrective in the body of the ad was defined as the manipulated explicit factor. Participants’ eye movements and risk beliefs/recall were measured during and after ad exposure, respectively. Results Results indicate that exposure to a text corrective decreases false beliefs about the product (p < .01) and improves correct recall of information provided by the corrective (p < .05). Accurate graphic content did not alter the harmfulness of the product. Independent of condition, smokers who focused longer on the warning label made fewer false inferences about the product (p = .01) and were more likely to correctly recall the warning information (p < .01). Nonetheless, most smokers largely ignored the text warning. Conclusions Embedding a corrective statement in the body of the ad is an effective strategy to convey health information to consumers, which can be mandated under the Tobacco Control Act (2009). Eye-tracking results objectively demonstrate that text-only warnings are not viewed by smokers, thus minimizing their effectiveness for conveying risk information. PMID:27160034

When I’m 64: Effects of an Interdisciplinary Gerontology Course on First-Year Undergraduates’ Perceptions of Aging

PubMed Central

Merz, C. Caroline; Stark, Susan; Morrow-Howell, Nancy; Carpenter, Brian

2016-01-01

One challenge for gerontology is getting more students interested in aging at an earlier point in their academic career. This study evaluated the impact of an interdisciplinary course on aging designed for first-year undergraduate students. The course aimed to expand students’ appreciation of the personal and professional relevance of aging issues, with the goal of expanding their aging-related curricular and career interests. Main outcome variables of the study included knowledge of older adults and aging, attitudes toward older adults, and anxiety about personal aging. Participants included an intervention group enrolled in the course and a control group not enrolled in the course. Compared to baseline, at the end of the semester students in the class had more knowledge about aging and more positive explicit attitudes toward older adults, but their implicit attitudes toward older adults and anxiety about aging did not change. Control students showed no changes. These findings suggest that objective knowledge of aging and explicit attitudes improve with curricular intervention, but implicit attitudes and anxiety might be more difficult to change. Gerontology education is a complex undertaking whose diverse goals must be clearly articulated in order to guide curricular interventions and incite curiosity among young undergraduate students. PMID:26886151

Dynamic learning from adaptive neural network control of a class of nonaffine nonlinear systems.

PubMed

Dai, Shi-Lu; Wang, Cong; Wang, Min

2014-01-01

This paper studies the problem of learning from adaptive neural network (NN) control of a class of nonaffine nonlinear systems in uncertain dynamic environments. In the control design process, a stable adaptive NN tracking control design technique is proposed for the nonaffine nonlinear systems with a mild assumption by combining a filtered tracking error with the implicit function theorem, input-to-state stability, and the small-gain theorem. The proposed stable control design technique not only overcomes the difficulty in controlling nonaffine nonlinear systems but also relaxes constraint conditions of the considered systems. In the learning process, the partial persistent excitation (PE) condition of radial basis function NNs is satisfied during tracking control to a recurrent reference trajectory. Under the PE condition and an appropriate state transformation, the proposed adaptive NN control is shown to be capable of acquiring knowledge on the implicit desired control input dynamics in the stable control process and of storing the learned knowledge in memory. Subsequently, an NN learning control design technique that effectively exploits the learned knowledge without re-adapting to the controller parameters is proposed to achieve closed-loop stability and improved control performance. Simulation studies are performed to demonstrate the effectiveness of the proposed design techniques.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial.

PubMed

Knobe, Matthias; Carow, John Bennet; Ruesseler, Miriam; Leu, Benjamin Moritz; Simon, Melanie; Beckers, Stefan K; Ghassemi, Alireza; Sönmez, Tolga T; Pape, Hans-Christoph

2012-09-09

The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student's perceptions were evaluated using Likert scale-based items. The ASK-group (n = 70, age 23.4 (20-36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20-53) yrs.) and the CON-group (n = 88, 22.8 (20-33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

PubMed Central

2012-01-01

Background The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Methods Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items. Results The ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). Conclusions The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery. PMID:22958784

[Anatomia sacra. Religiously motivated interventions on human or animal bodies].

PubMed

Gladigow, B

1995-01-01

Controlled surgery in the interior of human or animal bodies in classical antiquity was allowed only under certain circumstances. Bloody animal sacrifice and its rules for the interpretation of entrails as well as the rare examples of 'ritual anatomy' presented a religious framework for the opening of bodies. Greek mythology provided several examples of medical operations, for example, the Caesarean section, transplantations and plastic surgery. Great cultic significance was given to organ votives or reproductions of human inner organs which were offered in temples ex voto or with request for their curing. The anatomical knowledge transported along with these offerings represents a separate tradition different from the state of anatomical knowledge found in medical literature of the period.

Non-formal learning and tacit knowledge in professional work.

PubMed

Eraut, M

2000-03-01

This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. 1. To clarify the multiple meanings accorded to terms such as 'non-formal learning', 'implicit learning' and 'tacit knowledge', their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. A largely theoretical analysis of issues and phenomena arising from empirical investigations. The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasized. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinized actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinized action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved--reading the situation, making decisions, overt activity and metacognition--and three modes of cognition--intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.

Multiple variations of the tendons of the anatomical snuffbox

PubMed Central

Thwin, San San; Zaini, Fazlin; Than, Myo

2014-01-01

INTRODUCTION Multiple tendons of the abductor pollicis longus (APL) in the anatomical snuffbox of the wrist can lead to the development of de Quervain's syndrome, which is caused by stenosing tenosynovitis. A cadaveric study was performed to establish the variations present in the tendons of the anatomical snuffbox in a Malaysian population, in the hope that this knowledge would aid clinical investigation and surgical treatment of de Quervain's tenosynovitis. METHODS Routine dissection of ten upper limbs was performed to determine the variations in the tendons of the anatomical snuffbox of the wrist. RESULTS In all the dissected upper limbs, the APL tendon of the first extensor compartment was found to have several (3–14) tendon slips. The insertion of the APL tendon slips in all upper limbs were at the base of the first metacarpal bone, trapezium and fascia of the opponens pollicis muscle; however, in seven specimens, they were also found to be attached to the fleshy belly of the abductor pollicis brevis muscle. In two specimens, double tendons of the extensor pollicis longus located in the third extensor compartment were inserted into the capsule of the proximal interphalangeal joints before being joined to the extensor expansion. In two other specimens, the first extensor compartment had two osseofibrous tunnels divided by a septum that separated the APL tendon from the extensor pollicis brevis tendon. CONCLUSION Multiple variations were found in the anatomical snuffbox region of the dissected upper limbs. Knowledge of these variations would be useful in interventional radiology and orthopaedic surgery. PMID:24452976

Ventromedial prefrontal cortex lesions in humans eliminate implicit gender stereotyping.

PubMed

Milne, E; Grafman, J

2001-06-15

Patients with prefrontal cortex lesions and controls were administered an implicit association task (IAT) that measured the degree of association between male and female names and their stereotypical attributes of strength and weakness. They also completed three questionnaires measuring their explicit judgment regarding gender-related stereotypical attributes. There were no between-group differences on the explicit measures. On the IAT, patients with dorsolateral lesions and controls showed a strong association, whereas patients with ventromedial prefrontal cortex lesions had a significantly lower association, between the stereotypical attributes of men and women and their concepts of gender. This finding provides support for the hypothesis that patients with ventromedial prefrontal lesions have a deficit in automatically accessing certain aspects of overlearned associated social knowledge.

Toledo School of Translators and their influence on anatomical terminology.

PubMed

Arráez-Aybar, Luis-Alfonso; Bueno-López, José-L; Raio, Nicolas

2015-03-01

Translation facilitates transmission of knowledge between cultures. The fundamental transfer of anatomic terminology from the Ancient Greek and Islamic Golden Age cultures, to medieval Latin Christendom took place in the so-called Toledo School of Translators in the 12th-13th centuries. Translations made in Toledo circulated widely across Europe. They were the foundation of scientific thinking that was born in the boards of first universities. In Toledo, Gerard of Cremona translated Avicenna's Canon of Medicine, the key work of Islamic Golden Age of medicine. Albertus Magnus, Mondino de Luzzi and Guy de Chauliac, the leading authors of anatomical Latin words in the Middle Ages, founded their books on Gerard's translations. The anatomical terms of the Canon retain auctoritas up to the Renaissance. Thus, terms coined by Gerard such as diaphragm, orbit, pupil or sagittal remain relevant in the current official anatomical terminology. The aim of the present paper is to bring new attention to the highly significant influence that the Toledo School of Translators had in anatomical terminology. For this, we shall review here the onomastic origins of a number of anatomical terms (additamentum; coracoid process; coxal; false ribs; femur; panniculus; spondylus; squamous sutures; thorax; xiphoid process, etc.) which are still used today. Copyright © 2015 Elsevier GmbH. All rights reserved.

Anatomical Basis for Safe and Effective Volumization of the Temple.

PubMed

Breithaupt, Andrew D; Jones, Derek H; Braz, Andre; Narins, Rhoda; Weinkle, Susan

2015-12-01

One of the earliest but often unaddressed signs of facial aging is volume loss in the temple. Treatment of the area can produce satisfying results for both patient and practitioner. Safe injection requires explicit knowledge of the anatomy to avoid complications related to the multitude of vessels that course throughout the region at various depths. The authors aim to detail the anatomy of the area and provide a safe and easy-to-follow method for injection. The authors review the relevant anatomy of the temporal region and its application to cosmetic filler injections. The authors describe an easy-to-follow approach for a safe and effective injection window based on numerous anatomical studies. Injection in this area is not without risk, including potential blindness. The authors review the potential complications and their treatments. Hollowing of the temple is an early sign of aging that, when corrected, can lead to significant patient and practitioner satisfaction. Proper anatomically knowledge is required to avoid potentially severe complications. In this study, the authors present a reliable technique to safely and effectively augment this often undertreated area of the aging face.

Information-Theoretic Properties of Auditory Sequences Dynamically Influence Expectation and Memory

ERIC Educational Resources Information Center

Agres, Kat; Abdallah, Samer; Pearce, Marcus

2018-01-01

A basic function of cognition is to detect regularities in sensory input to facilitate the prediction and recognition of future events. It has been proposed that these implicit expectations arise from an internal predictive coding model, based on knowledge acquired through processes such as statistical learning, but it is unclear how different…

Manifestations of Hidden Curriculum in a Community College Online Opticianry Program: An Ecological Approach

ERIC Educational Resources Information Center

Hubbard, Barry

2010-01-01

Understanding the influential factors at work within an online learning environment is a growing area of interest. Hidden or implicit expectations, skill sets, knowledge, and social process can help or hinder student achievement, belief systems, and persistence. This qualitative study investigated how hidden curricular issues transpired in an…

Contributions of Interdisciplinary Studies to Civic Learning: An Addendum to "A Crucible Moment"

ERIC Educational Resources Information Center

Newell, William H.

2013-01-01

Though overlooked or at best implicit in "A Crucible Moment," interdisciplinary studies has much to contribute to civic learning for democratic engagement. The article organizes those contributions into the report's categories of knowledge, values, and skills. It concludes with an example of how techniques used in interdisciplinary…

New Instruments for Studying the Impacts of Science Teacher Professional Development

ERIC Educational Resources Information Center

Trygstad, Peggy J.; Banilower, Eric R.; Smith, P. Sean; Nelson, Courtney L.

2014-01-01

The logic model that implicitly drives most professional development (PD) efforts asserts that PD leads to changes in teacher knowledge and beliefs, which leads to improved classroom practice, and ultimately, better student outcomes. However, efforts to study the impacts of PD programs are often hampered by the scarcity of high-quality…

Dragging in a Dynamic Geometry Environment through the Lens of Variation

ERIC Educational Resources Information Center

Leung, Allen

2008-01-01

What makes Dynamic Geometry Environment (DGE) a powerful mathematical knowledge acquisition microworld is its ability to visually make explicit the implicit dynamism of thinking about mathematical geometrical concepts. One of DGE's powers is to equip us with the ability to retain the background of a geometrical configuration while we can…

The Impact of Instruction on Second-Language Implicit Knowledge: Evidence against Encapsulation

ERIC Educational Resources Information Center

Toth, Paul D.; Guijarro-Fuentes, Pedro

2013-01-01

This paper compares explicit instruction in second-language Spanish with a control treatment on a written picture description task and a timed auditory grammaticality judgment task. Participants came from two intact, third-year US high school classes, with one experiencing a week of communicative lessons on the Spanish clitic "se"…

Supporting Evidence-Based Policy on Biodiversity and Ecosystem Services: Recommendations for Effective Policy Briefs

ERIC Educational Resources Information Center

Balian, Estelle V.; Drius, Liza; Eggermont, Hilde; Livoreil, Barbara; Vandewalle, Marie; Vandewoestjine, Sofie; Wittmer, Heidi; Young, Juliette

2016-01-01

Knowledge brokerage on biodiversity and ecosystem services can apply communication tools such as policy briefs to facilitate the dialogue between scientists and policymakers. There is currently considerable debate on how to go beyond the linear communication model, outdated in theoretical debate but still often implicitly leading interaction with…

Covert Shifts of Attention Function as an Implicit Aid to Insight

ERIC Educational Resources Information Center

Thomas, Laura E.; Lleras, Alejandro

2009-01-01

Previous research shows that directed actions can unconsciously influence higher-order cognitive processing, helping learners to retain knowledge and guiding problem solvers to useful insights (e.g. Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. "Cognition," 106, 1047-1058; Thomas, L. E., & Lleras, A. (2007).…

State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala

ERIC Educational Resources Information Center

Salazar, Egla Martinez

2008-01-01

Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted…

Representational Momentum for the Human Body: Awkwardness Matters, Experience Does Not

ERIC Educational Resources Information Center

Wilson, Margaret; Lancaster, Jessy; Emmorey, Karen

2010-01-01

Perception of the human body appears to involve predictive simulations that project forward to track unfolding body-motion events. Here we use representational momentum (RM) to investigate whether implicit knowledge of a learned arbitrary system of body movement such as sign language influences this prediction process, and how this compares to…

Quality Assessment in the Blog Space

ERIC Educational Resources Information Center

Schaal, Markus; Fidan, Guven; Muller, Roland M.; Dagli, Orhan

2010-01-01

Purpose: The purpose of this paper is the presentation of a new method for blog quality assessment. The method uses the temporal sequence of link creation events between blogs as an implicit source for the collective tacit knowledge of blog authors about blog quality. Design/methodology/approach: The blog data are processed by the novel method for…

Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned

DTIC Science & Technology

2006-05-25

organizational change exist, but most implicitly assumed the change agent is already settled in the organization, with the necessary knowledge and...There are plenty of books and articles on leadership, but few directly address transitions at all. In addition, excellent resources on managing

Does Instruction Work for Learning Pragmatics in the EFL Context?

ERIC Educational Resources Information Center

Alcon Soler, Eva

2005-01-01

This paper is based on a study which attempted to examine the efficacy of instruction at the pragmatic level. Specifically, the main purpose of the study was to investigate to what extent two instructional paradigms--explicit versus implicit instruction--affected learners' knowledge and ability to use request strategies. One hundred and thirty-two…

Electrical Stimulation of Broca's Area Enhances Implicit Learning of an Artificial Grammar

ERIC Educational Resources Information Center

de Vries, Meinou H.; Barth, Andre C. R.; Maiworm, Sandra; Knecht, Stefan; Zwitserlood, Pienie; Floel, Agnes

2010-01-01

Artificial grammar learning constitutes a well-established model for the acquisition of grammatical knowledge in a natural setting. Previous neuroimaging studies demonstrated that Broca's area (left BA 44/45) is similarly activated by natural syntactic processing and artificial grammar learning. The current study was conducted to investigate the…

Sleep Increases Explicit Solutions and Reduces Intuitive Judgments of Semantic Coherence

ERIC Educational Resources Information Center

Zander, Thea; Volz, Kirsten G.; Born, Jan; Diekelmann, Susanne

2017-01-01

Sleep fosters the generation of explicit knowledge. Whether sleep also benefits implicit intuitive decisions about underlying patterns is unclear. We examined sleep's role in explicit and intuitive semantic coherence judgments. Participants encoded sets of three words and after a sleep or wake period were required to judge the potential…

Migration from Rural Areas: Employment and Education. IIEP Seminar Paper: 26.

ERIC Educational Resources Information Center

Hallak, Jacques

Discussing migration and migration patterns in the third world, this paper asserts that the failure of plans for controlling rural to urban migration is due to: lack of knowledge about the phenomenon; the favor given to one-dimensional interpretations stressing certain aspects of urban economies; and the implicit assumptions underlying most…

Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculia.

PubMed

Rubinsten, Orly

2015-01-01

In recent years, cognitive neuroscience research has identified several biological and cognitive features of number processing deficits that may now make it possible to diagnose mental or educational impairments in arithmetic, even earlier and more precisely than is possible using traditional assessment tools. We provide two sets of recommendations for improving cognitive assessment tools, using the important case of mathematics as an example. (1) neurocognitive tests would benefit substantially from incorporating assessments (based on findings from cognitive neuroscience) that entail systematic manipulation of fundamental aspects of number processing. Tests that focus on evaluating networks of core neurocognitive deficits have considerable potential to lead to more precise diagnosis and to provide the basis for designing specific intervention programs tailored to the deficits exhibited by the individual child. (2) implicit knowledge, derived from inspection of variables that are irrelevant to the task at hand, can also provide a useful assessment tool. Implicit knowledge is powerful and plays an important role in human development, especially in cases of psychiatric or neurological deficiencies (such as math learning disabilities or math anxiety).

Financial incentives enhance adaptation to a sensorimotor transformation.

PubMed

Gajda, Kathrin; Sülzenbrück, Sandra; Heuer, Herbert

2016-10-01

Adaptation to sensorimotor transformations has received much attention in recent years. However, the role of motivation and its relation to the implicit and explicit processes underlying adaptation has been neglected thus far. Here, we examine the influence of extrinsic motivation on adaptation to a visuomotor rotation by way of providing financial incentives for accurate movements. Participants in the experimental group "bonus" received a defined amount of money for high end-point accuracy in a visuomotor rotation task; participants in the control group "no bonus" did not receive a financial incentive. Results showed better overall adaptation to the visuomotor transformation in participants who were extrinsically motivated. However, there was no beneficial effect of financial incentives on the implicit component, as assessed by the after-effects, and on separately assessed explicit knowledge. These findings suggest that the positive influence of financial incentives on adaptation is due to a component which cannot be measured by after-effects or by our test of explicit knowledge. A likely candidate is model-free learning based on reward-prediction errors, which could be enhanced by the financial bonuses.

Decreasing the temporal complexity for nonlinear, implicit reduced-order models by forecasting

DOE PAGES

Carlberg, Kevin; Ray, Jaideep; van Bloemen Waanders, Bart

2015-02-14

Implicit numerical integration of nonlinear ODEs requires solving a system of nonlinear algebraic equations at each time step. Each of these systems is often solved by a Newton-like method, which incurs a sequence of linear-system solves. Most model-reduction techniques for nonlinear ODEs exploit knowledge of system's spatial behavior to reduce the computational complexity of each linear-system solve. However, the number of linear-system solves for the reduced-order simulation often remains roughly the same as that for the full-order simulation. We propose exploiting knowledge of the model's temporal behavior to (1) forecast the unknown variable of the reduced-order system of nonlinear equationsmore » at future time steps, and (2) use this forecast as an initial guess for the Newton-like solver during the reduced-order-model simulation. To compute the forecast, we propose using the Gappy POD technique. As a result, the goal is to generate an accurate initial guess so that the Newton solver requires many fewer iterations to converge, thereby decreasing the number of linear-system solves in the reduced-order-model simulation.« less

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.

PubMed

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-10-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.

Both memory and attention systems contribute to visual search for targets cued by implicitly learned context

PubMed Central

Giesbrecht, Barry; Sy, Jocelyn L.; Guerin, Scott A.

2012-01-01

Environmental context learned without awareness can facilitate visual processing of goal-relevant information. According to one view, the benefit of implicitly learned context relies on the neural systems involved in spatial attention and hippocampus-mediated memory. While this view has received empirical support, it contradicts traditional models of hippocampal function. The purpose of the present work was to clarify the influence of spatial context on visual search performance and on brain structures involved memory and attention. Event-related functional magnetic resonance imaging revealed that activity in the hippocampus as well as in visual and parietal cortex was modulated by learned visual context even though participants’ subjective reports and performance on a post-experiment recognition task indicated no explicit knowledge of the learned context. Moreover, the magnitude of the initial selective hippocampus response predicted the magnitude of the behavioral benefit due to context observed at the end of the experiment. The results suggest that implicit contextual learning is mediated by attention and memory and that these systems interact to support search of our environment. PMID:23099047

Stress-related biomarkers of dream recall and implicit memory under anaesthesia.

PubMed

Aceto, P; Lai, C; Perilli, V; Dello Russo, C; Federico, B; Navarra, P; Proietti, R; Sollazzi, L

2013-11-01

The aim of this study was to investigate whether auditory presentation of a story during general anaesthesia might influence stress hormone changes and thus affecting dream recall and/or implicit memory. One hundred and ten patients were randomly assigned either to hear a recording of a story through headphones or to have routine care with no auditory recording while undergoing laparoscopic cholecystectomy. Anaesthesia was standardised. Blood samples for cortisol and prolactin assays were collected 20 min before anaesthesia and 5 min after pneumoperitoneum. Dream recall and explicit/implicit memory were investigated upon awakening from anaesthesia and approximately 24 h after the end of the operation. Auditory presentation was associated with lower intra-operative serum prolactin concentration compared with control (p = 0.0006). Twenty-seven patients with recall of dreaming showed higher intra-operative prolactin (p = 0.004) and lower cortisol (p = 0.03) concentrations compared with those without dream recall. The knowledge of this interaction might be useful in the quest to ensure postoperative amnesia. © 2013 The Association of Anaesthetists of Great Britain and Ireland.

Distilling allometric and environmental information from time series of conduit size: the standardization issue and its relationship to tree hydraulic architecture.

PubMed

Carrer, Marco; von Arx, Georg; Castagneri, Daniele; Petit, Giai

2015-01-01

Trees are among the best natural archives of past environmental information. Xylem anatomy preserves information related to tree allometry and ecophysiological performance, which is not available from the more customary ring-width or wood-density proxy parameters. Recent technological advances make tree-ring anatomy very attractive because time frames of many centuries can now be covered. This calls for the proper treatment of time series of xylem anatomical attributes. In this article, we synthesize current knowledge on the biophysical and physiological mechanisms influencing the short- to long-term variation in the most widely used wood-anatomical feature, namely conduit size. We also clarify the strong mechanistic link between conduit-lumen size, tree hydraulic architecture and height growth. Among the key consequences of these biophysical constraints is the pervasive, increasing trend of conduit size during ontogeny. Such knowledge is required to process time series of anatomical parameters correctly in order to obtain the information of interest. An appropriate standardization procedure is fundamental when analysing long tree-ring-related chronologies. When dealing with wood-anatomical parameters, this is even more critical. Only an interdisciplinary approach involving ecophysiology, wood anatomy and dendrochronology will help to distill the valuable information about tree height growth and past environmental variability correctly. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Investigation of High School Students' Online Science Information Searching Performance: The Role of Implicit and Explicit Strategies

NASA Astrophysics Data System (ADS)

Tsai, Meng-Jung; Hsu, Chung-Yuan; Tsai, Chin-Chung

2012-04-01

Due to a growing trend of exploring scientific knowledge on the Web, a number of studies have been conducted to highlight examination of students' online searching strategies. The investigation of online searching generally employs methods including a survey, interview, screen-capturing, or transactional logs. The present study firstly intended to utilize a survey, the Online Information Searching Strategies Inventory (OISSI), to examine users' searching strategies in terms of control, orientation, trial and error, problem solving, purposeful thinking, selecting main ideas, and evaluation, which is defined as implicit strategies. Second, this study conducted screen-capturing to investigate the students' searching behaviors regarding the number of keywords, the quantity and depth of Web page exploration, and time attributes, which is defined as explicit strategies. Ultimately, this study explored the role that these two types of strategies played in predicting the students' online science information searching outcomes. A total of 103 Grade 10 students were recruited from a high school in northern Taiwan. Through Pearson correlation and multiple regression analyses, the results showed that the students' explicit strategies, particularly the time attributes proposed in the present study, were more successful than their implicit strategies in predicting their outcomes of searching science information. The participants who spent more time on detailed reading (explicit strategies) and had better skills of evaluating Web information (implicit strategies) tended to have superior searching performance.

Bullying and defending behavior: The role of explicit and implicit moral cognition.

PubMed

Pozzoli, Tiziana; Gini, Gianluca; Thornberg, Robert

2016-12-01

Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N=279, mean age=11years, 9months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Early Neural Markers of Implicit Attitudes: N170 Modulated by Intergroup and Evaluative Contexts in IAT.

PubMed

Ibáñez, Agustín; Gleichgerrcht, Ezequiel; Hurtado, Esteban; González, Ramiro; Haye, Andrés; Manes, Facundo F

2010-01-01

The Implicit Association Test (IAT) is the most popular measure to evaluate implicit attitudes. Nevertheless, its neural correlates are not yet fully understood. We examined event related potentials (ERPs) in response to face- and word processing while indigenous and non-indigenous participants performed an IAT displaying faces (ingroup and outgroup members) and words (positive and negative valence) as targets of category judgments. The N170 component was modulated by valence of words and by ingroup/outgroup face categorization. Contextual effects (face-words implicitly associated in the task) had an influence on the N170 amplitude modulation. On the one hand, in face categorization, right N170 showed differences according to the association between social categories of faces and affective valence of words. On the other, in word categorization, left N170 presented a similar modulation when the task implied a negative-valence associated with ingroup faces. Only indigenous participants showed a significant IAT effect and N170 differences. Our results demonstrate an early ERP blending of stimuli processing with both intergroup and evaluative contexts, suggesting an integration of contextual information related to intergroup attitudes during the early stages of word and face processing. To our knowledge, this is the first report of early ERPs during an ethnicity IAT, opening a new branch of exchange between social neuroscience and social psychology of attitudes.

Anatomical knowledge among medieval folk artists: osteological interpretation of two Dance of Death motifs

PubMed Central

Petaros, Anja; Čulina, Tatjana; Šuran, Andrea; Škrobonja, Ante

2013-01-01

Anatomy has a long history that started with dissection of animals and then expanded and flourished thanks to dissections performed on human bodies. Artists had a crucial role in uncovering the secrets of human anatomy. While most studies have focused on the influence of famous Renaissance artists on human anatomy studies, the anatomical drawings by pre-Renaissance artists and local craftsmen have remained in their shadow. One of the most popular artistic genres in which complete or parts of human skeletons appear is the Dance of Death (Danse Macabre). This article is an anthropological study of two medieval Dance of Death frescoes that are unusual in being relatively early as well as accurately datable. A comparative morphological analysis of the two late 15th century works present in Istria has been conducted. The two works were painted by two local masters and show how the artists filled the gaps in their knowledge of human anatomy mostly with insights into animal bones and imagination. Their artworks, even though only 16 years apart, demonstrate substantial differences in the representation of the skeletons. The article argues that the history of medicine and of art could make good use of osteology and physical anthropology in attempts to define and understand how anatomical knowledge developed among pre-Renaissance and post-Renaissance artists and local people. PMID:23763286

Communication Policies in Knowledge Networks

NASA Astrophysics Data System (ADS)

Ioannidis, Evangelos; Varsakelis, Nikos; Antoniou, Ioannis

2018-02-01

Faster knowledge attainment within organizations leads to improved innovation, and therefore competitive advantage. Interventions on the organizational network may be risky or costly or time-demanding. We investigate several communication policies in knowledge networks, which reduce the knowledge attainment time without interventions. We examine the resulting knowledge dynamics for real organizational networks, as well as for artificial networks. More specifically, we investigate the dependence of knowledge dynamics on: (1) the Selection Rule of agents for knowledge acquisition, and (2) the Order of implementation of "Selection" and "Filtering". Significant decrease of the knowledge attainment time (up to -74%) can be achieved by: (1) selecting agents of both high knowledge level and high knowledge transfer efficiency, and (2) implementing "Selection" after "Filtering" in contrast to the converse, implicitly assumed, conventional prioritization. The Non-Commutativity of "Selection" and "Filtering", reveals a Non-Boolean Logic of the Network Operations. The results demonstrate that significant improvement of knowledge dynamics can be achieved by implementing "fruitful" communication policies, by raising the awareness of agents, without any intervention on the network structure.

Sleep Spindles in the Right Hemisphere Support Awareness of Regularities and Reflect Pre-Sleep Activations.

PubMed

Yordanova, Juliana; Kolev, Vasil; Bruns, Eike; Kirov, Roumen; Verleger, Rolf

2017-11-01

The present study explored the sleep mechanisms which may support awareness of hidden regularities. Before sleep, 53 participants learned implicitly a lateralized variant of the serial response-time task in order to localize sensorimotor encoding either in the left or right hemisphere and induce implicit regularity representations. Electroencephalographic (EEG) activity was recorded at multiple electrodes during both task performance and sleep, searching for lateralized traces of the preceding activity during learning. Sleep EEG analysis focused on region-specific slow (9-12 Hz) and fast (13-16 Hz) sleep spindles during nonrapid eye movement sleep. Fast spindle activity at those motor regions that were activated during learning increased with the amount of postsleep awareness. Independently of side of learning, spindle activity at right frontal and fronto-central regions was involved: there, fast spindles increased with the transformation of sequence knowledge from implicit before sleep to explicit after sleep, and slow spindles correlated with individual abilities of gaining awareness. These local modulations of sleep spindles corresponded to regions with greater presleep activation in participants with postsleep explicit knowledge. Sleep spindle mechanisms are related to explicit awareness (1) by tracing the activation of motor cortical and right-hemisphere regions which had stronger involvement already during learning and (2) by recruitment of individually consolidated processing modules in the right hemisphere. The integration of different sleep spindle mechanisms with functional states during wake collectively supports the gain of awareness of previously experienced regularities, with a special role for the right hemisphere. © Sleep Research Society 2017. Published by Oxford University Press [on behalf of the Sleep Research Society].

Dissociation between implicit and explicit responses in postconditioning UCS revaluation after fear conditioning in humans

PubMed Central

Schultz, Douglas H.; Balderston, Nicholas L.; Geiger, Jennifer A.; Helmstetter, Fred J.

2014-01-01

The nature of the relationship between explicit and implicit learning is a topic of considerable debate. In order to investigate this relationship we conducted two experiments on postconditioning revaluation of the unconditional stimulus (UCS) in human fear conditioning. In Experiment 1, the intensity of the UCS was decreased following acquisition for one group (devaluation) and held constant for another group (control). A subsequent test revealed that even though both groups exhibited similar levels of UCS expectancy, the devaluation group had significantly smaller conditional skin conductance responses. The devaluation effect was not explained by differences in the explicit estimates of UCS probability or explicit knowledge that the UCS intensity had changed. In Experiment 2, the value of the UCS was increased following acquisition for one group (inflation) and held constant for another group (control). Test performance revealed that UCS inflation did not alter expectancy ratings, but the inflation group exhibited larger learned skin conductance responses than the control group. The inflation effect was not explained by differences in the explicit estimates of UCS probability or explicit knowledge that the UCS intensity had changed. The SCR revaluation effect was not dependent on explicit memory processes in either experiment. In both experiments we found differences on an implicit measure of learning in the absence of changes in explicit measures. Together, the differences observed between expectancy measures and skin conductance support the idea that these responses might reflect different types of memory formed during the same training procedure and be supported by separate neural systems. PMID:23731073

The Things You Do: Internal Models of Others’ Expected Behaviour Guide Action Observation

PubMed Central

Schenke, Kimberley C.; Wyer, Natalie A.; Bach, Patric

2016-01-01

Predictions allow humans to manage uncertainties within social interactions. Here, we investigate how explicit and implicit person models–how different people behave in different situations–shape these predictions. In a novel action identification task, participants judged whether actors interacted with or withdrew from objects. In two experiments, we manipulated, unbeknownst to participants, the two actors action likelihoods across situations, such that one actor typically interacted with one object and withdrew from the other, while the other actor showed the opposite behaviour. In Experiment 2, participants additionally received explicit information about the two individuals that either matched or mismatched their actual behaviours. The data revealed direct but dissociable effects of both kinds of person information on action identification. Implicit action likelihoods affected response times, speeding up the identification of typical relative to atypical actions, irrespective of the explicit knowledge about the individual’s behaviour. Explicit person knowledge, in contrast, affected error rates, causing participants to respond according to expectations instead of observed behaviour, even when they were aware that the explicit information might not be valid. Together, the data show that internal models of others’ behaviour are routinely re-activated during action observation. They provide first evidence of a person-specific social anticipation system, which predicts forthcoming actions from both explicit information and an individuals’ prior behaviour in a situation. These data link action observation to recent models of predictive coding in the non-social domain where similar dissociations between implicit effects on stimulus identification and explicit behavioural wagers have been reported. PMID:27434265

Knowledge-Based, Interactive, Custom Anatomical Scene Creation for Medical Education: The Biolucida System

PubMed Central

Warren, Wayne; Brinkley, James F.

2005-01-01

Few biomedical subjects of study are as resource-intensive to teach as gross anatomy. Medical education stands to benefit greatly from applications which deliver virtual representations of human anatomical structures. While many applications have been created to achieve this goal, their utility to the student is limited because of a lack of interactivity or customizability by expert authors. Here we describe the first version of the Biolucida system, which allows an expert anatomist author to create knowledge-based, customized, and fully interactive scenes and lessons for students of human macroscopic anatomy. Implemented in Java and VRML, Biolucida allows the sharing of these instructional 3D environments over the internet. The system simplifies the process of authoring immersive content while preserving its flexibility and expressivity. PMID:16779148

Knowledge-based, interactive, custom anatomical scene creation for medical education: the Biolucida system.

PubMed

Warren, Wayne; Brinkley, James F

2005-01-01

Few biomedical subjects of study are as resource-intensive to teach as gross anatomy. Medical education stands to benefit greatly from applications which deliver virtual representations of human anatomical structures. While many applications have been created to achieve this goal, their utility to the student is limited because of a lack of interactivity or customizability by expert authors. Here we describe the first version of the Biolucida system, which allows an expert anatomist author to create knowledge-based, customized, and fully interactive scenes and lessons for students of human macroscopic anatomy. Implemented in Java and VRML, Biolucida allows the sharing of these instructional 3D environments over the internet. The system simplifies the process of authoring immersive content while preserving its flexibility and expressivity.

Explicit and implicit motor learning in children with unilateral cerebral palsy.

PubMed

van der Kamp, John; Steenbergen, Bert; Masters, Rich S W

2017-07-30

The current study aimed to investigate the capacity for explicit and implicit learning in children with unilateral cerebral palsy. Children with left and right unilateral cerebral palsy and typically developing children shuffled disks toward a target. A prism-adaptation design was implemented, consisting of pre-exposure, prism exposure, and post-exposure phases. Half of the participants were instructed about the function of the prism glasses, while the other half were not. For each trial, the distance between the target and the shuffled disk was determined. Explicit learning was indicated by the rate of adaptation during the prism exposure phase, whereas implicit learning was indicated by the magnitude of the negative after-effect at the start of the post-exposure phase. Results No significant effects were revealed between typically developing participants and participants with unilateral cerebral palsy. Comparison of participants with left and right unilateral cerebral palsy demonstrated that participants with right unilateral cerebral palsy had a significantly lower rate of adaptation than participants with left unilateral cerebral palsy, but only when no instructions were provided. The magnitude of the negative after-effects did not differ significantly between participants with right and left unilateral cerebral palsy. The capacity for explicit motor learning is reduced among individuals with right unilateral cerebral palsy when accumulation of declarative knowledge is unguided (i.e., discovery learning). In contrast, the capacity for implicit learning appears to remain intact among individuals with left as well as right unilateral cerebral palsy. Implications for rehabilitation Implicit motor learning interventions are recommended for individuals with cerebral palsy, particularly for individuals with right unilateral cerebral palsy Explicit motor learning interventions for individual with cerebral palsy - if used - best consist of singular verbal instruction.

Attentional responses to stimuli associated with a reward can occur in the absence of knowledge of their predictive values.

PubMed

Leganes-Fonteneau, Mateo; Scott, Ryan; Duka, Theodora

2018-04-02

Classical conditioning theories of addiction suggest that stimuli associated with rewards acquire incentive salience, inducing emotional and attentional conditioned responses. It is not clear whether those responses occur without contingency awareness (CA), i.e. are based on explicit or implicit learning processes. Examining implicit aspects of stimulus-reward associations can improve our understanding of addictive behaviours, supporting treatment and prevention strategies. However, the acquisition of conditioned responses without CA has yet to be rigorously demonstrated, as the existing literature shows a lack of methodological agreement regarding the measurement of implicit and explicit processes. The purpose of two experiments presented here was to study the emotional value acquired by CS through implicit emotional and attentional processes, trying to overcome critical methodological issues. Experiment 1 (n = 48) paired two stimuli categories (houses/buildings) with high (HR) or low (LR) probabilities of monetary reward. An Emotional Attentional Blink revealed preferential attention for HR over LR regardless of CA; while pleasantness ratings were unaffected, probably due to the intrinsic nature of CS. Experiment 2 (n = 60) replicated the effect of conditioning on the Emotional Attentional Blink utilising abstract CS (octagons/squares). In addition increased pleasantness for HR over LR was found significant overall, and marginally significant for Aware but not for Unaware participants. Here CA was rigorously determined using a signal-detection analysis and metacognitive-awareness measurements. Bayesian analyses verified the unconscious nature of the learning. These findings demonstrate that attentional conditioned responses can occur without CA and advance our understanding of the mechanisms by which implicit conditioning can occur and becomes observable. Furthermore, these results can highlight how addictive behaviours might develop. Copyright © 2017 Elsevier B.V. All rights reserved.

Frontostriatal and Mediotemporal Lobe Contributions to Implicit Higher-Order Spatial Sequence Learning Declines in Aging and Parkinson’s Disease

PubMed Central

Schendan, Haline E.; Tinaz, Sule; Maher, Stephen M.; Stern, Chantal E.

2015-01-01

Sequence learning depends on the striatal system, but recent findings also implicate the mediotemporal lobe (MTL) system. Schendan, Searl, Melrose, & Stern (2003) found higher-order associative, learning-related activation in the striatum, dorsolateral prefrontal cortex, and the MTL during the early acquisition phase of both implicit and explicit variants of a serial response time task. This functional magnetic resonance imaging (fMRI) study capitalized on this task to determine how changes in MTL function observed in aging and compromised frontostriatal function characteristic of Parkinson’s disease (PD) patients impacts sequence learning and memory under implicit instructions. Brain activity was compared between “Sequence” and “Random” conditions in 12 non-demented PD patients and education and gender matched healthy control participants of whom 12 were age matched (MC) and 14 were younger (YC). Behaviorally, sequence-specific learning of higher-order associations was reduced with aging and changed further with PD and resulted primarily in implicit knowledge in the older participants. FMRI revealed reduced intensity and extent of sequence learning-related activation in older relative to younger people in frontostriatal circuits and the MTL. This was because signal was greater for the Sequence than Random condition in younger people, whereas older people, especially those with PD, showed the opposite pattern. Both older groups also showed increased activation to the task itself relative to baseline fixation. In addition, right MTL showed hypoactivation and left MTL hyperactivation in PD relative to the MC group. The results suggest changes in frontostriatal and MTL activity occur during aging that affect task-related activity and the initial acquisition phase of implicit higher-order sequence learning. In addition, the results suggest that Parkinson’s disease adversely affects processes in the MTL including sequence learning and memory. PMID:23565935

Implicit and explicit second language training recruit common neural mechanisms for syntactic processing.

PubMed

Batterink, Laura; Neville, Helen

2013-06-01

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly and explicitly trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners' behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.

Lower cranial nerves.

PubMed

Soldatos, Theodoros; Batra, Kiran; Blitz, Ari M; Chhabra, Avneesh

2014-02-01

Imaging evaluation of cranial neuropathies requires thorough knowledge of the anatomic, physiologic, and pathologic features of the cranial nerves, as well as detailed clinical information, which is necessary for tailoring the examinations, locating the abnormalities, and interpreting the imaging findings. This article provides clinical, anatomic, and radiological information on lower (7th to 12th) cranial nerves, along with high-resolution magnetic resonance images as a guide for optimal imaging technique, so as to improve the diagnosis of cranial neuropathy. Copyright © 2014 Elsevier Inc. All rights reserved.

Investigation of High School Students' Online Science Information Searching Performance: The Role of Implicit and Explicit Strategies

ERIC Educational Resources Information Center

Tsai, Meng-Jung; Hsu, Chung-Yuan; Tsai, Chin-Chung

2012-01-01

Due to a growing trend of exploring scientific knowledge on the Web, a number of studies have been conducted to highlight examination of students' online searching strategies. The investigation of online searching generally employs methods including a survey, interview, screen-capturing, or transactional logs. The present study firstly intended to…

Development and Validation of the Implicit Information from Lewis Structures Instrument(IILSI): Do Students Connect Structures with Properties?

ERIC Educational Resources Information Center

Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z.

2012-01-01

Lewis structures are a simplified two dimensional "cartoon" of molecular structure that allow a knowledgeable user to predict the types of properties a particular substance may exhibit. However, prior research shows that many students fail to recognize these structure-property connections and are unable to decode the information…

Problem Solving at the Middle School Level: A Comparison of Different Strategies

ERIC Educational Resources Information Center

Baraké, Farah; El-Rouadi, Naim; Musharrafieh, Juhaina

2015-01-01

This article sheds light and reflects on how students in grades seven and eight read and understand implicit data when solving a story problem. Problem solving experiences help in adding up to the child's mathematical knowledge and promote a higher level of critical thinking abilities. Seventh and eighth grade students were selected from two…

Reasoning about Benefits, Costs, and Risks of Chemical Substances: Mapping Different Levels of Sophistication

ERIC Educational Resources Information Center

Cullipher, S.; Sevian, H.; Talanquer, V.

2015-01-01

The ability to evaluate options and make informed decisions about problems in relevant contexts is a core competency in science education that requires the use of both domain-general and discipline-specific knowledge and reasoning strategies. In this study we investigated the implicit assumptions and modes of reasoning applied by individuals with…

Inferring heuristic classification hierarchies from natural language input

NASA Technical Reports Server (NTRS)

Hull, Richard; Gomez, Fernando

1993-01-01

A methodology for inferring hierarchies representing heuristic knowledge about the check out, control, and monitoring sub-system (CCMS) of the space shuttle launch processing system from natural language input is explained. Our method identifies failures explicitly and implicitly described in natural language by domain experts and uses those descriptions to recommend classifications for inclusion in the experts' heuristic hierarchies.

Discipline for Democracy? Neutrality and Justice in Schools' Management of Conflict and Social Exclusion.

ERIC Educational Resources Information Center

Bickmore, Kathy

Knowledge and values for good citizenship are communicated through explicit subject-area curriculum, such as social studies, health, and language arts, and through the implicit models and practices embedded in a school's system of human rights protections and discipline practices. This paper presents the conceptual framework, and a few very early…

Video Gaming Promotes Concussion Knowledge Acquisition in Youth Hockey Players

ERIC Educational Resources Information Center

Goodman, David; Bradley, Nori L.; Paras, Bradley, Williamson, Ian J.; Bizzochi, James

2006-01-01

While the positive uses for video games in an educational setting have also been established, the educational aim is usually made explicit. The goal of this research was to develop a video game wherein the educational aspect was implicitly embedded in the video game, such that the gameing activity remained interesting and relevant. Following a…

Extraction of Graph Information Based on Image Contents and the Use of Ontology

ERIC Educational Resources Information Center

Kanjanawattana, Sarunya; Kimura, Masaomi

2016-01-01

A graph is an effective form of data representation used to summarize complex information. Explicit information such as the relationship between the X- and Y-axes can be easily extracted from a graph by applying human intelligence. However, implicit knowledge such as information obtained from other related concepts in an ontology also resides in…

Theories of Memory and the Problems of Development: Activity, Growth, and Knowledge. Technical Report No. 51.

ERIC Educational Resources Information Center

Brown, Ann L.

The first section of this report examines, from a developmental perspective, the major theoretical positions dominating the literature on adult cognition. Two criteria are considered. First, how compatible are the theories with the notion that thinking systems develop within specific environments? Second, what are the implicit or explicit…

From PhD to Initial Employment: The Doctorate in a Knowledge Economy

ERIC Educational Resources Information Center

Neumann, Ruth; Tan, Kim Khim

2011-01-01

Within universities there is often still an implicit assumption that the doctorate is preparation for an academic career. Yet for over a decade there has been evidence in a number of Organisation for Economic Cooperation and Development (OECD) countries that there are increasing numbers of students undertaking a doctorate and that larger…

The Child Writer: Graphic Literacy and the Scottish Educational System, 1700-1820

ERIC Educational Resources Information Center

Eddy, Matthew Daniel

2016-01-01

The story of Enlightenment literacy is often reconstructed from textbooks and manuals, with the implicit focus being what children were reading. But far less attention has been devoted to how they mastered the scribal techniques that allowed them to manage knowledge on paper. Focusing on Scotland, handwritten manuscripts are used to reveal that…

Exploring Relations among College Students' Prior Knowledge, Implicit Theories of Intelligence, and Self-Regulated Learning in a Hypermedia Environment

ERIC Educational Resources Information Center

Greene, Jeffrey Alan; Costa, Lara-Jeane; Robertson, Jane; Pan, Yi; Deekens, Victor M.

2010-01-01

Researchers and educators continue to explore how to assist students in the acquisition of conceptual understanding of complex science topics. While hypermedia learning environments (HLEs) afford unique opportunities to display multiple representations of these often abstract topics, students who do not engage in self-regulated learning (SRL) with…

The Different Time Course of Phonotactic Constraint Learning in Children and Adults: Evidence from Speech Errors

ERIC Educational Resources Information Center

Smalle, Eleonore H. M.; Muylle, Merel; Szmalec, Arnaud; Duyck, Wouter

2017-01-01

Speech errors typically respect the speaker's implicit knowledge of language-wide phonotactics (e.g., /t/ cannot be a syllable onset in the English language). Previous work demonstrated that adults can learn novel experimentally induced phonotactic constraints by producing syllable strings in which the allowable position of a phoneme depends on…

Secret Codes: The Hidden Curriculum of Semantic Web Technologies

ERIC Educational Resources Information Center

Edwards, Richard; Carmichael, Patrick

2012-01-01

There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate…

What Should Be Explicit in Explicit Grammar Instruction?

ERIC Educational Resources Information Center

Nagai, Noriko; Ayano, Seiki; Okada, Keiko; Nakanishi, Takayuki

2015-01-01

This article proposes an approach to explicit grammar instruction that seeks to develop metalinguistic knowledge of the L2 and raise L2 learners' awareness of their L1, which is crucial for the success of second language acquisition (Ellis 1997, 2002). If explicit instruction is more effective than implicit instruction (Norris and Ortega 2000),…

Logical Metonymy Resolution in a Words-as-Cues Framework: Evidence from Self-Paced Reading and Probe Recognition

ERIC Educational Resources Information Center

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-01-01

Logical metonymy resolution ("begin a book" ? "begin reading a book" or "begin writing a book") has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the…

When Language of Instruction and Language of Application Differ: Cognitive Costs of Bilingual Mathematics Learning

ERIC Educational Resources Information Center

Saalbach, Henrik; Eckstein, Doris; Andri, Nicoletta; Hobi, Reto; Grabner, Roland H.

2013-01-01

Bilingual education programs implicitly assume that the acquired knowledge is represented in a language-independent way. This assumption, however, stands in strong contrast to research findings showing that information may be represented in a way closely tied to the specific language of instruction and learning. The present study aims to examine…

The Pendulum as Presented in School Science Textbooks of Greece and Cyprus

ERIC Educational Resources Information Center

Koliopoulos, Dimitris; Constantinou, Costas

2005-01-01

When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three components, namely its conceptual framework, its methodological principles and its cultural aspects. The pendulum is a topic of science teaching and learning where all three of these aspects can be examined with the aim of gaining a holistic appreciation of the…

The Role of Extensive Reading in the Development of Phonological Processing

ERIC Educational Resources Information Center

Nisanci, Sinan

2017-01-01

The present study aims to investigate the role of extensive reading in the acquisition of implicit phonological knowledge. Through extensive exposure to print, L2 learners can improve their phonological processing skills, and this could contribute to their word recognition fluency. On the basis of the Oxford Placement Test, 30 9th graders and 30…

Implicit Knowledge of General Upper Secondary School in a Bridge-Building Project

ERIC Educational Resources Information Center

Rasmussen, Annette; Andreasen, Karen

2016-01-01

Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school,…

An Analysis of the Selection and Distribution of Knowledge in Massachusetts Music Teacher Preparation Programs: The Song Remains the Same

ERIC Educational Resources Information Center

Borek, Matthew

2012-01-01

Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in…

Outcomes of Quality Assurance: A Discussion of Knowledge, Methodology and Validity

ERIC Educational Resources Information Center

Stensaker, Bjorn

2008-01-01

A common characteristic in many quality assurance schemes around the world is their implicit and often narrowly formulated understanding of how organisational change is to take place as a result of the process. By identifying some of the underlying assumptions related to organisational change in current quality assurance schemes, the aim of this…

Neural activity related to cognitive and emotional empathy in post-traumatic stress disorder.

PubMed

Mazza, Monica; Tempesta, Daniela; Pino, Maria Chiara; Nigri, Anna; Catalucci, Alessia; Guadagni, Veronica; Gallucci, Massimo; Iaria, Giuseppe; Ferrara, Michele

2015-04-01

The aim of this study is to evaluate the empathic ability and its functional brain correlates in post-traumatic stress disorder subjects (PTSD). Seven PTSD subjects and ten healthy controls, all present in the L'Aquila area during the earthquake of the April 2009, underwent fMRI during which they performed a modified version of the Multifaceted Empathy Test. PTSD patients showed impairments in implicit and explicit emotional empathy, but not in cognitive empathy. Brain responses during cognitive empathy showed an increased activation in patients compared to controls in the right medial frontal gyrus and the left inferior frontal gyrus. During implicit emotional empathy responses patients with PTSD, compared to controls, exhibited greater neural activity in the left pallidum and right insula; instead the control group showed an increased activation in right inferior frontal gyrus. Finally, in the explicit emotional empathy responses the PTSD group showed a reduced neural activity in the left insula and the left inferior frontal gyrus. The behavioral deficit limited to the emotional empathy dimension, accompanied by different patterns of activation in empathy related brain structures, represent a first piece of evidence of a dissociation between emotional and cognitive empathy in PTSD patients. The present findings support the idea that empathy is a multidimensional process, with different facets depending on distinct anatomical substrates. Copyright © 2014 Elsevier B.V. All rights reserved.

Through the Immune Looking Glass: A Model for Brain Memory Strategies

PubMed Central

Sánchez-Ramón, Silvia; Faure, Florence

2016-01-01

The immune system (IS) and the central nervous system (CNS) are complex cognitive networks involved in defining the identity (self) of the individual through recognition and memory processes that enable one to anticipate responses to stimuli. Brain memory has traditionally been classified as either implicit or explicit on psychological and anatomical grounds, with reminiscences of the evolutionarily-based innate-adaptive IS responses. Beyond the multineuronal networks of the CNS, we propose a theoretical model of brain memory integrating the CNS as a whole. This is achieved by analogical reasoning between the operational rules of recognition and memory processes in both systems, coupled to an evolutionary analysis. In this new model, the hippocampus is no longer specifically ascribed to explicit memory but rather it both becomes part of the innate (implicit) memory system and tightly controls the explicit memory system. Alike the antigen presenting cells for the IS, the hippocampus would integrate transient and pseudo-specific (i.e., danger-fear) memories and would drive the formation of long-term and highly specific or explicit memories (i.e., the taste of the Proust’s madeleine cake) by the more complex and recent, evolutionarily speaking, neocortex. Experimental and clinical evidence is provided to support the model. We believe that the singularity of this model’s approximation could help to gain a better understanding of the mechanisms operating in brain memory strategies from a large-scale network perspective. PMID:26869886

Development of a patient-specific anatomical foot model from structured light scan data.

PubMed

Lochner, Samuel J; Huissoon, Jan P; Bedi, Sanjeev S

2014-01-01

The use of anatomically accurate finite element (FE) models of the human foot in research studies has increased rapidly in recent years. Uses for FE foot models include advancing knowledge of orthotic design, shoe design, ankle-foot orthoses, pathomechanics, locomotion, plantar pressure, tissue mechanics, plantar fasciitis, joint stress and surgical interventions. Similar applications but for clinical use on a per-patient basis would also be on the rise if it were not for the high costs associated with developing patient-specific anatomical foot models. High costs arise primarily from the expense and challenges of acquiring anatomical data via magnetic resonance imaging (MRI) or computed tomography (CT) and reconstructing the three-dimensional models. The proposed solution morphs detailed anatomy from skin surface geometry and anatomical landmarks of a generic foot model (developed from CT or MRI) to surface geometry and anatomical landmarks acquired from an inexpensive structured light scan of a foot. The method yields a patient-specific anatomical foot model at a fraction of the cost of standard methods. Average error for bone surfaces was 2.53 mm for the six experiments completed. Highest accuracy occurred in the mid-foot and lowest in the forefoot due to the small, irregular bones of the toes. The method must be validated in the intended application to determine if the resulting errors are acceptable.

Anatomical accuracy of brain connections derived from diffusion MRI tractography is inherently limited.

PubMed

Thomas, Cibu; Ye, Frank Q; Irfanoglu, M Okan; Modi, Pooja; Saleem, Kadharbatcha S; Leopold, David A; Pierpaoli, Carlo

2014-11-18

Tractography based on diffusion-weighted MRI (DWI) is widely used for mapping the structural connections of the human brain. Its accuracy is known to be limited by technical factors affecting in vivo data acquisition, such as noise, artifacts, and data undersampling resulting from scan time constraints. It generally is assumed that improvements in data quality and implementation of sophisticated tractography methods will lead to increasingly accurate maps of human anatomical connections. However, assessing the anatomical accuracy of DWI tractography is difficult because of the lack of independent knowledge of the true anatomical connections in humans. Here we investigate the future prospects of DWI-based connectional imaging by applying advanced tractography methods to an ex vivo DWI dataset of the macaque brain. The results of different tractography methods were compared with maps of known axonal projections from previous tracer studies in the macaque. Despite the exceptional quality of the DWI data, none of the methods demonstrated high anatomical accuracy. The methods that showed the highest sensitivity showed the lowest specificity, and vice versa. Additionally, anatomical accuracy was highly dependent upon parameters of the tractography algorithm, with different optimal values for mapping different pathways. These results suggest that there is an inherent limitation in determining long-range anatomical projections based on voxel-averaged estimates of local fiber orientation obtained from DWI data that is unlikely to be overcome by improvements in data acquisition and analysis alone.

Defining the spatial relationships between eight anatomic planes in the 11+6 to 13+6 weeks fetus: a pilot study.

PubMed

Abu-Rustum, Reem S; Ziade, M Fouad; Abu-Rustum, Sameer E

2012-09-01

Our study aims at investigating the spatial relationships between eight anatomic planes in the 11+6 to 13+6 weeks fetus. This is a retrospective pilot study where three-dimensional and four-dimensional stored data sets were manipulated to retrieve eight anatomic planes starting from the midsagittal plane of the fetus. Standardization of volumes was performed at the level of the transverse abdominal circumference plane. Parallel shift was utilized and the spatial relationships between eight anatomic planes were established. The median and the range were calculated for each of the planes, and they were evaluated as a function of the fetal crown-rump length. P < 0.05 was considered statistically significant. A total of 63 volume data sets were analyzed. The eight anatomic planes were found to adhere to normal distribution curves, and most of the planes were in a definable relationship to each other with statistically significant correlations. To our knowledge, this is the first study to describe the possible spatial relationships between eight two-dimensional anatomic planes in the 11+6 to 13+6 weeks fetus, utilizing a standardized approach. Defining these spatial relationships may serve as the first step for the potential future development of automation software for fetal anatomic assessment at 11+6 to 13+6 weeks. © 2012 John Wiley & Sons, Ltd.

Implicit Orientation Toward Family and School Among Bilingual Latino College Students

PubMed Central

DEVOS, THIERRY; BLANCO, KARLA; MUÑOZ, CYNTHIA; DUNN, ROGER; ULLOA, EMILIO C.

2015-01-01

The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students. PMID:18807421

Implicit orientation toward family and school among bilingual Latino college students.

PubMed

Devos, Thierry; Blanco, Karla; Muñoz, Cynthia; Dunn, Roger; Ulloa, Emilio C

2008-08-01

The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students.

Learning Temporal Statistics for Sensory Predictions in Aging.

PubMed

Luft, Caroline Di Bernardi; Baker, Rosalind; Goldstone, Aimee; Zhang, Yang; Kourtzi, Zoe

2016-03-01

Predicting future events based on previous knowledge about the environment is critical for successful everyday interactions. Here, we ask which brain regions support our ability to predict the future based on implicit knowledge about the past in young and older age. Combining behavioral and fMRI measurements, we test whether training on structured temporal sequences improves the ability to predict upcoming sensory events; we then compare brain regions involved in learning predictive structures between young and older adults. Our behavioral results demonstrate that exposure to temporal sequences without feedback facilitates the ability of young and older adults to predict the orientation of an upcoming stimulus. Our fMRI results provide evidence for the involvement of corticostriatal regions in learning predictive structures in both young and older learners. In particular, we showed learning-dependent fMRI responses for structured sequences in frontoparietal regions and the striatum (putamen) for young adults. However, for older adults, learning-dependent activations were observed mainly in subcortical (putamen, thalamus) regions but were weaker in frontoparietal regions. Significant correlations of learning-dependent behavioral and fMRI changes in these regions suggest a strong link between brain activations and behavioral improvement rather than general overactivation. Thus, our findings suggest that predicting future events based on knowledge of temporal statistics engages brain regions involved in implicit learning in both young and older adults.

How teachers would spend their time teaching language arts: the mismatch between self-reported and best practices.

PubMed

Cunningham, Anne E; Zibulsky, Jamie; Stanovich, Keith E; Stanovich, Paula J

2009-01-01

As teacher quality becomes a central issue in discussions of children's literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers' implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers' implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed.

The effects of supervised learning on event-related potential correlates of music-syntactic processing.

PubMed

Guo, Shuang; Koelsch, Stefan

2015-11-11

Humans process music even without conscious effort according to implicit knowledge about syntactic regularities. Whether such automatic and implicit processing is modulated by veridical knowledge has remained unknown in previous neurophysiological studies. This study investigates this issue by testing whether the acquisition of veridical knowledge of a music-syntactic irregularity (acquired through supervised learning) modulates early, partly automatic, music-syntactic processes (as reflected in the early right anterior negativity, ERAN), and/or late controlled processes (as reflected in the late positive component, LPC). Excerpts of piano sonatas with syntactically regular and less regular chords were presented repeatedly (10 times) to non-musicians and amateur musicians. Participants were informed by a cue as to whether the following excerpt contained a regular or less regular chord. Results showed that the repeated exposure to several presentations of regular and less regular excerpts did not influence the ERAN elicited by less regular chords. By contrast, amplitudes of the LPC (as well as of the P3a evoked by less regular chords) decreased systematically across learning trials. These results reveal that late controlled, but not early (partly automatic), neural mechanisms of music-syntactic processing are modulated by repeated exposure to a musical piece. This article is part of a Special Issue entitled SI: Prediction and Attention. Copyright © 2015 Elsevier B.V. All rights reserved.

Anatomy of the sural nerve: cadaver study and literature review.

PubMed

Riedl, Otto; Frey, Manfred

2013-04-01

The sural nerve is commonly used as donor for nerve grafting. Contrary to its constant retromalleolar position, formation and course of the proximal sural nerve show great variability. The coexistence of different and deceptive terminologies contributes to the complexity, and reviewing the international literature is confusing. Because detailed anatomical knowledge is essential for efficient and safe sural nerve harvesting, this study aims to bring clarity. Previous sural nerve reports listed in the PubMed database and established anatomical textbooks were reviewed. Different terminologies were compared and adjusted. Anatomical details and variations were noted. Subtle prospective anatomical dissections and comparison with actual data followed. Two hundred twenty-one relevant reports were identified and worked up going back to the nineteenth century. Fourteen established German and English language anatomical textbooks were reviewed. Thirty lower limbs were dissected. In total, this study pools the information of more than 2500 sural nerves. This study covers all information about the sural nerve anatomy published internationally. The coexistence of different and confusing terminologies is pinpointed and adjusted to allow comparison of previous reports and to gain a coordinated data pool of more than 2500 investigated sural nerves. Detailed features are clearly described and summarized, findings from the authors' own prospective dissections complete these data, and the prior existing anatomical confusion is resolved. Finally, clinical implications are described.

Presentation of Anatomical Variations Using the Aurasma Mobile App

PubMed Central

Bézard, Georg; Lozanoff, Beth K; Labrash, Steven; Lozanoff, Scott

2015-01-01

Knowledge of anatomical variations is critical to avoid clinical complications and it enables an understanding of morphogenetic mechanisms. Depictions are comprised of photographs or illustrations often limiting appreciation of three-dimensional (3D) spatial relationships. The purpose of this study is to describe an approach for presenting anatomical variations utilizing video clips emphasizing 3D anatomical relationships delivered on personal electronic devices. An aberrant right subclavian artery (ARSA) was an incidental finding in a routine dissection of an 89-year-old man cadaver during a medical student instructional laboratory. The specimen was photographed and physical measurements were recorded. Three-dimensional models were lofted and rendered with Maya software and converted as Quicktime animations. Photographs of the first frame of the animations were recorded and registered with Aurasma Mobile App software (www.aurasma.com). Resulting animations were viewed on mobile devices. The ARSA model can be manipulated on the mobile device enabling the student to view and appreciate spatial relationships. Model elements can be de-constructed to provide even greater spatial resolution of anatomical relationships. Animations provide a useful approach for visualizing anatomical variations. Future work will be directed at creating a library of variants and underlying mechanism of formation for presentation through the Aurasma application. PMID:26793410

Semantically-based priors and nuanced knowledge core for Big Data, Social AI, and language understanding.

PubMed

Olsher, Daniel

2014-10-01

Noise-resistant and nuanced, COGBASE makes 10 million pieces of commonsense data and a host of novel reasoning algorithms available via a family of semantically-driven prior probability distributions. Machine learning, Big Data, natural language understanding/processing, and social AI can draw on COGBASE to determine lexical semantics, infer goals and interests, simulate emotion and affect, calculate document gists and topic models, and link commonsense knowledge to domain models and social, spatial, cultural, and psychological data. COGBASE is especially ideal for social Big Data, which tends to involve highly implicit contexts, cognitive artifacts, difficult-to-parse texts, and deep domain knowledge dependencies. Copyright © 2014 Elsevier Ltd. All rights reserved.

The design and evaluation of a master of science program in anatomical sciences at Queen's University Canada.

PubMed

Kolomitro, Klodiana; MacKenzie, Leslie W; Wiercigroch, David; Godden, Lorraine

2018-05-15

The purpose of this study was to describe the design and evolution of a unique and successful Master of Science program in anatomical sciences at one Canadian post-secondary institution and to evaluate its long-term impact on student learning. This program prepares students to teach anatomy and design curricula in the anatomical sciences and is structured around three pillars of competency-content (disciplinary knowledge and transferable skills), pedagogy, and inquiry. Graduates of the program from the last ten years were surveyed, to better understand the knowledge, skills, and habits of mind they have adopted and implemented since completion. Interest was taken in identifying aspects of the program that students found particularly beneficial and areas that needed to be further developed. Based on the findings, this program has been a highly valuable experience for the graduates especially in helping them develop transferable skills, and grow as individuals. The hope is that other institutions that have similar programs in place or are considering developing them would benefit from this description of the program design and the sharing of the lessons learned. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Knowledge, Attitude, and Practices regarding Whole Body Donation among Medical Professionals in a Hospital in India

ERIC Educational Resources Information Center

Ballala, Kirthinath; Shetty, Avinash; Malpe, Surekha Bhat

2011-01-01

Voluntary body donation has become an important source of cadavers for anatomical study and education. The objective of this study was to assess knowledge, attitude, and practice (KAP) regarding whole body donation among medical professionals in a medical institute in India. A cross sectional study was conducted at Kasturba Hospital, Manipal,…

Surgical anatomy of the liver, hepatic vasculature and bile ducts in the rat.

PubMed

Martins, Paulo Ney Aguiar; Neuhaus, Peter

2007-04-01

The rat is the most used experimental model in surgical research. Virtually all procedures in clinical liver surgery can be performed in the rat. However, the use of the rat model in liver surgery is limited by its small size and limited knowledge of the liver anatomy. As in humans, the rat liver vasculature and biliary system have many anatomical variations. The development of surgical techniques, and the study of liver function and diseases require detailed knowledge of the regional anatomy. The objective of this study was to describe and illustrate systematically the surgical anatomy of the rat liver to facilitate the planning and performance of studies in this animal. Knowledge of the diameter and length of liver vessels is also important for the selection of catheters and perivascular devices. Twelve Wistar rat livers were dissected using a surgical microscope. Hepatic and extrahepatic anatomical structures were measured under magnification with a millimeter scale. In this study, we describe the rat liver topographical anatomy, compare it with the human liver and review the literature. Increased knowledge of the rat liver anatomy and microsurgical skills permit individualized dissection, parenchymal section, embolization and ligature of vascular and biliary branches.

AnatomicalTerms.info: heading for an online solution to the anatomical synonym problem hurdles in data-reuse from the Terminologia Anatomica and the foundational model of anatomy and potentials for future development.

PubMed

Gobée, O Paul; Jansma, Daniël; DeRuiter, Marco C

2011-10-01

The many synonyms for anatomical structures confuse medical students and complicate medical communication. Easily accessible translations would alleviate this problem. None of the presently available resources-Terminologia Anatomica (TA), digital terminologies such as the Foundational Model of Anatomy (FMA), and websites-are fully satisfactory to this aim. Internet technologies offer new possibilities to solve the problem. Several authors have called for an online TA. An online translation resource should be easily accessible, user-friendly, comprehensive, expandable, and its quality determinable. As first step towards this goal, we built a translation website that we named www.AnatomicalTerms.info, based on the database of the FMA. It translates between English, Latin, eponyms, and to a lesser extent other languages, and presently contains over 31,000 terms for 7,250 structures, covering 95% of TA. In addition, it automatically presents searches for images, documents and anatomical variations regarding the sought structure. Several terminological and conceptual issues were encountered in transferring data from TA and FMA into AnatomicalTerms.info, resultant from these resources' different set-ups (paper versus digital) and targets (machine versus human-user). To the best of our knowledge, AnatomicalTerms.info is unique in its combination of user-friendliness and comprehensiveness. As next step, wiki-like expandability will be added to enable open contribution of clinical synonyms and terms in different languages. Specific quality measures will be taken to strike a balance between open contribution and quality assurance. AnatomicalTerms.info's mechanism that "translates" terms to structures furthermore may enhance targeted searching by linking images, descriptions, and other anatomical resources to the structures. Copyright © 2011 Wiley-Liss, Inc.

Solving phase appearance/disappearance two-phase flow problems with high resolution staggered grid and fully implicit schemes by the Jacobian-free Newton–Krylov Method

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zou, Ling; Zhao, Haihua; Zhang, Hongbin

2016-04-01

The phase appearance/disappearance issue presents serious numerical challenges in two-phase flow simulations. Many existing reactor safety analysis codes use different kinds of treatments for the phase appearance/disappearance problem. However, to our best knowledge, there are no fully satisfactory solutions. Additionally, the majority of the existing reactor system analysis codes were developed using low-order numerical schemes in both space and time. In many situations, it is desirable to use high-resolution spatial discretization and fully implicit time integration schemes to reduce numerical errors. In this work, we adapted a high-resolution spatial discretization scheme on staggered grid mesh and fully implicit time integrationmore » methods (such as BDF1 and BDF2) to solve the two-phase flow problems. The discretized nonlinear system was solved by the Jacobian-free Newton Krylov (JFNK) method, which does not require the derivation and implementation of analytical Jacobian matrix. These methods were tested with a few two-phase flow problems with phase appearance/disappearance phenomena considered, such as a linear advection problem, an oscillating manometer problem, and a sedimentation problem. The JFNK method demonstrated extremely robust and stable behaviors in solving the two-phase flow problems with phase appearance/disappearance. No special treatments such as water level tracking or void fraction limiting were used. High-resolution spatial discretization and second- order fully implicit method also demonstrated their capabilities in significantly reducing numerical errors.« less

Functional differences between statistical learning with and without explicit training

PubMed Central

Reber, Paul J.; Paller, Ken A.

2015-01-01

Humans are capable of rapidly extracting regularities from environmental input, a process known as statistical learning. This type of learning typically occurs automatically, through passive exposure to environmental input. The presumed function of statistical learning is to optimize processing, allowing the brain to more accurately predict and prepare for incoming input. In this study, we ask whether the function of statistical learning may be enhanced through supplementary explicit training, in which underlying regularities are explicitly taught rather than simply abstracted through exposure. Learners were randomly assigned either to an explicit group or an implicit group. All learners were exposed to a continuous stream of repeating nonsense words. Prior to this implicit training, learners in the explicit group received supplementary explicit training on the nonsense words. Statistical learning was assessed through a speeded reaction-time (RT) task, which measured the extent to which learners used acquired statistical knowledge to optimize online processing. Both RTs and brain potentials revealed significant differences in online processing as a function of training condition. RTs showed a crossover interaction; responses in the explicit group were faster to predictable targets and marginally slower to less predictable targets relative to responses in the implicit group. P300 potentials to predictable targets were larger in the explicit group than in the implicit group, suggesting greater recruitment of controlled, effortful processes. Taken together, these results suggest that information abstracted through passive exposure during statistical learning may be processed more automatically and with less effort than information that is acquired explicitly. PMID:26472644

Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education.

PubMed

Heiberg Engel, Peter Johan

2008-01-01

Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. Describing how tacit knowledge according to Michael Polany, is experienced and expressed in day-to-day life, it is shown that there is a tacit dimension to all knowledge. Reviewing recent literature on medical diagnostic reasoning, it is shown that tacit knowledge is recognized in connection with concepts such as "non-analytical reasoning" and "dual process of reasoning." It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties.

Why Johnny can't reengineer health care processes with information technology.

PubMed

Webster, C; McLinden, S; Begler, K

1995-01-01

Many educational institutions are developing curricula that integrate computer and business knowledge and skills concerning a specific industry, such as banking or health care. We have developed a curriculum that emphasizes, equally, medical, computer, and business management concepts. Along the way we confronted a formidable obstacle, namely the domain specificity of the reference disciplines. Knowledge within each domain is sufficiently different from other domains that it reduces the leverage of building on preexisting knowledge and skills. We review this problem from the point of view of cognitive science (in particular, knowledge representation and machine learning) to suggest strategies for coping with incommensurate domain ontologies. These strategies include reflective judgment, implicit learning, abstraction, generalization, analogy, multiple inheritance, project-orientation, selectivity, goal- and failure-driven learning, and case- and story-based learning.

A Collaborative Reasoning Maintenance System for a Reliable Application of Legislations

NASA Astrophysics Data System (ADS)

Tamisier, Thomas; Didry, Yoann; Parisot, Olivier; Feltz, Fernand

Decision support systems are nowadays used to disentangle all kinds of intricate situations and perform sophisticated analysis. Moreover, they are applied in areas where the knowledge can be heterogeneous, partially un-formalized, implicit, or diffuse. The representation and management of this knowledge become the key point to ensure the proper functioning of the system and keep an intuitive view upon its expected behavior. This paper presents a generic architecture for implementing knowledge-base systems used in collaborative business, where the knowledge is organized into different databases, according to the usage, persistence and quality of the information. This approach is illustrated with Cadral, a customizable automated tool built on this architecture and used for processing family benefits applications at the National Family Benefits Fund of the Grand-Duchy of Luxembourg.

The Visual System's Intrinsic Bias and Knowledge of Size Mediate Perceived Size and Location in the Dark

ERIC Educational Resources Information Center

Zhou, Liu; He, Zijiang J.; Ooi, Teng Leng

2013-01-01

Dimly lit targets in the dark are perceived as located about an implicit slanted surface that delineates the visual system's intrinsic bias (Ooi, Wu, & He, 2001). If the intrinsic bias reflects the internal model of visual space--as proposed here--its influence should extend beyond target localization. Our first 2 experiments demonstrated that…

Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

ERIC Educational Resources Information Center

Hu, Chieh-Fang

2014-01-01

An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning. A group of…

Knowledge on Accelerated Motion as Measured by Implicit and Explicit Tasks in 5 to 16 Year Olds

ERIC Educational Resources Information Center

Ebersbach, Mirjam; Van Dooren, Wim; Verschaffel, Lieven

2011-01-01

The present study aimed at investigating children's and adolescents' understanding of constant and accelerated motions. The main objectives were (1) to investigate whether different task formats would affect the performance and (2) to track developmental changes in this domain. Five to 16 year olds (N = 157) predicted the distances of a moving…

Social Representations of the "Musical Child": An Empirical Investigation on Implicit Music Knowledge in Higher Teacher Education

ERIC Educational Resources Information Center

Addessi, Anna Rita; Carugati, Felice

2010-01-01

This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by university students studying to become teachers in nursery, kindergarten and primary education. An open questionnaire was submitted to the university students at the beginning and end of the music education teaching…

The Role of Feedback in Implicit and Explicit Artificial Grammar Learning: A Comparison between Dyslexic and Non-Dyslexic Adults

ERIC Educational Resources Information Center

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-01-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge,…

Rhyming Words and Onset-Rime Constituents: An Inquiry into Structural Breaking Points and Emergent Boundaries in the Syllable

ERIC Educational Resources Information Center

Geudens, Astrid; Sandra, Dominiek; Martensen, Heike

2005-01-01

Geudens and Sandra, in their 2003 study, investigated the special role of onsets and rimes in Dutch-speaking children's explicit phonological awareness. In the current study, we tapped implicit phonological knowledge using forced-choice similarity judgment (Experiment 1) and recall of syllable lists (Experiment 2). In Experiment 1, Dutch-speaking…

Ways of Seeing the Recognition of Prior Learning (RPL): What Contribution Can Such Practices Make to Social Inclusion?

ERIC Educational Resources Information Center

Harris, Judy

1999-01-01

Describes four models of recognition of prior learning (PL): (1) procrustean--PL is made to match predetermined standards; (2) learning and development--PL approximates implicit academic standards; (3) radical--subjective knowledge is recognized as an alternative to dominant forms; and (4) Trojan-horse--PL is seen as socially constructed and…

Cognitive Rehabilitation of Episodic Memory Disorders: From Theory to Practice

PubMed Central

Ptak, Radek; der Linden, Martial Van; Schnider, Armin

2010-01-01

Memory disorders are among the most frequent and most debilitating cognitive impairments following acquired brain damage. Cognitive remediation strategies attempt to restore lost memory capacity, provide compensatory techniques or teach the use of external memory aids. Memory rehabilitation has strongly been influenced by memory theory, and the interaction between both has stimulated the development of techniques such as spaced retrieval, vanishing cues or errorless learning. These techniques partly rely on implicit memory and therefore enable even patients with dense amnesia to acquire new information. However, knowledge acquired in this way is often strongly domain-specific and inflexible. In addition, individual patients with amnesia respond differently to distinct interventions. The factors underlying these differences have not yet been identified. Behavioral management of memory failures therefore often relies on a careful description of environmental factors and measurement of associated behavioral disorders such as unawareness of memory failures. The current evidence suggests that patients with less severe disorders benefit from self-management techniques and mnemonics whereas rehabilitation of severely amnesic patients should focus on behavior management, the transmission of domain-specific knowledge through implicit memory processes and the compensation for memory deficits with memory aids. PMID:20700383

An effective self-assessment based on concept map extraction from test-sheet for personalized learning

NASA Astrophysics Data System (ADS)

Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2013-12-01

Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

Auditing Knowledge toward Leveraging Organizational IQ in Healthcare Organizations.

PubMed

Shahmoradi, Leila; Karami, Mahtab; Farzaneh Nejad, Ahmadreza

2016-04-01

In this study, a knowledge audit was conducted based on organizational intelligence quotient (OIQ) principles of Iran's Ministry of Health and Medical Education (MOHME) to determine levers that can enhance OIQ in healthcare. The mixed method study was conducted within the MOHME. The study population consisted of 15 senior managers and policymakers. A tool based on literature review and panel expert opinions was developed to perform a knowledge audit. The significant results of this auditing revealed the following: lack of defined standard processes for organizing knowledge management (KM), lack of a knowledge map, absence of a trustee to implement KM, absence of specialists to produce a knowledge map, individuals' unwillingness to share knowledge, implicitness of knowledge format, occasional nature of knowledge documentation for repeated use, lack of a mechanism to determine repetitive tasks, lack of a reward system for the formation of communities, groups and networks, non-updatedness of the available knowledge, and absence of commercial knowledge. The analysis of the audit findings revealed that three levers for enhancing OIQ, including structure and process, organizational culture, and information technology must be created or modified.

Auditing Knowledge toward Leveraging Organizational IQ in Healthcare Organizations

PubMed Central

Shahmoradi, Leila; Farzaneh Nejad, Ahmadreza

2016-01-01

Objectives In this study, a knowledge audit was conducted based on organizational intelligence quotient (OIQ) principles of Iran's Ministry of Health and Medical Education (MOHME) to determine levers that can enhance OIQ in healthcare. Methods The mixed method study was conducted within the MOHME. The study population consisted of 15 senior managers and policymakers. A tool based on literature review and panel expert opinions was developed to perform a knowledge audit. Results The significant results of this auditing revealed the following: lack of defined standard processes for organizing knowledge management (KM), lack of a knowledge map, absence of a trustee to implement KM, absence of specialists to produce a knowledge map, individuals' unwillingness to share knowledge, implicitness of knowledge format, occasional nature of knowledge documentation for repeated use, lack of a mechanism to determine repetitive tasks, lack of a reward system for the formation of communities, groups and networks, non-updatedness of the available knowledge, and absence of commercial knowledge. Conclusions The analysis of the audit findings revealed that three levers for enhancing OIQ, including structure and process, organizational culture, and information technology must be created or modified. PMID:27200221

Landscape ethnoecological knowledge base and management of ecosystem services in a Székely-Hungarian pre-capitalistic village system (Transylvania, Romania).

PubMed

Molnár, Zsolt; Gellény, Krisztina; Margóczi, Katalin; Biró, Marianna

2015-01-07

Previous studies showed an in-depth ecological understanding by traditional people of managing natural resources. We studied the landscape ethnoecological knowledge (LEEK) of Székelys on the basis of 16-19(th) century village laws. We analyzed the habitat types, ecosystem services and sustainable management types on which village laws had focused. Székelys had self-governed communities formed mostly of "noble peasants". Land-use was dominated by commons and regulated by village laws framed by the whole community. Seventy-two archival laws from 52 villages, resulting in 898 regulations, were analyzed using the DPSIR framework. Explicit and implicit information about the contemporary ecological knowledge of Székelys was extracted. We distinguished between responses that limited use and supported regeneration and those that protected produced/available ecosystem services and ensured their fair distribution. Most regulations referred to forests (674), arable lands (562), meadows (448) and pastures (134). Székelys regulated the proportion of arable land, pasture and forest areas consciously in order to maximize long-term exploitation of ecosystem services. The inner territory was protected against overuse by relocating certain uses to the outer territory. Competition for ecosystem services was demonstrated by conflicts of pressure-related (mostly personal) and response-related (mostly communal) driving forces. Felling of trees (oaks), grazing of forests, meadows and fallows, masting, use of wild apple/pear trees and fishing were strictly regulated. Cutting of leaf-fodder, grazing of green crops, burning of forest litter and the polluting of streams were prohibited. Marketing by villagers and inviting outsiders to use the ecosystem services were strictly regulated, and mostly prohibited. Székelys recognized at least 71 folk habitat types, understood ecological regeneration and degradation processes, the history of their landscape and the management possibilities of ecosystem services. Some aspects of LEEK were so well known within Székely communities that they were not made explicit in village laws, others remained implicit because they were not related to regulations. Based on explicit and implicit information, we argue that Székelys possessed detailed knowledge of the local ecological system. Moreover the world's first known explicit mention of ecosystem services ("Benefits that are provided by Nature for free") originated from this region from 1786.

Physical examination of the female internal and external genitalia with and without pelvic organ prolapse: A review.

PubMed

Pahwa, Avita K; Siegelman, Evan S; Arya, Lily A

2015-04-01

Pelvic organ prolapse, a herniation of pelvic organs through the vagina, is a common condition in older women. Pelvic organ prolapse distorts vaginal anatomy making pelvic examination difficult. A clinician must accurately identify anatomic landmarks both in women presenting with symptoms of prolapse and in women noted to have coincidental prolapse during routine gynecologic examination. We present a systematic approach to the female pelvic examination including anatomic landmarks of the external genitalia, vagina, and uterus in women with normal support as well as changes that occur with pelvic organ prolapse. Knowledge and awareness of normal anatomic landmarks will improve a clinician's ability to identify defects in pelvic support and allow for better diagnosis and treatment of pelvic organ prolapse. © 2014 Wiley Periodicals, Inc.

Categorizing with gender: does implicit grammatical gender affect semantic processing in 24-month-old toddlers?

PubMed

Bobb, Susan C; Mani, Nivedita

2013-06-01

The current study investigated the interaction of implicit grammatical gender and semantic category knowledge during object identification. German-learning toddlers (24-month-olds) were presented with picture pairs and heard a noun (without a preceding article) labeling one of the pictures. Labels for target and distracter images either matched or mismatched in grammatical gender and either matched or mismatched in semantic category. When target and distracter overlapped in both semantic and gender information, target recognition was impaired compared with when target and distracter overlapped on only one dimension. Results suggest that by 24 months of age, German-learning toddlers are already forming not only semantic but also grammatical gender categories and that these sources of information are activated, and interact, during object identification. Copyright © 2013 Elsevier Inc. All rights reserved.

Formalized Epistemology, Logic, and Grammar

NASA Astrophysics Data System (ADS)

Bitbol, Michel

The task of a formal epistemology is defined. It appears that a formal epistemology must be a generalization of "logic" in the sense of Wittgenstein's Tractatus. The generalization is required because, whereas logic presupposes a strict relation between activity and language, this relation may be broken in some domains of experimental enquiry (e.g., in microscopic physics). However, a formal epistemology should also retain a major feature of Wittgenstein's "logic": It must not be a discourse about scientific knowledge, but rather a way of making manifest the structures usually implicit in knowledge-gaining activity. This strategy is applied to the formalism of quantum mechanics.

Machine Learning-based Intelligent Formal Reasoning and Proving System

NASA Astrophysics Data System (ADS)

Chen, Shengqing; Huang, Xiaojian; Fang, Jiaze; Liang, Jia

2018-03-01

The reasoning system can be used in many fields. How to improve reasoning efficiency is the core of the design of system. Through the formal description of formal proof and the regular matching algorithm, after introducing the machine learning algorithm, the system of intelligent formal reasoning and verification has high efficiency. The experimental results show that the system can verify the correctness of propositional logic reasoning and reuse the propositional logical reasoning results, so as to obtain the implicit knowledge in the knowledge base and provide the basic reasoning model for the construction of intelligent system.

Implicit learning in a serial choice visual discrimination task in the operant 9-hole box by intact and striatal lesioned mice.

PubMed

Trueman, Rebecca C; Brooks, Simon P; Dunnett, Stephen B

2005-04-30

Within a broader programme developing murine models of Huntington's disease (HD), we have sought to develop a test of implicit learning for the mouse. Mice were trained in a novel serial visual discrimination task in the '9-hole box' operant test apparatus, followed by retesting after either bilateral quinolinic acid striatal lesions or sham lesions. In the task, each trial involves two sequential responses: an initial light stimulus is presented randomly in one of five holes, to which a nose-poke response results in the first light being extinguished and a second light is illuminated in a different hole. Response to the second light results in food reward, followed by a brief interval before the next trial. When the first light was in one of three of the five holes, the location of the second light was unpredictable in any of the remaining four holes; by contrast, if the first light occurred in one of the other two of the five holes, then the location of the second light was entirely predictable, being the hole two steps to the left or to the right, respectively. Reaction times and accuracy of responding were recorded to both stimuli. The mice learned the task with a degree of accuracy, and they demonstrated clear implicit learning, as measured by increased accuracy and reduced latency to respond to the presentation of the predictable stimulus. Striatal lesions disrupted performance, reducing accuracy for both the first and second stimuli and increasing response latencies for the second stimuli. The decrease in accuracy by the lesioned animals was accompanied by increases in perseverative nose-poking and inappropriate magazine entries throughout the trials, but the lesioned mice still showed a similar benefit (albeit, against a lower baseline of performance) from the implicit knowledge provided on predictable trials. The data validates the task as a sensitive probe for determining implicit learning deficits in the mouse, and suggests that the consequences of striatal lesions, while disrupting performance of skilled stimulus-response habits, are not selective to the process underlying implicit learning.

Tacit Beginnings Towards a Model of Scientific Thinking

NASA Astrophysics Data System (ADS)

Glass, Rory J.

2013-10-01

The purpose of this paper is to provide an examination of the role tacit knowledge plays in understanding, and to provide a model to make such knowledge identifiable. To do this I first consider the needs of society, the ubiquity of information in our world and the future demands of the science classroom. I propose the use of more implicit or tacit understandings as foundational elements for the development of student knowledge. To justify this proposition I consider a wide range of philosophical and psychological perspectives on knowledge. Then develop a Model of Scientific Knowledge, based in large part on a similar model created by Paul Ernest (Social constructivism as a philosophy of mathematics, SUNY Press, Albany, NY, 1998a; Situated cognition and the learning of mathematics, University of Oxford Department of Educational Studies, Oxford, 1998b). Finally, I consider the work that has been done by those in fields beyond education and the ways in which tacit knowledge can be used as a starting point for knowledge building.

Benjamin Hobson (1816-1873): His work as a medical missionary and influence on the practice of medicine and knowledge of anatomy in China and Japan.

PubMed

Bosmia, Anand N; Patel, Toral R; Watanabe, Koichi; Shoja, Mohammadali M; Loukas, Marios; Tubbs, R Shane

2014-03-01

Benjamin Hobson was a British missionary and physician who lived in China for twenty years. He founded multiple hospitals in Southern China and used his knowledge of Western medicine to educate Chinese doctors. He wrote several medical textbooks in Chinese of which the first was the A New Theory of the Body (1851). The illustrations from his book were renditions and originals from William Cheselden's Anatomical Tables (1730) and Osteographia (1733).The Japanese version of Hobson's work appeared in Japan during the bakumatsu period (1853-1867), when Japan ended its isolationist foreign policy and began opening itself to the West. During this time, many books from Europe were translated into Chinese to then find their way into Japan. The Chinese anatomy textbook by Hobson (Quanti Xinlun) was instrumental in introducing Western anatomic knowledge to the Chinese and thereby catalyzing a significant change in the practice of medicine in China. A Japanese translation (Zen Tai Shin Ron) of this text published in the 19th century is reviewed. Copyright © 2013 Wiley Periodicals, Inc.

Comparative analysis of semantic localization accuracies between adult and pediatric DICOM CT images

NASA Astrophysics Data System (ADS)

Robertson, Duncan; Pathak, Sayan D.; Criminisi, Antonio; White, Steve; Haynor, David; Chen, Oliver; Siddiqui, Khan

2012-02-01

Existing literature describes a variety of techniques for semantic annotation of DICOM CT images, i.e. the automatic detection and localization of anatomical structures. Semantic annotation facilitates enhanced image navigation, linkage of DICOM image content and non-image clinical data, content-based image retrieval, and image registration. A key challenge for semantic annotation algorithms is inter-patient variability. However, while the algorithms described in published literature have been shown to cope adequately with the variability in test sets comprising adult CT scans, the problem presented by the even greater variability in pediatric anatomy has received very little attention. Most existing semantic annotation algorithms can only be extended to work on scans of both adult and pediatric patients by adapting parameters heuristically in light of patient size. In contrast, our approach, which uses random regression forests ('RRF'), learns an implicit model of scale variation automatically using training data. In consequence, anatomical structures can be localized accurately in both adult and pediatric CT studies without the need for parameter adaptation or additional information about patient scale. We show how the RRF algorithm is able to learn scale invariance from a combined training set containing a mixture of pediatric and adult scans. Resulting localization accuracy for both adult and pediatric data remains comparable with that obtained using RRFs trained and tested using only adult data.

Endodontic management of middle mesial canal of the mandibular molar

PubMed Central

Sundaresh, K J; Srinivasan, Raghu; Mallikarjuna, Rachappa; Rajalbandi, Sandeep

2013-01-01

Thorough knowledge of root canal morphology and unusual anatomy of the tooth is critical for successful endodontic treatment. Although the most common configuration is two roots and three root canals, mandibular molars might have many different combinations. In the literature, it is less described about three mesial canals and two distal canals in mandibular second molars, indicating a rare anatomical configuration. A case of unusual root canal morphology is presented to demonstrate anatomical variations in mandibular molars. Endodontic therapy was performed in a mandibular second molar with five separate canals, three mesial and two distal. This report points out the importance of looking for additional canals and unusual canal morphology, because knowledge of their existence might occasionally enable clinicians to treat a case successfully that otherwise might have ended in failure. In conclusion, every attempt should be made to find and treat all root canals of a tooth. PMID:23349182

Leonardo da Vinci: the search for the soul.

PubMed

Del Maestro, R F

1998-11-01

The human race has always contemplated the question of the anatomical location of the soul. During the Renaissance the controversy crystallized into those individuals who supported the heart ("cardiocentric soul") and others who supported the brain ("cephalocentric soul") as the abode for this elusive entity. Leonardo da Vinci (1452-1519) joined a long list of other explorers in the "search for the soul." The method he used to resolve this anatomical problem involved the accumulation of information from ancient and contemporary sources, careful notetaking, discussions with acknowledged experts, and his own personal search for the truth. Leonardo used a myriad of innovative methods acquired from his knowledge of painting, sculpture, and architecture to define more clearly the site of the "senso comune"--the soul. In this review the author examines the sources of this ancient question, the knowledge base tapped by Leonardo for his personal search for the soul, and the views of key individuals who followed him.

Anatomical Regional Targeted (ART) BOTOX Injection Technique: A Novel Paradigm for Migraines and Chronic Headaches

PubMed Central

Sanniec, Kyle; Pezeshk, Ronnie; Chung, Michael

2016-01-01

Summary: Migraine headaches are a debilitating disease that causes significant socioeconomic problems. One of the speculated etiologies of the generation of migraines is peripheral nerve irritation at different trigger points. The use of Onabotulinum toxin A (BOTOX), although initially a novel approach, has now been determined to be a valid treatment for chronic headaches and migraines as described in the Phase III Research Evaluating Migraine Prophylaxis Therapy trials that prompted the approval by the Food and Drug Administration for treatment of chronic migraines. The injection paradigm established by this trial was one of a broad injection pattern across large muscle groups that did not always correspond to the anatomical locations of nerves. The senior author developed the Anatomical Regional Targeted BOTOX injection paradigm as an alternative to the current injection model. This technique targets both the anatomical location of nerves known to have causal effects with migraines and the region where the pain localizes, to provide relief across a wide distribution of the peripheral nerve. This article serves as a guide to the Anatomical Regional Targeted injection technique, which, to our knowledge, is the first comprehensive BOTOX injection paradigm described in the literature for treatment of migraines that targets nerves and nerve areas rather than purely muscle groups. This technique is based on the most up-to-date anatomical and scientific studies and large-volume migraine surgery experience. PMID:28293532

Network of anatomical texts (NAnaTex), an open-source project for visualizing the interaction between anatomical terms.

PubMed

Momota, Ryusuke; Ohtsuka, Aiji

2018-01-01

Anatomy is the science and art of understanding the structure of the body and its components in relation to the functions of the whole-body system. Medicine is based on a deep understanding of anatomy, but quite a few introductory-level learners are overwhelmed by the sheer amount of anatomical terminology that must be understood, so they regard anatomy as a dull and dense subject. To help them learn anatomical terms in a more contextual way, we started a new open-source project, the Network of Anatomical Texts (NAnaTex), which visualizes relationships of body components by integrating text-based anatomical information using Cytoscape, a network visualization software platform. Here, we present a network of bones and muscles produced from literature descriptions. As this network is primarily text-based and does not require any programming knowledge, it is easy to implement new functions or provide extra information by making changes to the original text files. To facilitate collaborations, we deposited the source code files for the network into the GitHub repository ( https://github.com/ryusukemomota/nanatex ) so that anybody can participate in the evolution of the network and use it for their own non-profit purposes. This project should help not only introductory-level learners but also professional medical practitioners, who could use it as a quick reference.

MBA Attitudes toward Business: What We Don't Know Can Hurt Us or Help Us

ERIC Educational Resources Information Center

Lundstrom, William J.

2011-01-01

MBA students are often treated as a blank sheet of paper on which the MBA program and its faculty etch and imprint the knowledge and philosophy of business success. Implicit in this thinking is that students are willing neophytes in this ritualistic process without a perceptual screen shaping and molding the content being espoused by legions of…

Reflecting on Learner Assessments and Their Validity in the Presence of Emerging Evidence from Neuroscience

ERIC Educational Resources Information Center

Watagodakumbura, Chandana

2015-01-01

We can now get purposefully directed in the way we assess our learners in light of the emergence of evidence from the field of neuroscience. Why higher-order learning or abstract concepts need to be the focus in assessment is elaborated using the knowledge of semantic and episodic memories. With most of our learning identified to be implicit, why…

Synesthetic experiences enhance unconscious learning.

PubMed

Rothen, Nicolas; Scott, Ryan B; Mealor, Andy D; Coolbear, Daniel J; Burckhardt, Vera; Ward, Jamie

2013-01-01

Synesthesia  is characterized  by consistent extra perceptual experiences in response to normal sensory input. Recent studies provide evidence for a specific profile of enhanced memory performance in synesthesia, but focus exclusively on explicit memory paradigms for which the learned content is consciously accessible. In this study, for the first time, we demonstrate with an implicit memory paradigm that synesthetic experiences also enhance memory performance relating to unconscious knowledge.

Mendelian Genetics as a Platform for Teaching about Nature of Science and Scientific Inquiry: The Value of Textbooks

ERIC Educational Resources Information Center

Campanile, Megan F.; Lederman, Norman G.; Kampourakis, Kostas

2015-01-01

The purpose of this study was to analyze seven widely used high school biology textbooks in order to assess the nature of science knowledge (NOS) and scientific inquiry (SI) aspects they, explicitly or implicitly, conveyed in the Mendelian genetics sections. Textbook excerpts that directly and/or fully matched our statements about NOS and SI were…

Temporally graded semantic memory loss in amnesia and semantic dementia: Further evidence for opposite gradients.

PubMed

Estmacott, Robyn W; Moscovitch, Morris

2002-03-01

The consolidation theory of long-term memory (e.g., Squire, 1992) predicts that damage to the medial temporal lobes will result in temporally graded retrograde memory loss, with a disproportionate impairment of recent relative to remote knowledge; in contrast, severe atrophy of the temporal neocortex is predicted to result in the reverse temporally graded pattern, with a selective sparing of recent memory (K.S. Graham & Hodges, 1997). Previously, we reported evidence that autobiographical episodic memory does not follow this temporal pattern (Westmacott, Leach, Freedman, & Moscovitch, 2001). In the present study, we found evidence suggesting that semantic memory loss does follow the predicted temporal pattern. We used a set of tasks that tap implicit and explicit memory for famous names and English vocabulary terms from across the 20th century. KC, a person with medial temporal amnesia, consistently demonstrated across tasks a selective deficit for famous names and vocabulary terms from the 5-year period just prior to injury; this deficit was particularly profound for elaborated semantic knowledge (e.g., word definitions, occupation of famous person). However, when asked to guess on unfamiliar items, KC's performance for names and words from this 5-year time period increased substantially, suggesting that he retains some of this knowledge at an implicit or rudimentary level. Conversely, EL, a semantic dementia patient with temporal neocortical atrophy and relative sparing of the medial temporal lobe, demonstrated a selective sparing of names and words from the most recent time period. However, this selective sparing of recent semantic memory was demonstrated in the implicit tasks only; performance on explicit tasks suggested an equally severe impairment of semantics across all time periods. Unlike the data from our previous study of autobiographical episodic memory, these findings are consistent with the predictions both of consolidation theory (Hodges & Graham, 1998; Squire, 1992) and multiple trace theory (Nadel & Moscovitch, 1999) that the hippocampus plays a timelimited role in the acquisition and representation of long-term semantic memories. Moreover, our findings suggest that tasks requiring minimal verbal production and explicit recall may provide a more sensitive and comprehensive assessment of intact memory capacity in brain-damaged individuals.

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed

Sanchez, Daniel J; Yarnik, Eric N; Reber, Paul J

2015-03-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603-623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations.

Assistance to neurosurgical planning: using a fuzzy spatial graph model of the brain for locating anatomical targets in MRI

NASA Astrophysics Data System (ADS)

Villéger, Alice; Ouchchane, Lemlih; Lemaire, Jean-Jacques; Boire, Jean-Yves

2007-03-01

Symptoms of neurodegenerative pathologies such as Parkinson's disease can be relieved through Deep Brain Stimulation. This neurosurgical technique relies on high precision positioning of electrodes in specific areas of the basal ganglia and the thalamus. These subcortical anatomical targets must be located at pre-operative stage, from a set of MRI acquired under stereotactic conditions. In order to assist surgical planning, we designed a semi-automated image analysis process for extracting anatomical areas of interest. Complementary information, provided by both patient's data and expert knowledge, is represented as fuzzy membership maps, which are then fused by means of suitable possibilistic operators in order to achieve the segmentation of targets. More specifically, theoretical prior knowledge on brain anatomy is modelled within a 'virtual atlas' organised as a spatial graph: a list of vertices linked by edges, where each vertex represents an anatomical structure of interest and contains relevant information such as tissue composition, whereas each edge represents a spatial relationship between two structures, such as their relative directions. The model is built using heterogeneous sources of information such as qualitative descriptions from the expert, or quantitative information from prelabelled images. For each patient, tissue membership maps are extracted from MR data through a classification step. Prior model and patient's data are then matched by using a research algorithm (or 'strategy') which simultaneously computes an estimation of the location of every structures. The method was tested on 10 clinical images, with promising results. Location and segmentation results were statistically assessed, opening perspectives for enhancements.

Enhanced anatomical calibration in human movement analysis.

PubMed

Donati, Marco; Camomilla, Valentina; Vannozzi, Giuseppe; Cappozzo, Aurelio

2007-07-01

The representation of human movement requires knowledge of both movement and morphology of bony segments. The determination of subject-specific morphology data and their registration with movement data is accomplished through an anatomical calibration procedure (calibrated anatomical systems technique: CAST). This paper describes a novel approach to this calibration (UP-CAST) which, as compared with normally used techniques, achieves better repeatability, a shorter application time, and can be effectively performed by non-skilled examiners. Instead of the manual location of prominent bony anatomical landmarks, the description of which is affected by subjective interpretation, a large number of unlabelled points is acquired over prominent parts of the subject's bone, using a wand fitted with markers. A digital model of a template-bone is then submitted to isomorphic deformation and re-orientation to optimally match the above-mentioned points. The locations of anatomical landmarks are automatically made available. The UP-CAST was validated considering the femur as a paradigmatic case. Intra- and inter-examiner repeatability of the identification of anatomical landmarks was assessed both in vivo, using average weight subjects, and on bare bones. Accuracy of the identification was assessed using the anatomical landmark locations manually located on bare bones as reference. The repeatability of this method was markedly higher than that reported in the literature and obtained using the conventional palpation (ranges: 0.9-7.6 mm and 13.4-17.9, respectively). Accuracy resulted, on average, in a maximal error of 11 mm. Results suggest that the principal source of variability resides in the discrepancy between subject's and template bone morphology and not in the inter-examiner differences. The UP-CAST anatomical calibration could be considered a promising alternative to conventional calibration contributing to a more repeatable 3D human movement analysis.

An attachment model of depression: integrating findings from the mood disorder laboratory.

PubMed

Holmes, Jeremy

2013-01-01

This paper is written from a psychodynamic clinician's perspective, juxtaposing a psychoanalytic-attachment model of depression with recent developments in neuroscience. Three main components of the attachment approach are described: the role of loss, of childhood trauma predisposing to depression in later life, and failure of co-regulation of role of primitive emotions, such as fear, despair, and helplessness. Blatt's distinction between anaclitic and introjective depression is delineated and related to hyper- and de-activation of the attachment dynamic. Recent advances in evolutionary, sociological, epigenetic, biochemical, and neuro-imaging studies of depression are reviewed. A dynamic model of depression is proposed, linking interpersonal and intra-psychic perspectives with neuro-anatomical models. The final section of the paper considers the specific role of psychodynamic approaches to the treatment of refractory depression. These include length of treatment, capacity to rework implicit memories, and focus on transference and counter-transference.

The benefits of magnetic resonance imaging methods to extend the knowledge of the anatomical organisation of the periaqueductal gray in mammals.

PubMed

Menant, Ophélie; Andersson, Frédéric; Zelena, Dóra; Chaillou, Elodie

2016-11-01

The periaqueductal gray (PAG) is a mesencephalic brain structure involved in the expression of numerous behaviours such as maternal, sexual and emotional. Histological approaches showed the PAG is composed by subdivisions with specific cell organisation, neurochemical composition and connections with the rest of the brain. The comparison of studies performed in rodents and cats as the most often examined species, suggests that PAG organisation differs between mammals. However, we should also consider the plurality of the methods used in these studies that makes difficult the comparison of the PAG organisation between species. Therefore, to study the PAG in all mammals including human, the most relevant in vivo imaging method seems to be the magnetic resonance imaging (MRI). The purpose of this review was to summarize the knowledge of the anatomical organisation of the PAG in mammals and highlights the benefits of MRI methods to extend this knowledge. Results obtained by MRI so far support the conclusions of ex vivo studies, especially to describe the subdivisions and the connections of the PAG. In these latter, diffusion-weighted MRI and functional connectivity seem the most appropriate methods. In conclusion firstly, the MRI seems to be the best judicious method to compare species and improve the comprehension of the role of the PAG. Secondly, MRI is an in vivo method aimed to manage repeated measures in the same cohort of subjects allowing to study the impact of aging and the development on the anatomical organisation of the PAG. Copyright © 2016 Elsevier B.V. All rights reserved.

Spatiotemporal integration of molecular and anatomical data in virtual reality using semantic mapping.

PubMed

Soh, Jung; Turinsky, Andrei L; Trinh, Quang M; Chang, Jasmine; Sabhaney, Ajay; Dong, Xiaoli; Gordon, Paul Mk; Janzen, Ryan Pw; Hau, David; Xia, Jianguo; Wishart, David S; Sensen, Christoph W

2009-01-01

We have developed a computational framework for spatiotemporal integration of molecular and anatomical datasets in a virtual reality environment. Using two case studies involving gene expression data and pharmacokinetic data, respectively, we demonstrate how existing knowledge bases for molecular data can be semantically mapped onto a standardized anatomical context of human body. Our data mapping methodology uses ontological representations of heterogeneous biomedical datasets and an ontology reasoner to create complex semantic descriptions of biomedical processes. This framework provides a means to systematically combine an increasing amount of biomedical imaging and numerical data into spatiotemporally coherent graphical representations. Our work enables medical researchers with different expertise to simulate complex phenomena visually and to develop insights through the use of shared data, thus paving the way for pathological inference, developmental pattern discovery and biomedical hypothesis testing.

Pelvi-ureteric junction obstruction related to crossing vessels: vascular anatomic variations and implication for surgical approaches.

PubMed

Panthier, Frédéric; Lareyre, Fabien; Audouin, Marie; Raffort, Juliette

2018-03-01

Pelvi-ureteric junction obstruction corresponds to an impairment of urinary transport that can lead to renal dysfunction if not treated. Several mechanisms can cause the obstruction of the ureter including intrinsic factors or extrinsic factors such as the presence of crossing vessels. The treatment of the disease relies on surgical approaches, pyeloplasty being the standard reference. The technique consists in removing the pathologic ureteric segment and renal pelvis and transposing associated crossing vessels if present. The vascular anatomy of the pelvi-ureteric junction is complex and varies among individuals, and this can impact on the disease development and its surgical treatment. In this review, we summarize current knowledge on vascular anatomic variations in the pelvi-ureteric junction. Based on anatomic characteristics, we discuss implications for surgical approaches during pyeloplasty and vessel transposition.

Medical School Factors Associated with Changes in Implicit and Explicit Bias Against Gay and Lesbian People among 3492 Graduating Medical Students.

PubMed

Phelan, Sean M; Burke, Sara E; Hardeman, Rachel R; White, Richard O; Przedworski, Julia; Dovidio, John F; Perry, Sylvia P; Plankey, Michael; A Cunningham, Brooke; Finstad, Deborah; W Yeazel, Mark; van Ryn, Michelle

2017-11-01

Implicit and explicit bias among providers can influence the quality of healthcare. Efforts to address sexual orientation bias in new physicians are hampered by a lack of knowledge of school factors that influence bias among students. To determine whether medical school curriculum, role modeling, diversity climate, and contact with sexual minorities predict bias among graduating students against gay and lesbian people. Prospective cohort study. A sample of 4732 first-year medical students was recruited from a stratified random sample of 49 US medical schools in the fall of 2010 (81% response; 55% of eligible), of which 94.5% (4473) identified as heterosexual. Seventy-eight percent of baseline respondents (3492) completed a follow-up survey in their final semester (spring 2014). Medical school predictors included formal curriculum, role modeling, diversity climate, and contact with sexual minorities. Outcomes were year 4 implicit and explicit bias against gay men and lesbian women, adjusted for bias at year 1. In multivariate models, lower explicit bias against gay men and lesbian women was associated with more favorable contact with LGBT faculty, residents, students, and patients, and perceived skill and preparedness for providing care to LGBT patients. Greater explicit bias against lesbian women was associated with discrimination reported by sexual minority students (b = 1.43 [0.16, 2.71]; p = 0.03). Lower implicit sexual orientation bias was associated with more frequent contact with LGBT faculty, residents, students, and patients (b = -0.04 [-0.07, -0.01); p = 0.008). Greater implicit bias was associated with more faculty role modeling of discriminatory behavior (b = 0.34 [0.11, 0.57); p = 0.004). Medical schools may reduce bias against sexual minority patients by reducing negative role modeling, improving the diversity climate, and improving student preparedness to care for this population.

Problematising risk in stroke rehabilitation.

PubMed

Egan, Mary Y; Kessler, Dorothy; Ceci, Christine; Laliberté-Rudman, Debbie; McGrath, Colleen; Sikora, Lindsey; Gardner, Paula

2016-11-01

Following stroke, re-engagement in personally valued activities requires some experience of risk. Risk, therefore, must be seen as having positive as well as negative aspects in rehabilitation. Our aim was to identify the dominant understanding of risk in stroke rehabilitation and the assumptions underpinning these understandings, determine how these understandings affect research and practise, and if necessary, propose alternate ways to conceptualise risk in research and practise. Alvesson and Sandberg's method of problematisation was used. We began with a historical overview of stroke rehabilitation, and proceeded through five steps undertaken in an iterative fashion: literature search and selection; data extraction; syntheses across texts; identification of assumptions informing the literature and; generation of alternatives. Discussion of risk in stroke rehabilitation is largely implicit. However, two prominent conceptualisations of risk underpin both knowledge development and clinical practise: the risk to the individual stroke survivor of remaining dependent in activities of daily living and the risk that the health care system will be overwhelmed by the costs of providing stroke rehabilitation. Conceptualisation of risk in stroke rehabilitation, while implicit, drives both research and practise in ways that reinforce a focus on impairment and a generic, decontextualised approach to rehabilitation. Implications for rehabilitation Much of stroke rehabilitation practise and research seems to centre implicitly on two risks: risk to the patient of remaining dependent in ADL and risk to the health care system of bankruptcy due to the provision of stroke rehabilitation. The implicit focus on ADL dependence limits the ability of clinicians and researchers to address other goals supportive of a good life following stroke. The implicit focus on financial risk to the health care system may limit access to rehabilitation for people who have experienced either milder or more severe stroke. Viewing individuals affected by stroke as possessing a range of independence and diverse personally valued activities that exist within a network of relations offers wider possibilities for action in rehabilitation.

Knowledge will Propel Machine Understanding of Content: Extrapolating from Current Examples

PubMed Central

Sheth, Amit; Perera, Sujan; Wijeratne, Sanjaya; Thirunarayan, Krishnaprasad

2018-01-01

Machine Learning has been a big success story during the AI resurgence. One particular stand out success relates to learning from a massive amount of data. In spite of early assertions of the unreasonable effectiveness of data, there is increasing recognition for utilizing knowledge whenever it is available or can be created purposefully. In this paper, we discuss the indispensable role of knowledge for deeper understanding of content where (i) large amounts of training data are unavailable, (ii) the objects to be recognized are complex, (e.g., implicit entities and highly subjective content), and (iii) applications need to use complementary or related data in multiple modalities/media. What brings us to the cusp of rapid progress is our ability to (a) create relevant and reliable knowledge and (b) carefully exploit knowledge to enhance ML/NLP techniques. Using diverse examples, we seek to foretell unprecedented progress in our ability for deeper understanding and exploitation of multimodal data and continued incorporation of knowledge in learning techniques.

Does the nature of science influence college students' learning of biological evolution?

NASA Astrophysics Data System (ADS)

Butler, Wilbert, Jr.

This quasi-experimental, mixed-methods study assessed the influence of the nature of science (NOS) instruction on college students' learning of biological evolution. In this research, conducted in two introductory biology courses, in each course the same instruction was employed, with one important exception: in the experimental section students were involved in an explicit, reflective treatment of the nature of science (Explicit, reflective NOS), in the traditional treatment section, NOS was implicitly addressed (traditional treatment). In both sections, NOS aspects of science addressed included is tentative, empirically based, subjective, inferential, and based on relationship between scientific theories and laws. Students understanding of evolution, acceptance of evolution, and understanding of the nature of science were assessed before, during and after instruction. Data collection entailed qualitative and quantitative methods including Concept Inventory for Natural Selection (CINS), Measure of Acceptance of the Theory of Evolution (MATE) survey, Views of nature of Science (VNOS-B survey), as well as interviews, classroom observations, and journal writing to address understand students' views of science and understanding and acceptance of evolution. The quantitative data were analyzed via inferential statistics and the qualitative data were analyzed using grounded theory. The data analysis allowed for the construction and support for four assertions: Assertion 1: Students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of the nature of science concepts. Alternatively, students engaged in instruction using an implicit approach to the nature of science did not improve their understanding of the nature of science to the same degree. The VNOS-B results indicated that students in the explicit, reflective NOS class showed the better understanding of the NOS after the course than students in the implicit NOS class. The increased understanding of NOS demonstrated by students in the explicit, reflective NOS class compared to students in the implicit NOS class can be attributed to the students' engagement in explicit and reflective NOS instruction that was absent in the implicit NOS class. Post VNOS results from students in the explicit, reflective NOS class showed marked improvement in the targeted aspects of NOS (empirical nature of scientific knowledge, inferential nature of scientific knowledge, subjective nature of scientific knowledge, the distinction between scientific law and theory, and the tentative nature of scientific knowledge) compared to the result of the pretest while the scores of students in the implicit NOS class demonstrated little change. Assertion 2: Students in the explicit, reflective NOS class section made greater gains in their understanding of evolution than students in the traditional class. The explicit, reflective NOS class demonstrated a statistically significant improvement in their understanding of biological evolution after the course, while the changes observed in the implicit NOS group were not found to be statistically significant---this despite that the manner in which evolution was taught was held constant across the two sections. Thus, the explicit, reflective NOS approach to the teaching of biological evolution seems to be more effective than many discussed in the literature in supporting student learning about evolution. Assertion 3: The conceptual gains by students in the explicit, reflective NOS course section were allowed by the affective "room" that a sophisticated understanding of the nature of the nature of science provides in a classroom. The data collected from this study collectively indicate that a sophisticated understanding of NOS allows students to recognize the boundaries of science. We argue that an explicit and reflective engagement of the NOS aspects helps the students understand the defining aspects of science better. Assertion 4: A change in students' understanding of evolution does not necessitate a change in students' acceptance of evolution. The results showed that students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of NOS concepts and the understanding of evolution. However, there was not a significant change in acceptance of evolution related to the change in understanding. These results demonstrate that the nature of science instruction plays an important role in the teaching and learning of biological evolution. Nevertheless, this NOS instruction must be explicit and reflective in nature. Students that engage explicitly and reflectively on specific tenets of NOS not only developed a better understanding of the NOS aspects but also a better understanding of biological evolution. Therefore, science teachers in elementary, middle, secondary and post-secondary education should consider implementing an explicit, reflective approach to the nature of science into their science curriculum not only for teaching evolution but for other controversial topics as well. (Abstract shortened by UMI.)

Real-time fuzzy inference based robot path planning

NASA Technical Reports Server (NTRS)

Pacini, Peter J.; Teichrow, Jon S.

1990-01-01

This project addresses the problem of adaptive trajectory generation for a robot arm. Conventional trajectory generation involves computing a path in real time to minimize a performance measure such as expended energy. This method can be computationally intensive, and it may yield poor results if the trajectory is weakly constrained. Typically some implicit constraints are known, but cannot be encoded analytically. The alternative approach used here is to formulate domain-specific knowledge, including implicit and ill-defined constraints, in terms of fuzzy rules. These rules utilize linguistic terms to relate input variables to output variables. Since the fuzzy rulebase is determined off-line, only high-level, computationally light processing is required in real time. Potential applications for adaptive trajectory generation include missile guidance and various sophisticated robot control tasks, such as automotive assembly, high speed electrical parts insertion, stepper alignment, and motion control for high speed parcel transfer systems.

Dual-processing accounts of reasoning, judgment, and social cognition.

PubMed

Evans, Jonathan St B T

2008-01-01

This article reviews a diverse set of proposals for dual processing in higher cognition within largely disconnected literatures in cognitive and social psychology. All these theories have in common the distinction between cognitive processes that are fast, automatic, and unconscious and those that are slow, deliberative, and conscious. A number of authors have recently suggested that there may be two architecturally (and evolutionarily) distinct cognitive systems underlying these dual-process accounts. However, it emerges that (a) there are multiple kinds of implicit processes described by different theorists and (b) not all of the proposed attributes of the two kinds of processing can be sensibly mapped on to two systems as currently conceived. It is suggested that while some dual-process theories are concerned with parallel competing processes involving explicit and implicit knowledge systems, others are concerned with the influence of preconscious processes that contextualize and shape deliberative reasoning and decision-making.

Prior familiarity with components enhances unconscious learning of relations.

PubMed

Scott, Ryan B; Dienes, Zoltan

2010-03-01

The influence of prior familiarity with components on the implicit learning of relations was examined using artificial grammar learning. Prior to training on grammar strings, participants were familiarized with either the novel symbols used to construct the strings or with irrelevant geometric shapes. Participants familiarized with the relevant symbols showed greater accuracy when judging the correctness of new grammar strings. Familiarity with elemental components did not increase conscious awareness of the basis for discriminations (structural knowledge) but increased accuracy even in its absence. The subjective familiarity of test strings predicted grammaticality judgments. However, prior exposure to relevant symbols did not increase overall test string familiarity or reliance on familiarity when making grammaticality judgments. Familiarity with the symbols increased the learning of relations between them (bigrams and trigrams) thus resulting in greater familiarity for grammatical versus ungrammatical strings. The results have important implications for models of implicit learning.

Marginally perceptible outcome feedback, motor learning and implicit processes.

PubMed

Masters, Rich S W; Maxwell, Jon P; Eves, Frank F

2009-09-01

Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes.

The trajectory of scientific discovery: concept co-occurrence and converging semantic distance.

PubMed

Cohen, Trevor; Schvaneveldt, Roger W

2010-01-01

The paradigm of literature-based knowledge discovery originated by Swanson involves finding meaningful associations between terms or concepts that have not occurred together in any previously published document. While several automated approaches have been applied to this problem, these generally evaluate the literature at a point in time, and do not evaluate the role of change over time in distributional statistics as an indicator of meaningful implicit associations. To address this issue, we develop and evaluate Symmetric Random Indexing (SRI), a novel variant of the Random Indexing (RI) approach that is able to measure implicit association over time. SRI is found to compare favorably to existing RI variants in the prediction of future direct co-occurrence. Summary statistics over several experiments suggest a trend of converging semantic distance prior to the co-occurrence of key terms for two seminal historical literature-based discoveries.

Complex-envelope alternating-direction-implicit FDTD method for simulating active photonic devices with semiconductor/solid-state media.

PubMed

Singh, Gurpreet; Ravi, Koustuban; Wang, Qian; Ho, Seng-Tiong

2012-06-15

A complex-envelope (CE) alternating-direction-implicit (ADI) finite-difference time-domain (FDTD) approach to treat light-matter interaction self-consistently with electromagnetic field evolution for efficient simulations of active photonic devices is presented for the first time (to our best knowledge). The active medium (AM) is modeled using an efficient multilevel system of carrier rate equations to yield the correct carrier distributions, suitable for modeling semiconductor/solid-state media accurately. To include the AM in the CE-ADI-FDTD method, a first-order differential system involving CE fields in the AM is first set up. The system matrix that includes AM parameters is then split into two time-dependent submatrices that are then used in an efficient ADI splitting formula. The proposed CE-ADI-FDTD approach with AM takes 22% of the time as the approach of the corresponding explicit FDTD, as validated by semiconductor microdisk laser simulations.

Visualization of Skin Perfusion by Indocyanine Green Fluorescence Angiography—A Feasibility Study

PubMed Central

Steinbacher, Johannes; Yoshimatsu, Hidehiko; Meng, Stefan; Hamscha, Ulrike M.; Chan, Chun-Sheng; Weninger, Wolfgang J.; Wu, Chieh-Tsai; Cheng, Ming-Huei

2017-01-01

Summary: Plastic and reconstructive surgery relies on the knowledge of angiosomes in the raising of microsurgical flaps. Growing interest in muscle-sparing perforator flaps calls for reliable methods to assess the clinical feasibility of new donor sites in anatomical studies. Several injection techniques are known for the evaluation of vascular territories. Indocyanine green–based fluorescence angiography has found wide application in the clinical assessment of tissue perfusion. In this article, the use of indocyanine green–based fluorescence angiography for the assessment of perforasomes in anatomical studies is described for the first time. PMID:29062637

My Corporis Fabrica: an ontology-based tool for reasoning and querying on complex anatomical models

PubMed Central

2014-01-01

Background Multiple models of anatomy have been developed independently and for different purposes. In particular, 3D graphical models are specially useful for visualizing the different organs composing the human body, while ontologies such as FMA (Foundational Model of Anatomy) are symbolic models that provide a unified formal description of anatomy. Despite its comprehensive content concerning the anatomical structures, the lack of formal descriptions of anatomical functions in FMA limits its usage in many applications. In addition, the absence of connection between 3D models and anatomical ontologies makes it difficult and time-consuming to set up and access to the anatomical content of complex 3D objects. Results First, we provide a new ontology of anatomy called My Corporis Fabrica (MyCF), which conforms to FMA but extends it by making explicit how anatomical structures are composed, how they contribute to functions, and also how they can be related to 3D complex objects. Second, we have equipped MyCF with automatic reasoning capabilities that enable model checking and complex queries answering. We illustrate the added-value of such a declarative approach for interactive simulation and visualization as well as for teaching applications. Conclusions The novel vision of ontologies that we have developed in this paper enables a declarative assembly of different models to obtain composed models guaranteed to be anatomically valid while capturing the complexity of human anatomy. The main interest of this approach is its declarativity that makes possible for domain experts to enrich the knowledge base at any moment through simple editors without having to change the algorithmic machinery. This provides MyCF software environment a flexibility to process and add semantics on purpose for various applications that incorporate not only symbolic information but also 3D geometric models representing anatomical entities as well as other symbolic information like the anatomical functions. PMID:24936286

Anatomy of the capsulolabral complex and rotator interval related to glenohumeral instability.

PubMed

Itoigawa, Yoshiaki; Itoi, Eiji

2016-02-01

The glenohumeral joint with instability is a common diagnosis that often requires surgery. The aim of this review was to present an overview of the anatomy of the glenohumeral joint with emphasis on instability based on the current literature and to describe the detailed anatomy and anatomical variants of the glenohumeral joint associated with anterior and posterior shoulder instability. A review was performed using PubMed/MEDLINE using key words: Search terms were "glenohumeral", "shoulder instability", "cadaver", "rotator interval", "anatomy", and "anatomical study". During the last decade, the interest in both arthroscopic repair techniques and surgical anatomy of the glenohumeral ligament (superior, middle, and inferior), labrum, and rotator interval has increased. Understanding of the rotator interval and attachment of the inferior glenohumeral ligament on the glenoid or humeral head have evolved significantly. The knowledge of the detailed anatomy and anatomical variations is essential for the surgeon in order to understand the pathology, make a correct diagnosis of instability, and select proper treatment options. Proper understanding of anatomical variants can help us avoid misdiagnosis. Level of evidence V.

Creativity and power: a qualitative, exploratory study of student learning acquired in a community nursing setting that is applied in future settings.

PubMed

Merritt, Alan; Boogaerts, Marina

2014-01-01

Nursing students undertake clinical placements in a wide range of clinical areas as part of their preparation for professional practice, offering students the opportunity to learn about the clinical context and the work that nurses do. This descriptive study explores the implicit learnings that occur for students in a community nursing placement and whether they transfer the knowledge they gain in the community setting into practice in other settings. Participants in this research study described implicit learning from a community nursing context which they were able to utilise in their current practice. Three major themes emerged. Firstly, participants recognised that power relationships manifest differently in a community based setting. This manifest in a recognition of patient autonomy and a creative approach to enhancing the patient's power. The second, related theme involved the enabling of self-determination through collaborative decision making between nurse and the person receiving care. The third theme was the development of an understanding of self-management which manifest in appropriate referrals and what the participants considered high quality discharge planning. This recognition of practice beyond technical, rationalist manifestations suggests that students grasped the unarticulated, implicit dimensions of the community nurse role through their experiences in a community nursing placement.

The role of metacognition in human social interactions

PubMed Central

Frith, Chris D.

2012-01-01

Metacognition concerns the processes by which we monitor and control our own cognitive processes. It can also be applied to others, in which case it is known as mentalizing. Both kinds of metacognition have implicit and explicit forms, where implicit means automatic and without awareness. Implicit metacognition enables us to adopt a we-mode, through which we automatically take account of the knowledge and intentions of others. Adoption of this mode enhances joint action. Explicit metacognition enables us to reflect on and justify our behaviour to others. However, access to the underlying processes is very limited for both self and others and our reports on our own and others' intentions can be very inaccurate. On the other hand, recent experiments have shown that, through discussions of our perceptual experiences with others, we can detect sensory signals more accurately, even in the absence of objective feedback. Through our willingness to discuss with others the reasons for our actions and perceptions, we overcome our lack of direct access to the underlying cognitive processes. This creates the potential for us to build more accurate accounts of the world and of ourselves. I suggest, therefore, that explicit metacognition is a uniquely human ability that has evolved through its enhancement of collaborative decision-making. PMID:22734064

Assessment of Anatomical Knowledge and Core Trauma Competency Vascular Skills.

PubMed

Granite, Guinevere; Pugh, Kristy; Chen, Hegang; Longinaker, Nyaradzo; Garofalo, Evan; Shackelford, Stacy; Shalin, Valerie; Puche, Adam; Pasley, Jason; Sarani, Babak; Henry, Sharon; Bowyer, Mark; Mackenzie, Colin

2018-03-01

Surgical residents express confidence in performing specific vascular exposures before training, but such self-reported confidence did not correlate with co-located evaluator ratings. This study reports residents' self-confidence evaluated before and after Advanced Surgical Skills for Exposure in Trauma (ASSET) cadaver-based training, and 12-18 mo later. We hypothesize that residents will better judge their own skill after ASSET than before when compared with evaluator ratings. Forty PGY2-7 surgical residents performed four procedures: axillary artery (AA), brachial artery (BA), femoral artery exposure and control (FA), and lower extremity fasciotomy (FAS) at the three evaluations. Using 5-point Likert scales, surgeons self-assessed their confidence in anatomical understanding and procedure performance after each procedure and evaluators rated each surgeon accordingly. For all the three evaluations, residents consistently rated their anatomical understanding (p < 0.04) and surgical performance (p < 0.03) higher than evaluators for both FA and FAS. Residents rated their anatomical understanding and surgical performance higher (p < 0.005) than evaluators for BA after training and up to 18 mo later. Only for third AA evaluation were there no rating differences. Residents overrate their anatomical understanding and performance abilities for BA, FA, and FAS even after performing the procedures and being debriefed three times in 18 mo.

Mobilization of the rectum: anatomic concepts and the bookshelf revisited.

PubMed

Chapuis, Pierre; Bokey, Les; Fahrer, Marius; Sinclair, Gael; Bogduk, Nikolai

2002-01-01

Sound surgical technique is based on accurate anatomic knowledge. In surgery for cancer, the anatomy of the perirectal fascia and the retrorectal plane is the basis for correct mobilization of the rectum to ensure clear surgical margins and to minimize the risk of local recurrence. This review of the literature on the perirectal fascia is based on a translation of the original description by Thoma Jonnesco and a later account by Wilhelm Waldeyer. The Jonnesco description, first published in 1896 in French, is compared with the German account of 1899. These were critically analyzed in the context of our own and other techniques of mobilizing the rectum. Mobilization of the rectum for cancer can be performed along anatomic planes with minimal blood loss, preservation of the pelvic autonomic nerves and a low prevalence of local recurrence. Different techniques including total mesorectal excision are based on the same anatomic principles, however, popular words have been used to replace accepted, established terminology. In particular, the description of total mesorectal excision has been confusing because of its emphasis on the words "total" and "mesorectum." The use of the word "mesorectum" anatomically is inaccurate and the implication that total excision of all the perirectal fat contained within the perirectal fascia "en bloc" in all patients with rectal cancer will minimize local recurrence remains contentious.

Combination of visual and symbolic knowledge: A survey in anatomy.

PubMed

Banerjee, Imon; Patané, Giuseppe; Spagnuolo, Michela

2017-01-01

In medicine, anatomy is considered as the most discussed field and results in a huge amount of knowledge, which is heterogeneous and covers aspects that are mostly independent in nature. Visual and symbolic modalities are mainly adopted for exemplifying knowledge about human anatomy and are crucial for the evolution of computational anatomy. In particular, a tight integration of visual and symbolic modalities is beneficial to support knowledge-driven methods for biomedical investigation. In this paper, we review previous work on the presentation and sharing of anatomical knowledge, and the development of advanced methods for computational anatomy, also focusing on the key research challenges for harmonizing symbolic knowledge and spatial 3D data. Copyright © 2016 Elsevier Ltd. All rights reserved.

Advanced FL Learners Explaining Their Writing Choices: Epistemic Attitude as an Indicator of Problem-Solving and Strategic Knowledge in the On-Line Revision Process

ERIC Educational Resources Information Center

Mutta, Maarit; Johansson, Marjut

2018-01-01

Verbal protocols are usually used to study cognitive processes involved in various activities, as it is argued that they could make implicit processes of thinking visible and thus reportable. Here, it is proposed that verbalisations can also be approached from another angle, namely as a discourse that contains linguistic markers of writers'…

Cognitive and Psychosocial Factors in the Long-Term Development of Implicit and Explicit Second Language Knowledge in Adult Learners of Spanish at Increasing Proficiency

ERIC Educational Resources Information Center

Serafini, Ellen Johnson

2013-01-01

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

The Implicitome: A Resource for Rationalizing Gene-Disease Associations

PubMed Central

van der Horst, Eelke; Kaliyaperumal, Rajaram; Mina, Eleni; Tatum, Zuotian; Laros, Jeroen F. J.; van Mulligen, Erik M.; Schuemie, Martijn; Aten, Emmelien; Li, Tong Shu; Bruskiewich, Richard; Good, Benjamin M.; Su, Andrew I.; Kors, Jan A.; den Dunnen, Johan; van Ommen, Gert-Jan B.; Roos, Marco; ‘t Hoen, Peter A.C.; Mons, Barend; Schultes, Erik A.

2016-01-01

High-throughput experimental methods such as medical sequencing and genome-wide association studies (GWAS) identify increasingly large numbers of potential relations between genetic variants and diseases. Both biological complexity (millions of potential gene-disease associations) and the accelerating rate of data production necessitate computational approaches to prioritize and rationalize potential gene-disease relations. Here, we use concept profile technology to expose from the biomedical literature both explicitly stated gene-disease relations (the explicitome) and a much larger set of implied gene-disease associations (the implicitome). Implicit relations are largely unknown to, or are even unintended by the original authors, but they vastly extend the reach of existing biomedical knowledge for identification and interpretation of gene-disease associations. The implicitome can be used in conjunction with experimental data resources to rationalize both known and novel associations. We demonstrate the usefulness of the implicitome by rationalizing known and novel gene-disease associations, including those from GWAS. To facilitate the re-use of implicit gene-disease associations, we publish our data in compliance with FAIR Data Publishing recommendations [https://www.force11.org/group/fairgroup] using nanopublications. An online tool (http://knowledge.bio) is available to explore established and potential gene-disease associations in the context of other biomedical relations. PMID:26919047

Revision surgery in anterior cruciate ligament reconstruction: a cohort study of 17,682 patients from the Swedish National Knee Ligament Register.

PubMed

Desai, Neel; Andernord, Daniel; Sundemo, David; Alentorn-Geli, Eduard; Musahl, Volker; Fu, Freddie; Forssblad, Magnus; Samuelsson, Kristian

2017-05-01

To investigate the association between surgical variables and the risk of revision surgery after ACL reconstruction in the Swedish National Knee Ligament Register. This cohort study was based on data from the Swedish National Knee Ligament Register. Patients who underwent primary single-bundle ACL reconstruction with hamstring tendon were included. Follow-up started with primary ACL reconstruction and ended with ACL revision surgery or on 31 December, 2014, whichever occurred first. Details on surgical technique were collected using an online questionnaire. All group comparisons were made in relation to an "anatomic" reference group, comprised of essential AARSC items, defined as utilization of accessory medial portal drilling, anatomic tunnel placement, visualization of insertion sites and pertinent landmarks. Study end-point was revision surgery. A total of 108 surgeons (61.7%) replied to the questionnaire. A total of 17,682 patients were included [n = 10,013 males (56.6%) and 7669 females (43.4%)]. The overall revision rate was 3.1%. Older age as well as cartilage injury evident at index surgery was associated with a decreased risk of revision surgery. The group using transtibial drilling and non-anatomic bone tunnel placement was associated with a lower risk of revision surgery [HR 0.694 (95% CI 0.490-0.984); P = 0.041] compared with the anatomic reference group. The anatomic reference group showed no difference in risk of revision surgery compared with the transtibial drilling groups with partial anatomic [HR 0.759 (95% CI 0.548-1.051), n.s.] and anatomic tunnel placement [HR 0.944 (95% CI 0.718-1.241), n.s.]. The anatomic reference group showed a decreased risk of revision surgery compared with the transportal drilling group with anatomic placement [HR 1.310 (95% CI 1.047-1.640); P = 0.018]. Non-anatomic bone tunnel placement via transtibial drilling resulted in the lowest risk of revision surgery after ACL reconstruction. The risk of revision surgery increased when using transportal drilling. Performing anatomic ACL reconstruction utilizing eight selected essential items from the AARSC lowered the risk of revision surgery associated with transportal drilling and anatomic bone tunnel placement. Detailed knowledge of surgical technique using the AARSC predicts the risk of ACL revision surgery. III.

Development and validation of trauma surgical skills metrics: Preliminary assessment of performance after training.

PubMed

Shackelford, Stacy; Garofalo, Evan; Shalin, Valerie; Pugh, Kristy; Chen, Hegang; Pasley, Jason; Sarani, Babak; Henry, Sharon; Bowyer, Mark; Mackenzie, Colin F

2015-07-01

Maintaining trauma-specific surgical skills is an ongoing challenge for surgical training programs. An objective assessment of surgical skills is needed. We hypothesized that a validated surgical performance assessment tool could detect differences following a training intervention. We developed surgical performance assessment metrics based on discussion with expert trauma surgeons, video review of 10 experts and 10 novice surgeons performing three vascular exposure procedures and lower extremity fasciotomy on cadavers, and validated the metrics with interrater reliability testing by five reviewers blinded to level of expertise and a consensus conference. We tested these performance metrics in 12 surgical residents (Year 3-7) before and 2 weeks after vascular exposure skills training in the Advanced Surgical Skills for Exposure in Trauma (ASSET) course. Performance was assessed in three areas as follows: knowledge (anatomic, management), procedure steps, and technical skills. Time to completion of procedures was recorded, and these metrics were combined into a single performance score, the Trauma Readiness Index (TRI). Wilcoxon matched-pairs signed-ranks test compared pretraining/posttraining effects. Mean time to complete procedures decreased by 4.3 minutes (from 13.4 minutes to 9.1 minutes). The performance component most improved by the 1-day skills training was procedure steps, completion of which increased by 21%. Technical skill scores improved by 12%. Overall knowledge improved by 3%, with 18% improvement in anatomic knowledge. TRI increased significantly from 50% to 64% with ASSET training. Interrater reliability of the surgical performance assessment metrics was validated with single intraclass correlation coefficient of 0.7 to 0.98. A trauma-relevant surgical performance assessment detected improvements in specific procedure steps and anatomic knowledge taught during a 1-day course, quantified by the TRI. ASSET training reduced time to complete vascular control by one third. Future applications include assessing specific skills in a larger surgeon cohort, assessing military surgical readiness, and quantifying skill degradation with time since training.

Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics.

PubMed

Bakr, Mahmoud M; Thompson, C Mark; Massadiq, Magdalena

2017-07-01

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Education for eHealth--a status analysis.

PubMed

Herzog, Juliane; Pohn, Birgit; Forjan, Mathias; Sauermann, Stefan; Urbauer, Philipp

2014-01-01

eHealth is not only a growing market, but also an important factor for new healthcare systems. National and European initiatives implicitly demand a higher level of knowledge in the areas of healthcare, engineering and management. As part of the eLearning4eHealth project an initial web based study was performed concentrating on European and global eHealth related educational programs. The results show that eHealth related courses do not evenly exist for the identified professions. 43% of the offered programs are focused on the engineering sector, whereas only 21% are available for the management sector. In order to offer compatible and comparable state of knowledge in the identified fields of profession and knowledge, further educational programs may be necessary. Despite the found shortcomings, results have shown that international activities have started in order to close the gaps and improve the quality of knowledge in the interdisciplinary field of eHealth.

The Knowledge Structure in Amarakośa

NASA Astrophysics Data System (ADS)

Nair, Sivaja S.; Kulkarni, Amba

Amarakośa is the most celebrated and authoritative ancient thesaurus of Sanskrit. It is one of the books which an Indian child learning through Indian traditional educational system memorizes as early as his first year of formal learning. Though it appears as a linear list of words, close inspection of it shows a rich organisation of words expressing various relations a word bears with other words. Thus when a child studies Amarakośa further, the linear list of words unfolds into a knowledge web. In this paper we describe our effort to make the implicit knowledge in Amarakośa explicit. A model for storing such structure is discussed and a web tool is described that answers the queries by reconstructing the links among words from the structured tables dynamically.

Discover mouse gene coexpression landscapes using dictionary learning and sparse coding.

PubMed

Li, Yujie; Chen, Hanbo; Jiang, Xi; Li, Xiang; Lv, Jinglei; Peng, Hanchuan; Tsien, Joe Z; Liu, Tianming

2017-12-01

Gene coexpression patterns carry rich information regarding enormously complex brain structures and functions. Characterization of these patterns in an unbiased, integrated, and anatomically comprehensive manner will illuminate the higher-order transcriptome organization and offer genetic foundations of functional circuitry. Here using dictionary learning and sparse coding, we derived coexpression networks from the space-resolved anatomical comprehensive in situ hybridization data from Allen Mouse Brain Atlas dataset. The key idea is that if two genes use the same dictionary to represent their original signals, then their gene expressions must share similar patterns, thereby considering them as "coexpressed." For each network, we have simultaneous knowledge of spatial distributions, the genes in the network and the extent a particular gene conforms to the coexpression pattern. Gene ontologies and the comparisons with published gene lists reveal biologically identified coexpression networks, some of which correspond to major cell types, biological pathways, and/or anatomical regions.

Correlative anatomy for the electrophysiologist: ablation for atrial fibrillation. Part II: regional anatomy of the atria and relevance to damage of adjacent structures during AF ablation.

PubMed

Macedo, Paula G; Kapa, Suraj; Mears, Jennifer A; Fratianni, Amy; Asirvatham, Samuel J

2010-07-01

Ablation procedures for atrial fibrillation have become an established and increasingly used option for managing patients with symptomatic arrhythmia. The anatomic structures relevant to the pathogenesis of atrial fibrillation and ablation procedures are varied and include the pulmonary veins, other thoracic veins, the left atrial myocardium, and autonomic ganglia. Exact regional anatomic knowledge of these structures is essential to allow correlation with fluoroscopy and electrograms and, importantly, to avoid complications from damage of adjacent structures within the chest. We present this information as a series of 2 articles. In a prior issue, we have discussed the thoracic vein anatomy relevant to paroxysmal atrial fibrillation. In the present article, we focus on the atria themselves, the autonomic ganglia, and anatomic issues relevant for minimizing complications during atrial fibrillation ablation.

[Multi-center study of the Jenaer model of the temporal bone].

PubMed

Schneider, G; Müller, A

2004-06-01

Preparing exercises at the temporal bone are a prerequisite for the knowledge of the anatomical special features of this region and for learning the fundamentals of the tympanic cavity surgery. Since however fewer human temporal bones are available, the search for back-up models already took place in the last years. Based on the experiences of the handling and visualization of CT data for the 3D-implant construction in the ent department Jena a temporal bone model was developed. The model was sent away to surgeons of different training. On the basis of identification of anatomical structures and evaluation of general parameters by means of a point system the model was evaluated. The Jenaer temporal bone model is suitable as entrance into the preparing exercises. The anatomical structures are good to identify for the beginner. The handling with drill and chisel can be learned.

Anatomical relations of anterior and posterior ankle arthroscopy portals: a cadaveric study.

PubMed

Oliva, Xavier Martin; Méndez López, José Manuel; Monzo Planella, Mariano; Bravo, Alex; Rodrigues-Pinto, Ricardo

2015-04-01

Ankle arthroscopy is an increasingly used technique. Knowledge of the anatomical structures in relation to its portals is paramount to avoid complications. Twenty cadaveric ankles were analysed to assess the distance between relevant neurovascular structures to the anteromedial, anterolateral, posteromedial, and posterolateral arthroscopy portals. The intermediate dorsal branch of the superficial peroneal nerve was the closest structure to any of the portals (4.8 mm from the anterolateral portal), followed by the posterior tibial nerve (7.3 mm from the posteromedial portal). All structures analysed but one (posterior tibial artery) were, at least in one specimen, <5 mm distant from one of the portals. This study provides information on the anatomical relations of ankle arthroscopy portals and relevant neurovascular structures, confirming previous studies identifying the superficial peroneal nerve as the structure at highest risk of injury, but also highlighting some important variations. Techniques to minimise the injury to these structures are discussed.

Arthroscopic approach and anatomy of the hip.

PubMed

Aprato, Alessandro; Giachino, Matteo; Masse, Alessandro

2016-01-01

Hip arthroscopy has gained popularity among the orthopedic community and a precise assessment of indications, techniques and results is constantly brought on. In this chapter the principal standard entry portals for central and peripheral compartment are discussed. The description starts from the superficial landmarks for portals placement and continues with the deep layers. For each entry point an illustration of the main structures encountered is provided and the principal structures at risk for different portals are accurately examined. Articular anatomical description is carried out from the arthroscope point of view and sub-divided into central and peripheral compartment. The two compartments are systematically analyzed and the accessible articular areas for each portal explained. Moreover, some anatomical variations that can be found in the normal hip are reported. The anatomical knowledge of the hip joint along with a precise notion of the structures encountered with the arthroscope is an essential requirement for a secure and successful surgery. Level of evidence: V.

Reflective journals: unmasking student perceptions of anatomical education.

PubMed

Lazarus, L; Sookrajh, R; Satyapal, K S

2017-01-01

In medical education, reflection has been considered to be a core skill in professional competence. The anatomy laboratory is an ideal setting for faculty/ student interaction and provides invaluable opportunities for active learning and reflection on anatomical knowledge. This study was designed to record student attitudes regarding human cadaveric dissection, explore their experiences of anatomy through an analysis of their journal-reflective writings and determine whether this type of creative writing had a beneficial effect on those students who chose to complete them. A total of 75 journals from Medical and Allied Health Science students were collected and analysed. Results were categorised according to the following themes: (i) Dissecting room stressors (27.6%); (ii) Educational value of dissection (26.3%); (iii) Appreciation, Gratitude, Respect and Curiosity for the cadaver (18.9%); (iv) Positive and negative sentiments expressed in the dissecting room (25.8%); (v) Benefit of alternate teaching modalities (4.6%); (vi) Spirituality/Religious Beliefs (3.7%); (vii) Shared humanity and emotional bonds (3.69%); (viii) Acknowledgement of human anatomical variations (3.2%); (ix) Beauty and complexity of the human body (1.8%) and (x) Psychological detachment (0.9%). Students appreciated the opportunity to share their emotions and reflect on the humanistic dimension of anatomy as a subject. Student reflections illustrated clearly their thoughts and some of the difficult issues with which they wrestled. The anatomy laboratory is seen as the budding clinician's first encounter with a patient, albeit a cadaver. This was the first time that reflective journals were given to students in the discipline. Reflective journals allow students to express themselves in an open-ended and creative fashion. It also assists students to integrate anatomy and clinical medicine and assists in applying their basic anatomical knowledge in an authentic, yet safe environment.

Variation in stem anatomical characteristics of Campanuloideae species in relation to evolutionary history and ecological preferences.

PubMed

Schweingruber, Fritz Hans; Ríha, Pavel; Doležal, Jiří

2014-01-01

The detailed knowledge of plant anatomical characters and their variation among closely related taxa is key to understanding their evolution and function. We examined anatomical variation in 46 herbaceous taxa from the subfamily Campanuloideae (Campanulaceae) to link this information with their phylogeny, ecology and comparative material of 56 woody tropical taxa from the subfamily Lobelioideae. The species studied covered major environmental gradients from Mediterranean to Arctic zones, allowing us to test hypotheses on the evolution of anatomical structure in relation to plant competitive ability and ecological preferences. To understand the evolution of anatomical diversity, we reconstructed the phylogeny of studied species from nucleotide sequences and examined the distribution of anatomical characters on the resulting phylogenetic tree. Redundancy analysis, with phylogenetic corrections, was used to separate the evolutionary inertia from the adaptation to the environment. A large anatomical diversity exists within the Campanuloideae. Traits connected with the quality of fibres were the most congruent with phylogeny, and the Rapunculus 2 ("phyteumoid") clade was especially distinguished by a number of characters (absence of fibres, pervasive parenchyma, type of rays) from two other clades (Campanula s. str. and Rapunculus 1) characterized by the dominance of fibres and the absence of parenchyma. Septate fibres are an exclusive trait in the Lobelioideae, separating it clearly from the Campanuloideae where annual rings, pervasive parenchyma and crystals in the phellem are characteristic features. Despite clear phylogenetic inertia in the anatomical features studied, the ecological attributes and plant height had a significant effect on anatomical divergence. From all three evolutionary clades, the taller species converged towards similar anatomical structure, characterized by a smaller number of early wood vessels of large diameter, thinner cell-walls and alternate intervessel pits, while the opposite trend was found in small Arctic and alpine taxa. This supports the existing generalization that narrower vessels allow plants to grow in colder places where they can avoid freezing-induced embolism, while taller plants have wider vessels to minimize hydraulic resistance with their greater path lengths.

Variation in Stem Anatomical Characteristics of Campanuloideae Species in Relation to Evolutionary History and Ecological Preferences

PubMed Central

Schweingruber, Fritz Hans; Říha, Pavel; Doležal, Jiří

2014-01-01

Background The detailed knowledge of plant anatomical characters and their variation among closely related taxa is key to understanding their evolution and function. We examined anatomical variation in 46 herbaceous taxa from the subfamily Campanuloideae (Campanulaceae) to link this information with their phylogeny, ecology and comparative material of 56 woody tropical taxa from the subfamily Lobelioideae. The species studied covered major environmental gradients from Mediterranean to Arctic zones, allowing us to test hypotheses on the evolution of anatomical structure in relation to plant competitive ability and ecological preferences. Methodology/Principal Findings To understand the evolution of anatomical diversity, we reconstructed the phylogeny of studied species from nucleotide sequences and examined the distribution of anatomical characters on the resulting phylogenetic tree. Redundancy analysis, with phylogenetic corrections, was used to separate the evolutionary inertia from the adaptation to the environment. A large anatomical diversity exists within the Campanuloideae. Traits connected with the quality of fibres were the most congruent with phylogeny, and the Rapunculus 2 (“phyteumoid”) clade was especially distinguished by a number of characters (absence of fibres, pervasive parenchyma, type of rays) from two other clades (Campanula s. str. and Rapunculus 1) characterized by the dominance of fibres and the absence of parenchyma. Septate fibres are an exclusive trait in the Lobelioideae, separating it clearly from the Campanuloideae where annual rings, pervasive parenchyma and crystals in the phellem are characteristic features. Conclusions/Significance Despite clear phylogenetic inertia in the anatomical features studied, the ecological attributes and plant height had a significant effect on anatomical divergence. From all three evolutionary clades, the taller species converged towards similar anatomical structure, characterized by a smaller number of early wood vessels of large diameter, thinner cell-walls and alternate intervessel pits, while the opposite trend was found in small Arctic and alpine taxa. This supports the existing generalization that narrower vessels allow plants to grow in colder places where they can avoid freezing-induced embolism, while taller plants have wider vessels to minimize hydraulic resistance with their greater path lengths. PMID:24586306

Endodontic management of mesiobuccal-2 canal in four-rooted and five-canalled mandibular third molar.

PubMed

Garg, Amit Kumar; Bhardwaj, Anuj; Mantri, Vijay R; Agrawal, Neha

2014-05-01

A case of unusual Root morphology is presented to demonstrate anatomic variations in mandibular third molar. The most common configuration of mandibular third molar is two Roots and three canals; however they may have many different combinations. Endodontic treatment was performed in mandibular third molar having aberrant anatomy. Four Root canal orifices were located with the aid of dental operating microscope (DOM) and three separate Roots were diagnosed with radiographs. Spiral computed tomography (SCT) showed the presence of an extra canal and extra Root, indicating a rare anatomic configuration. Looking for additional canals and Roots are important part of successful endodontics, as the knowledge of their existence enable clinicians to treat a case successfully that otherwise might end in failure. The use of DOM and SCT in this case greatly contributed toward making a confirmatory diagnosis and successful endodontic treatment of four-rooted and five-canalled mandibular third molar. Variation in Root canal anatomy is very common. Knowledge of these variations is very essential for successful Root canal outcome, inability to do so can lead to missed canals and failures. Hence, thorough knowledge of Root canal anatomy and advances in diagnostic aids are essential.

Teacher knowledge of basic language concepts and dyslexia.

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

2011-05-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd.

Semantic Data Integration and Knowledge Management to Represent Biological Network Associations.

PubMed

Losko, Sascha; Heumann, Klaus

2017-01-01

The vast quantities of information generated by academic and industrial research groups are reflected in a rapidly growing body of scientific literature and exponentially expanding resources of formalized data, including experimental data, originating from a multitude of "-omics" platforms, phenotype information, and clinical data. For bioinformatics, the challenge remains to structure this information so that scientists can identify relevant information, to integrate this information as specific "knowledge bases," and to formalize this knowledge across multiple scientific domains to facilitate hypothesis generation and validation. Here we report on progress made in building a generic knowledge management environment capable of representing and mining both explicit and implicit knowledge and, thus, generating new knowledge. Risk management in drug discovery and clinical research is used as a typical example to illustrate this approach. In this chapter we introduce techniques and concepts (such as ontologies, semantic objects, typed relationships, contexts, graphs, and information layers) that are used to represent complex biomedical networks. The BioXM™ Knowledge Management Environment is used as an example to demonstrate how a domain such as oncology is represented and how this representation is utilized for research.

Developing a knowledge base to support the annotation of ultrasound images of ectopic pregnancy.

PubMed

Dhombres, Ferdinand; Maurice, Paul; Friszer, Stéphanie; Guilbaud, Lucie; Lelong, Nathalie; Khoshnood, Babak; Charlet, Jean; Perrot, Nicolas; Jauniaux, Eric; Jurkovic, Davor; Jouannic, Jean-Marie

2017-01-31

Ectopic pregnancy is a frequent early complication of pregnancy associated with significant rates of morbidly and mortality. The positive diagnosis of this condition is established through transvaginal ultrasound scanning. The timing of diagnosis depends on the operator expertise in identifying the signs of ectopic pregnancy, which varies dramatically among medical staff with heterogeneous training. Developing decision support systems in this context is expected to improve the identification of these signs and subsequently improve the quality of care. In this article, we present a new knowledge base for ectopic pregnancy, and we demonstrate its use on the annotation of clinical images. The knowledge base is supported by an application ontology, which provides the taxonomy, the vocabulary and definitions for 24 types and 81 signs of ectopic pregnancy, 484 anatomical structures and 32 technical elements for image acquisition. The knowledge base provides a sign-centric model of the domain, with the relations of signs to ectopic pregnancy types, anatomical structures and the technical elements. The evaluation of the ontology and knowledge base demonstrated a positive feedback from a panel of 17 medical users. Leveraging these semantic resources, we developed an application for the annotation of ultrasound images. Using this application, 6 operators achieved a precision of 0.83 for the identification of signs in 208 ultrasound images corresponding to 35 clinical cases of ectopic pregnancy. We developed a new ectopic pregnancy knowledge base for the annotation of ultrasound images. The use of this knowledge base for the annotation of ultrasound images of ectopic pregnancy showed promising results from the perspective of clinical decision support system development. Other gynecological disorders and fetal anomalies may benefit from our approach.

Impact of clinical factors on the long-term functional and anatomic outcomes of osteo-odonto-keratoprosthesis and tibial bone keratoprosthesis.

PubMed

De La Paz, María Fideliz; De Toledo, Juan Álvarez; Charoenrook, Victor; Sel, Saadettin; Temprano, José; Barraquer, Rafael I; Michael, Ralph

2011-05-01

To report the long-term functional and anatomic outcomes of osteo-odonto-keratoprosthesis and tibial bone keratoprosthesis; to analyze the influence of clinical factors, such as surgical technique, primary diagnosis, age, and postoperative complications, on the final outcome. Retrospective cohort study. setting: Centro de Oftalmología Barraquer, between 1974 and 2005. Two hundred twenty-seven patients. intervention: Biological keratoprosthesis using osteo-odonto-keratoprosthesis or tibial bone keratoprosthesis. main outcome measures: Functional survival with success defined as best-corrected visual acuity ≥0.05; anatomic survival with success defined as retention of the keratoprosthesis lamina. Osteo-odonto-keratoprosthesis and tibial bone keratoprosthesis have comparable anatomic survival at 5 and 10 years of follow-up, but osteo-odonto-keratoprosthesis has a significantly better functional success than tibial bone keratoprosthesis at the same time periods. Among the primary diagnoses, Stevens-Johnson syndrome, chemical burn, and trachoma have generally good functional and anatomic outcomes and the least favorable prognosis is for ocular cicatricial pemphigoid. Younger patients fared better than those in older age groups. The most frequent complications were extrusion (28%), retinal detachment (16%), and uncontrolled glaucoma (11%). The glaucoma group had the best anatomic success but the worst functional results, only exceeded by the retinal detachment group in terms of functional outcome. Clinical factors, such as surgical technique, primary diagnosis, age, and postoperative complications, can affect the long-term anatomic and functional successes of biological keratoprosthesis. Knowledge about the impact of each of these factors on survival can help surgeons determine the best approach in every particular case. Copyright © 2011 Elsevier Inc. All rights reserved.

Using generalizability analysis to estimate parameters for anatomy assessments: A multi-institutional study.

PubMed

Byram, Jessica N; Seifert, Mark F; Brooks, William S; Fraser-Cotlin, Laura; Thorp, Laura E; Williams, James M; Wilson, Adam B

2017-03-01

With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline-based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design s×(i:o) in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109-119. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Collaborative knowledge acquisition for the design of context-aware alert systems.

PubMed

Joffe, Erel; Havakuk, Ofer; Herskovic, Jorge R; Patel, Vimla L; Bernstam, Elmer Victor

2012-01-01

To present a framework for combining implicit knowledge acquisition from multiple experts with machine learning and to evaluate this framework in the context of anemia alerts. Five internal medicine residents reviewed 18 anemia alerts, while 'talking aloud'. They identified features that were reviewed by two or more physicians to determine appropriate alert level, etiology and treatment recommendation. Based on these features, data were extracted from 100 randomly-selected anemia cases for a training set and an additional 82 cases for a test set. Two staff internists assigned an alert level, etiology and treatment recommendation before and after reviewing the entire electronic medical record. The training set of 118 cases (100 plus 18) and the test set of 82 cases were explored using RIDOR and JRip algorithms. The feature set was sufficient to assess 93% of anemia cases (intraclass correlation for alert level before and after review of the records by internists 1 and 2 were 0.92 and 0.95, respectively). High-precision classifiers were constructed to identify low-level alerts (precision p=0.87, recall R=0.4), iron deficiency (p=1.0, R=0.73), and anemia associated with kidney disease (p=0.87, R=0.77). It was possible to identify low-level alerts and several conditions commonly associated with chronic anemia. This approach may reduce the number of clinically unimportant alerts. The study was limited to anemia alerts. Furthermore, clinicians were aware of the study hypotheses potentially biasing their evaluation. Implicit knowledge acquisition, collaborative filtering and machine learning were combined automatically to induce clinically meaningful and precise decision rules.

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed Central

Sanchez, Daniel J.; Yarnik, Eric N.

2015-01-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603–623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations. PMID:24668505

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

PubMed

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

Quackery versus professionalism? Characters, places and media of medical knowledge in eighteenth-century Hungary.

PubMed

Krász, Lilla

2012-09-01

This essay discusses the question of health in the Kingdom of Hungary during the Age of Enlightenment. It explores the relationships and tensions between central theories of medical police and the local expectations of government administrators, as well as those between academic or official knowledge and implicit or alternative knowledge about health. The reigns of Maria Theresia and Joseph II marked the moment at which particular kinds of folk and practical knowledge about healing became visible and above all legible. This is to be seen in the enormous rise in book production, which in itself represented an 'approved knowledge' that found legitimation in new academic and bureaucratic institutions, such as the reformed medical faculty of the University of Vienna, the newly-founded medical faculty at Tyrnau, the establishment of a health department within the Hungarian Statthalterei, as well as in the emission of royal legislation supporting the agendas of the new enlightened science of 'medical police'. Copyright © 2012 Elsevier Ltd. All rights reserved.

A psychoanalytic understanding of the desire for knowledge as reflected in Freud's Leonardo da Vinci and a memory of his childhood.

PubMed

Blass, Rachel B

2006-10-01

The author offers an understanding of the psychoanalytic notion of the desire for knowledge and the possibility of attaining it as it fi nds expression in Freud's Leonardo da Vinci and a memory of his childhood. This understanding has not been explicitly articulated by Freud but may be considered integral to psychoanalysis' Weltanschauung as shaped by Freud's legacy. It emerges through an attempt to explain basic shifts, contradictions, inconsistencies and tensions that become apparent from a close reading of the text of Leonardo. Articulating this implicit understanding of knowledge provides the grounds for a stance on epistemology that is integral to psychoanalysis and relevant to contemporary psychoanalytic concerns on this topic. This epistemology focuses on the necessary involvement of passion, rather than detachment, in the search for knowledge and views the psychoanalytic aim of self-knowledge as a derivative, and most immediate expression, of a broader and more basic human drive to know.

Racial Attitudes, Physician-Patient Talk Time Ratio, and Adherence in Racially Discordant Medical Interactions

PubMed Central

Hagiwara, Nao; Penner, Louis A.; Gonzalez, Richard; Eggly, Susan; Dovidio, John F.; Gaertner, Samuel L.; West, Tessa; Albrecht, Terrance L.

2013-01-01

Physician racial bias and patient perceived discrimination have each been found to influence perceptions of and feelings about racially discordant medical interactions. However, to our knowledge, no studies have examined how they may simultaneously influence the dynamics of these interactions. This study examined how (a) non-Black primary care physicians’ explicit and implicit racial bias and (b) Black patients’ perceived past discrimination affected physician-patient talk time ratio (i.e., the ratio of physician to patient talk time) during medical interactions and the relationship between this ratio and patients’ subsequent adherence. We conducted a secondary analysis of self-report and video-recorded data from a prior study of clinical interactions between 112 low-income, Black patients and their 14 non-Black physicians at a primary care clinic in the Midwestern United States between June, 2006 and February, 2008. Overall, physicians talked more than patients; however, both physician bias and patient perceived past discrimination affected physician-patient talk time ratio. Non-Black physicians with higher levels of implicit, but not explicit, racial bias had larger physician-patient talk time ratios than did physicians with lower levels of implicit bias, indicating that physicians with more negative implicit racial attitudes talked more than physicians with less negative racial attitudes. Additionally, Black patients with higher levels of perceived discrimination had smaller physician-patient talk time ratios, indicating that patients with more negative racial attitudes talked more than patients with less negative racial attitudes. Finally, smaller physician-patient talk time ratios were associated with less patient subsequent adherence, indicating that patients who talked more during the racially discordant medical interactions were less likely to adhere subsequently. Theoretical and practical implications of these findings are discussed in the context of factors that affect the dynamics of racially discordant medical interactions. PMID:23631787

Lateralized implicit sequence learning in uni- and bi-manual conditions.

PubMed

Schmitz, Rémy; Pasquali, Antoine; Cleeremans, Axel; Peigneux, Philippe

2013-02-01

It has been proposed that the right hemisphere (RH) is better suited to acquire novel material whereas the left hemisphere (LH) is more able to process well-routinized information. Here, we ask whether this potential dissociation also manifests itself in an implicit learning task. Using a lateralized version of the serial reaction time task (SRT), we tested whether participants trained in a divided visual field condition primarily stimulating the RH would learn the implicit regularities embedded in sequential material faster than participants in a condition favoring LH processing. In the first study, half of participants were presented sequences in the left (vs. right) visual field, and had to respond using their ipsilateral hand (unimanual condition), hence making visuo-motor processing possible within the same hemisphere. Results showed successful implicit sequence learning, as indicated by increased reaction time for a transfer sequence in both hemispheric conditions and lack of conscious knowledge in a generation task. There was, however, no evidence of interhemispheric differences. In the second study, we hypothesized that a bimanual response version of the lateralized SRT, which requires interhemispheric communication and increases computational and cognitive processing loads, would favor RH-dependent visuospatial/attentional processes. In this bimanual condition, our results revealed a much higher transfer effect in the RH than in the LH condition, suggesting higher RH sensitivity to the processing of novel sequential material. This LH/RH difference was interpreted within the framework of the Novelty-Routinization model [Goldberg, E., & Costa, L. D. (1981). Hemisphere differences in the acquisition and use of descriptive systems. Brain and Language, 14(1), 144-173] and interhemispheric interactions in attentional processing [Banich, M. T. (1998). The missing link: the role of interhemispheric interaction in attentional processing. Brain and Cognition, 36(2), 128-157]. Copyright © 2012 Elsevier Inc. All rights reserved.

Unintended knowledge learnt in primary science practical lessons

NASA Astrophysics Data System (ADS)

Park, Jisun; Abrahams, Ian; Song, Jinwoong

2016-11-01

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.

Unpacking knowledge translation in participatory research: a micro-level study.

PubMed

Lillehagen, Ida; Heggen, Kristin; Engebretsen, Eivind

2016-10-01

Funding bodies, policy makers, researchers and clinicians are seeking strategies to increase the translation of knowledge between research and practice. Participatory research encompasses a range of approaches for clinicians' involvement in research in the hope of increasing the relevance and usability of research. Our aim was to explore how knowledge is translated and integrated in participants' presentations and negotiations about knowledge. Twelve collaboration meetings were observed, and discussions between researchers and clinicians were recorded. The material was examined using the following analytical terms: knowledge object, knowledge form, knowledge position and knowledge tasks. We identified a recurring rhetorical pattern in translational processes that we call 'relevance testing': a strategy by which the participants attempt to create coherence and identify relevance across different contexts. The limitation of this translational strategy was a tendency to reinforce a 'two-communities' logic: re-establishing the separated worlds and rationales between clinicians and researchers. The 'translational work' that unfolds during discussions remains implicit. It may be that participants are unable to explicitly address and identify the knowledge translation processes because they lack necessary conceptual tools. Our results contribute to increased awareness about translational processes and provide a language through which barriers to translation can be addressed. © The Author(s) 2016.