32 CFR 203.12 - Technical assistance for public participation provider qualifications.

Code of Federal Regulations, 2012 CFR

2012-07-01

... in a relevant discipline (e.g., biochemistry, toxicology, environmental sciences, engineering). (3...) IN DEFENSE ENVIRONMENTAL RESTORATION ACTIVITIES § 203.12 Technical assistance for public... such criteria could include prior work in the area, knowledge of local environmental conditions or laws...

Assessment of knowledge transfer in the context of biomechanics

NASA Astrophysics Data System (ADS)

Hutchison, Randolph E.

The dynamic act of knowledge transfer, or the connection of a student's prior knowledge to features of a new problem, could be considered one of the primary goals of education. Yet studies highlight more instances of failure than success. This dissertation focuses on how knowledge transfer takes place during individual problem solving, in classroom settings and during group work. Through the lens of dynamic transfer, or how students connect prior knowledge to problem features, this qualitative study focuses on a methodology to assess transfer in the context of biomechanics. The first phase of this work investigates how a pedagogical technique based on situated cognition theory affects students' ability to transfer knowledge gained in a biomechanics class to later experiences both in and out of the classroom. A post-class focus group examined events the students remembered from the class, what they learned from them, and how they connected them to later relevant experiences inside and outside the classroom. These results were triangulated with conceptual gains evaluated through concept inventories and pre- and post- content tests. Based on these results, the next two phases of the project take a more in-depth look at dynamic knowledge transfer during independent problem-solving and group project interactions, respectively. By categorizing prior knowledge (Source Tools), problem features (Target Tools) and the connections between them, results from the second phase of this study showed that within individual problem solving, source tools were almost exclusively derived from "propagated sources," i.e. those based on an authoritative source. This differs from findings in the third phase of the project, in which a mixture of "propagated" sources and "fabricated" sources, i.e. those based on student experiences, were identified within the group project work. This methodology is effective at assessing knowledge transfer in the context of biomechanics through evidence of the ability to identify differing patterns of how different students apply prior knowledge and make new connections between prior knowledge and current problem features in different learning situations. Implications for the use of this methodology include providing insight into not only students' prior knowledge, but also how they connect this prior knowledge to problem features (i.e. dynamic knowledge transfer). It also allows the identification of instances in which external input from other students or the instructor prompted knowledge transfer to take place. The use of this dynamic knowledge transfer lens allows the addressing of gaps in student understanding, and permits further investigations of techniques that increase instances of successful knowledge transfer.

Stress affects the neural ensemble for integrating new information and prior knowledge.

PubMed

Vogel, Susanne; Kluen, Lisa Marieke; Fernández, Guillén; Schwabe, Lars

2018-06-01

Prior knowledge, represented as a schema, facilitates memory encoding. This schema-related learning is assumed to rely on the medial prefrontal cortex (mPFC) that rapidly integrates new information into the schema, whereas schema-incongruent or novel information is encoded by the hippocampus. Stress is a powerful modulator of prefrontal and hippocampal functioning and first studies suggest a stress-induced deficit of schema-related learning. However, the underlying neural mechanism is currently unknown. To investigate the neural basis of a stress-induced schema-related learning impairment, participants first acquired a schema. One day later, they underwent a stress induction or a control procedure before learning schema-related and novel information in the MRI scanner. In line with previous studies, learning schema-related compared to novel information activated the mPFC, angular gyrus, and precuneus. Stress, however, affected the neural ensemble activated during learning. Whereas the control group distinguished between sets of brain regions for related and novel information, stressed individuals engaged the hippocampus even when a relevant schema was present. Additionally, stressed participants displayed aberrant functional connectivity between brain regions involved in schema processing when encoding novel information. The failure to segregate functional connectivity patterns depending on the presence of prior knowledge was linked to impaired performance after stress. Our results show that stress affects the neural ensemble underlying the efficient use of schemas during learning. These findings may have relevant implications for clinical and educational settings. Copyright © 2018 Elsevier Inc. All rights reserved.

The effects of prior knowledge on study-time allocation and free recall: investigating the discrepancy reduction model.

PubMed

Verkoeijen, Peter P J L; Rikers, Remy M J P; Schmidt, Henk G

2005-01-01

In this study, the authors examined the influence of prior knowledge activation on information processing by means of a prior knowledge activation procedure adopted from the read-generate paradigm. On the basis of cue-target pairs, participants in the experimental groups generated two different sets of items before studying a relevant list. Subsequently, participants were informed that they had to study the items in the list and that they should try to remember as many items as possible. The authors assessed the processing time allocated to the items in the list and free recall of those items. The results revealed that the experimental groups spent less time on items that had already been activated. In addition, the experimental groups outperformed the control group in overall free recall and in free recall of the activated items. Between-group comparisons did not demonstrate significant effects with respect to the processing time and free recall of nonactivated items. The authors interpreted these results in terms of the discrepancy reduction model of regulating the amount of processing time allocated to different parts of the list.

Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

PubMed Central

2013-01-01

Background Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course. PMID:24099045

Image segmentation with a novel regularized composite shape prior based on surrogate study

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

Zhao, Tingting, E-mail: tingtingzhao@mednet.ucla.edu; Ruan, Dan, E-mail: druan@mednet.ucla.edu

Purpose: Incorporating training into image segmentation is a good approach to achieve additional robustness. This work aims to develop an effective strategy to utilize shape prior knowledge, so that the segmentation label evolution can be driven toward the desired global optimum. Methods: In the variational image segmentation framework, a regularization for the composite shape prior is designed to incorporate the geometric relevance of individual training data to the target, which is inferred by an image-based surrogate relevance metric. Specifically, this regularization is imposed on the linear weights of composite shapes and serves as a hyperprior. The overall problem is formulatedmore » in a unified optimization setting and a variational block-descent algorithm is derived. Results: The performance of the proposed scheme is assessed in both corpus callosum segmentation from an MR image set and clavicle segmentation based on CT images. The resulted shape composition provides a proper preference for the geometrically relevant training data. A paired Wilcoxon signed rank test demonstrates statistically significant improvement of image segmentation accuracy, when compared to multiatlas label fusion method and three other benchmark active contour schemes. Conclusions: This work has developed a novel composite shape prior regularization, which achieves superior segmentation performance than typical benchmark schemes.« less

Nuclear Physics in High School: what are the previous knowledge?

NASA Astrophysics Data System (ADS)

Pombo, F. de O.

2017-11-01

Nuclear physics is a branch of physics that about a century occupies an important space in the theoretical, experimental and scientific fields. Currently, its relevance in application is concentrated in several areas such as energy production, diagnostic processes and medical treatment and nuclear bombs, high destructive power. Whereas, according to legal regulations, the teaching of physics must make the student competent in the understanding of the world and assuming the perspective of Paulo Freire (2011) that education is not done on the subject, but together with him, in dialogue with his point of departure, his prior knowledge, we established the general objective of raising students prior knowledge of the third year of high School at Nair Ferreira Neves school, in São Sebastião-SP, about nuclear physics. We concluded that the school has not fulfilled its role in relation to nuclear physics, because students have information from other means of information and these knowledge are stereotyped and mistaken, damaging the world's reading and exercising full citizenship.

Processing and Memory of Information Presented in Narrative or Expository Texts

ERIC Educational Resources Information Center

Wolfe, Michael B. W.; Woodwyk, Joshua M.

2010-01-01

Background: Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. Aims: We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is…

Supporting Multimedia Learning with Visual Signalling and Animated Pedagogical Agent: Moderating Effects of Prior Knowledge

ERIC Educational Resources Information Center

Johnson, A. M.; Ozogul, G.; Reisslein, M.

2015-01-01

An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The…

Approaches for Motivating and Enabling Eighth Graders To Comprehend History Textbooks.

ERIC Educational Resources Information Center

Byer, John L.

This paper suggests a three-step approach for motivating and enabling eighth graders to authentically attempt to comprehend assigned passages from their U.S. history textbooks. The steps are the following: (1) attempt to activate prior knowledge and interest in textual readings by using relevant materials and varied literary sources to motivate…

Values in Political Science Students' Contextualizations of Nationalism

ERIC Educational Resources Information Center

Murstedt, Linda; Trostek, Jonas R.; Scheja, Max

2015-01-01

Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, "warm constructs" such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim…

Early testimonial learning: monitoring speech acts and speakers.

PubMed

Stephens, Elizabeth; Suarez, Sarah; Koenig, Melissa

2015-01-01

Testimony provides children with a rich source of knowledge about the world and the people in it. However, testimony is not guaranteed to be veridical, and speakers vary greatly in both knowledge and intent. In this chapter, we argue that children encounter two primary types of conflicts when learning from speakers: conflicts of knowledge and conflicts of interest. We review recent research on children's selective trust in testimony and propose two distinct mechanisms supporting early epistemic vigilance in response to the conflicts associated with speakers. The first section of the chapter focuses on the mechanism of coherence checking, which occurs during the process of message comprehension and facilitates children's comparison of information communicated through testimony to their prior knowledge, alerting them to inaccurate, inconsistent, irrational, and implausible messages. The second section focuses on source-monitoring processes. When children lack relevant prior knowledge with which to evaluate testimonial messages, they monitor speakers themselves for evidence of competence and morality, attending to cues such as confidence, consensus, access to information, prosocial and antisocial behavior, and group membership. © 2015 Elsevier Inc. All rights reserved.

Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation.

PubMed

Wetzels, Sandra A J; Kester, Liesbeth; van Merriënboer, Jeroen J G; Broers, Nick J

2011-06-01

Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited. This study investigates the effects of the retrieval-directed function of note taking depending on learners' level of prior knowledge. It is hypothesized that the effectiveness of note taking is influenced by the amount of prior knowledge learners already possess. Sixty-one high school students participated in this study. A prior knowledge test was used to ascertain differences in level of prior knowledge and assign participants to a low or a high prior knowledge group. A 2×2 factorial design was used to investigate the effects of note taking during prior knowledge activation (yes, no) depending on learners' level of prior knowledge (low, high) on mental effort, performance, and mental efficiency. Note taking during prior knowledge activation lowered mental effort and increased mental efficiency for high prior knowledge learners. For low prior knowledge learners, note taking had the opposite effect on mental effort and mental efficiency. The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge. ©2010 The British Psychological Society.

Tapping into English Language Learners' (ELLs') Prior Knowledge in Social Studies Instruction

ERIC Educational Resources Information Center

Dong, Yu Ren

2017-01-01

Second language research and Culturally Relevant Pedagogy have shown a consensus that ELLs who have studied social studies in their home countries will have a better chance of understanding social studies concepts and quickly catching up to their native English-speaking peers. This article discusses strategies to make good use of ELLs' prior…

Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

ERIC Educational Resources Information Center

Sadi, Özlem; Çakiroglu, Jale

2014-01-01

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was…

Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes

ERIC Educational Resources Information Center

Walkington, Candace A.

2013-01-01

Adaptive learning technologies are emerging in educational settings as a means to customize instruction to learners' background, experiences, and prior knowledge. Here, a technology-based personalization intervention within an intelligent tutoring system (ITS) for secondary mathematics was used to adapt instruction to students' personal interests.…

Bayes and blickets: Effects of knowledge on causal induction in children and adults

PubMed Central

Griffiths, Thomas L.; Sobel, David M.; Tenenbaum, Joshua B.; Gopnik, Alison

2011-01-01

People are adept at inferring novel causal relations, even from only a few observations. Prior knowledge about the probability of encountering causal relations of various types and the nature of the mechanisms relating causes and effects plays a crucial role in these inferences. We test a formal account of how this knowledge can be used and acquired, based on analyzing causal induction as Bayesian inference. Five studies explored the predictions of this account with adults and 4-year-olds, using tasks in which participants learned about the causal properties of a set of objects. The studies varied the two factors that our Bayesian approach predicted should be relevant to causal induction: the prior probability with which causal relations exist, and the assumption of a deterministic or a probabilistic relation between cause and effect. Adults’ judgments (Experiments 1, 2, and 4) were in close correspondence with the quantitative predictions of the model, and children’s judgments (Experiments 3 and 5) agreed qualitatively with this account. PMID:21972897

Influences of Source - Item Contingency and Schematic Knowledge on Source Monitoring: Tests of the Probability-Matching Account

PubMed Central

Bayen, Ute J.; Kuhlmann, Beatrice G.

2010-01-01

The authors investigated conditions under which judgments in source-monitoring tasks are influenced by prior schematic knowledge. According to a probability-matching account of source guessing (Spaniol & Bayen, 2002), when people do not remember the source of information, they match source guessing probabilities to the perceived contingency between sources and item types. When they do not have a representation of a contingency, they base their guesses on prior schematic knowledge. The authors provide support for this account in two experiments with sources presenting information that was expected for one source and somewhat unexpected for another. Schema-relevant information about the sources was provided at the time of encoding. When contingency perception was impeded by dividing attention, participants showed schema-based guessing (Experiment 1). Manipulating source - item contingency also affected guessing (Experiment 2). When this contingency was schema-inconsistent, it superseded schema-based expectations and led to schema-inconsistent guessing. PMID:21603251

The benefits of computer-generated feedback for mathematics problem solving.

PubMed

Fyfe, Emily R; Rittle-Johnson, Bethany

2016-07-01

The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. Copyright © 2016 Elsevier Inc. All rights reserved.

Learning to Be (In)Variant: Combining Prior Knowledge and Experience to Infer Orientation Invariance in Object Recognition

ERIC Educational Resources Information Center

Austerweil, Joseph L.; Griffiths, Thomas L.; Palmer, Stephen E.

2017-01-01

How does the visual system recognize images of a novel object after a single observation despite possible variations in the viewpoint of that object relative to the observer? One possibility is comparing the image with a prototype for invariance over a relevant transformation set (e.g., translations and dilations). However, invariance over…

Suicide-Related Knowledge and Confidence Among Behavioral Health Care Staff in Seven States.

PubMed

Silva, Caroline; Smith, April R; Dodd, Dorian R; Covington, David W; Joiner, Thomas E

2016-11-01

Death by suicide is a serious and growing public health concern in the United States. This noncontrolled, naturalistic study examined professionals' knowledge about suicide and confidence in working with suicidal individuals, comparing those who had received either of two gatekeeper trainings-Question, Persuade, and Refer (QPR) or Applied Suicide Intervention Skills Training (ASIST)-or other suicide-relevant training or no training. Participants (N=16,693) were individuals in various professional roles in the field of behavioral health care in Indiana, Kentucky, New York, Pennsylvania, Tennessee, Texas, and Utah. Participants completed a survey assessing suicide knowledge and skills confidence. Most participants (52.9%) reported no previous suicide prevention or assessment training. Individuals with suicide-relevant training demonstrated greater suicide knowledge and confidence than those with no such training. Among those who had received any training, no differences were found in suicide knowledge; however, individuals who had received ASIST reported greater confidence in working with suicidal individuals, compared with those who had received other training. Professional role and prior experience with a client who had died by suicide had significant positive relationships with suicide knowledge and confidence. Regional differences emerged between states and are examined within the context of statewide suicide prevention initiatives. Increasing access to and incentives for participating in suicide-relevant training among behavioral health care staff may foster a more knowledgeable and confident group of gatekeepers. Future research should examine whether increases in knowledge and confidence among staff translate into actual changes in practice that help protect and serve at-risk individuals.

Translating three states of knowledge--discovery, invention, and innovation

PubMed Central

2010-01-01

Background Knowledge Translation (KT) has historically focused on the proper use of knowledge in healthcare delivery. A knowledge base has been created through empirical research and resides in scholarly literature. Some knowledge is amenable to direct application by stakeholders who are engaged during or after the research process, as shown by the Knowledge to Action (KTA) model. Other knowledge requires multiple transformations before achieving utility for end users. For example, conceptual knowledge generated through science or engineering may become embodied as a technology-based invention through development methods. The invention may then be integrated within an innovative device or service through production methods. To what extent is KT relevant to these transformations? How might the KTA model accommodate these additional development and production activities while preserving the KT concepts? Discussion Stakeholders adopt and use knowledge that has perceived utility, such as a solution to a problem. Achieving a technology-based solution involves three methods that generate knowledge in three states, analogous to the three classic states of matter. Research activity generates discoveries that are intangible and highly malleable like a gas; development activity transforms discoveries into inventions that are moderately tangible yet still malleable like a liquid; and production activity transforms inventions into innovations that are tangible and immutable like a solid. The paper demonstrates how the KTA model can accommodate all three types of activity and address all three states of knowledge. Linking the three activities in one model also illustrates the importance of engaging the relevant stakeholders prior to initiating any knowledge-related activities. Summary Science and engineering focused on technology-based devices or services change the state of knowledge through three successive activities. Achieving knowledge implementation requires methods that accommodate these three activities and knowledge states. Accomplishing beneficial societal impacts from technology-based knowledge involves the successful progression through all three activities, and the effective communication of each successive knowledge state to the relevant stakeholders. The KTA model appears suitable for structuring and linking these processes. PMID:20205873

Using texts in science education: cognitive processes and knowledge representation.

PubMed

van den Broek, Paul

2010-04-23

Texts form a powerful tool in teaching concepts and principles in science. How do readers extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from a text is the construction of a coherent mental representation that integrates the textual information and relevant background knowledge. This representation engenders learning if it expands the reader's existing knowledge base or if it corrects misconceptions in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure of presented information, processing demands, and textual cues). The model suggests factors that can optimize--or jeopardize--learning science from text.

Aporrectodea caliginosa, a relevant earthworm species for a posteriori pesticide risk assessment: current knowledge and recommendations for culture and experimental design.

PubMed

Bart, Sylvain; Amossé, Joël; Lowe, Christopher N; Mougin, Christian; Péry, Alexandre R R; Pelosi, Céline

2018-06-21

Ecotoxicological tests with earthworms are widely used and are mandatory for the risk assessment of pesticides prior to registration and commercial use. The current model species for standardized tests is Eisenia fetida or Eisenia andrei. However, these species are absent from agricultural soils and often less sensitive to pesticides than other earthworm species found in mineral soils. To move towards a better assessment of pesticide effects on non-target organisms, there is a need to perform a posteriori tests using relevant species. The endogeic species Aporrectodea caliginosa (Savigny, 1826) is representative of cultivated fields in temperate regions and is suggested as a relevant model test species. After providing information on its taxonomy, biology, and ecology, we reviewed current knowledge concerning its sensitivity towards pesticides. Moreover, we highlighted research gaps and promising perspectives. Finally, advice and recommendations are given for the establishment of laboratory cultures and experiments using this soil-dwelling earthworm species.

Detection of entanglement with few local measurements

NASA Astrophysics Data System (ADS)

Gühne, O.; Hyllus, P.; Bruß, D.; Ekert, A.; Lewenstein, M.; Macchiavello, C.; Sanpera, A.

2002-12-01

We introduce a general method for the experimental detection of entanglement by performing only few local measurements, assuming some prior knowledge of the density matrix. The idea is based on the minimal decomposition of witness operators into a pseudomixture of local operators. We discuss an experimentally relevant case of two qubits, and show an example how bound entanglement can be detected with few local measurements.

Prior Knowledge Facilitates Mutual Gaze Convergence and Head Nodding Synchrony in Face-to-face Communication

PubMed Central

Thepsoonthorn, C.; Yokozuka, T.; Miura, S.; Ogawa, K.; Miyake, Y.

2016-01-01

As prior knowledge is claimed to be an essential key to achieve effective education, we are interested in exploring whether prior knowledge enhances communication effectiveness. To demonstrate the effects of prior knowledge, mutual gaze convergence and head nodding synchrony are observed as indicators of communication effectiveness. We conducted an experiment on lecture task between lecturer and student under 2 conditions: prior knowledge and non-prior knowledge. The students in prior knowledge condition were provided the basic information about the lecture content and were assessed their understanding by the experimenter before starting the lecture while the students in non-prior knowledge had none. The result shows that the interaction in prior knowledge condition establishes significantly higher mutual gaze convergence (t(15.03) = 6.72, p < 0.0001; α = 0.05, n = 20) and head nodding synchrony (t(16.67) = 1.83, p = 0.04; α = 0.05, n = 19) compared to non-prior knowledge condition. This study reveals that prior knowledge facilitates mutual gaze convergence and head nodding synchrony. Furthermore, the interaction with and without prior knowledge can be evaluated by measuring or observing mutual gaze convergence and head nodding synchrony. PMID:27910902

Prior Knowledge Facilitates Mutual Gaze Convergence and Head Nodding Synchrony in Face-to-face Communication.

PubMed

Thepsoonthorn, C; Yokozuka, T; Miura, S; Ogawa, K; Miyake, Y

2016-12-02

As prior knowledge is claimed to be an essential key to achieve effective education, we are interested in exploring whether prior knowledge enhances communication effectiveness. To demonstrate the effects of prior knowledge, mutual gaze convergence and head nodding synchrony are observed as indicators of communication effectiveness. We conducted an experiment on lecture task between lecturer and student under 2 conditions: prior knowledge and non-prior knowledge. The students in prior knowledge condition were provided the basic information about the lecture content and were assessed their understanding by the experimenter before starting the lecture while the students in non-prior knowledge had none. The result shows that the interaction in prior knowledge condition establishes significantly higher mutual gaze convergence (t(15.03) = 6.72, p < 0.0001; α = 0.05, n = 20) and head nodding synchrony (t(16.67) = 1.83, p = 0.04; α = 0.05, n = 19) compared to non-prior knowledge condition. This study reveals that prior knowledge facilitates mutual gaze convergence and head nodding synchrony. Furthermore, the interaction with and without prior knowledge can be evaluated by measuring or observing mutual gaze convergence and head nodding synchrony.

The effects of activating prior topic and metacognitive knowledge on text comprehension scores.

PubMed

Kostons, Danny; van der Werf, Greetje

2015-09-01

Research on prior knowledge activation has consistently shown that activating learners' prior knowledge has beneficial effects on learning. If learners activate their prior knowledge, this activated knowledge serves as a framework for establishing relationships between the knowledge they already possess and new information provided to them. Thus far, prior knowledge activation has dealt primarily with topic knowledge in specific domains. Students, however, likely also possess at least some metacognitive knowledge useful in those domains, which, when activated, should aid in the deployment of helpful strategies during reading. In this study, we investigated the effects of both prior topic knowledge activation (PTKA) and prior metacognitive knowledge activation (PMKA) on text comprehension scores. Eighty-eight students in primary education were randomly distributed amongst the conditions of the 2 × 2 (PTKA yes/no × PMKA yes/no) designed experiment. Results show that activating prior metacognitive knowledge had a beneficial effect on text comprehension, whereas activating prior topic knowledge, after correcting for the amount of prior knowledge, did not. Most studies deal with explicit instruction of metacognitive knowledge, but our results show that this may not be necessary, specifically in the case of students who already have some metacognitive knowledge. However, existing metacognitive knowledge needs to be activated in order for students to make better use of this knowledge. © 2015 The British Psychological Society.

Exploring hurdles to transfer : student experiences of applying knowledge across disciplines

NASA Astrophysics Data System (ADS)

Lappalainen, Jouni; Rosqvist, Juho

2015-04-01

This paper explores the ways students perceive the transfer of learned knowledge to new situations - often a surprisingly difficult prospect. The novel aspect compared to the traditional transfer studies is that the learning phase is not a part of the experiment itself. The intention was only to activate acquired knowledge relevant to the transfer target using a short primer immediately prior to the situation where the knowledge was to be applied. Eight volunteer students from either mathematics or computer science curricula were given a task of designing an adder circuit using logic gates: a new context in which to apply knowledge of binary arithmetic and Boolean algebra. The results of a phenomenographic classification of the views presented by the students in their post-experiment interviews are reported. The degree to which the students were conscious of the acquired knowledge they employed and how they applied it in a new context emerged as the differentiating factors.

The Effects of Source Credibility in the Presence or Absence of Prior Attitudes: Implications for the Design of Persuasive Communication Campaigns.

PubMed

Kumkale, G Tarcan; Albarracín, Dolores; Seignourel, Paul J

2010-06-01

Most theories of persuasion predict that limited ability and motivation to think about communications should increase the impact of source credibility on persuasion. Furthermore, this effect is assumed to occur, regardless of whether or not the recipients have prior attitudes. In this study, the effects of source credibility, ability, and motivation (knowledge, message repetition, relevance) on persuasion were examined meta-analytically across both attitude formation and change conditions. Findings revealed that the Source Credibility × Ability/Motivation interaction emerged only when participants lacked prior attitudes and were unable to form a new attitude based on the message content. In such settings, the effects of source credibility decayed rapidly. The implications of these findings for applied communication campaigns are discussed.

The Effects of Source Credibility in the Presence or Absence of Prior Attitudes: Implications for the Design of Persuasive Communication Campaigns1

PubMed Central

Kumkale, G. Tarcan; AlbarracÍn, Dolores; Seignourel, Paul J.

2011-01-01

Most theories of persuasion predict that limited ability and motivation to think about communications should increase the impact of source credibility on persuasion. Furthermore, this effect is assumed to occur, regardless of whether or not the recipients have prior attitudes. In this study, the effects of source credibility, ability, and motivation (knowledge, message repetition, relevance) on persuasion were examined meta-analytically across both attitude formation and change conditions. Findings revealed that the Source Credibility × Ability/Motivation interaction emerged only when participants lacked prior attitudes and were unable to form a new attitude based on the message content. In such settings, the effects of source credibility decayed rapidly. The implications of these findings for applied communication campaigns are discussed. PMID:21625405

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding.

PubMed

Ruiter, Dirk J; van Kesteren, Marlieke T R; Fernandez, Guillen

2012-05-01

A major challenge in contemporary research is how to connect medical education and cognitive neuroscience and achieve synergy between these domains. Based on this starting point we discuss how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects. As the topic of prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience it is used as a central element in our discussion. A critical condition for the acquisition of new knowledge is the existence of prior knowledge, which can be built in a mental model or schema. Formation of schemas is a central event in student-centered active learning, by which mental models are constructed and reconstructed. These theoretical considerations from cognitive psychology foster scientific discussions that may lead to salient issues and questions for research with cognitive neuroscience. Cognitive neuroscience attempts to understand how knowledge, insight and experience are established in the brain and to clarify their neural correlates. Recently, evidence has been obtained that new information processed by the hippocampus can be consolidated into a stable, neocortical network more rapidly if this new information fits readily into a schema. Opportunities for medical education and medical education research can be created in a fruitful dialogue within an educational multidisciplinary platform. In this synergetic setting many questions can be raised by educational scholars interested in evidence-based education that may be highly relevant for integrative research and the further development of medical education.

The effects of explicit visual cues in reading biological diagrams

NASA Astrophysics Data System (ADS)

Ge, Yun-Ping; Unsworth, Len; Wang, Kuo-Hua

2017-03-01

Drawing on cognitive theories, this study intends to investigate the effects of explicit visual cues which have been proposed as a critical factor in facilitating understanding of biological images. Three diagrams from Taiwanese textbooks with implicit visual cues, involving the concepts of biological classification systems, fish taxonomy, and energy pyramid, were selected as the reading materials for the control group and reformatted in tree structure or with additional arrows as the diagrams for the treatment group. A quasi-experiment with an online reading test was conducted to examine the effect of the different image conditions on reading comprehension of the two groups. In total, 192 Taiwanese participants from year 7 were assigned randomly into either control group or treatment group according to the pre-test of relevant prior knowledge. The results indicated that not all explicit visual cues were significantly efficient. Only the explicit tree-structured diagrams cued significantly the key concepts of qualitative class-inclusion, parallel relations, and fish taxonomy. Meanwhile the effect of indexical arrows was not significant. The inconsistent effect of tree structure and arrows might be related to the extent of image reformation in which the tree-structured diagrams had undergone radical change of knowledge representation; meanwhile, the arrows had not changed the diagram structure of energy pyramid. The factor of prior knowledge was essential in considering the influence of image design as the effect of diagrams was very different for low and high prior knowledge students. Implications are drawn for the importance of visual design in textbooks.

Improving Bayesian credibility intervals for classifier error rates using maximum entropy empirical priors.

PubMed

Gustafsson, Mats G; Wallman, Mikael; Wickenberg Bolin, Ulrika; Göransson, Hanna; Fryknäs, M; Andersson, Claes R; Isaksson, Anders

2010-06-01

Successful use of classifiers that learn to make decisions from a set of patient examples require robust methods for performance estimation. Recently many promising approaches for determination of an upper bound for the error rate of a single classifier have been reported but the Bayesian credibility interval (CI) obtained from a conventional holdout test still delivers one of the tightest bounds. The conventional Bayesian CI becomes unacceptably large in real world applications where the test set sizes are less than a few hundred. The source of this problem is that fact that the CI is determined exclusively by the result on the test examples. In other words, there is no information at all provided by the uniform prior density distribution employed which reflects complete lack of prior knowledge about the unknown error rate. Therefore, the aim of the study reported here was to study a maximum entropy (ME) based approach to improved prior knowledge and Bayesian CIs, demonstrating its relevance for biomedical research and clinical practice. It is demonstrated how a refined non-uniform prior density distribution can be obtained by means of the ME principle using empirical results from a few designs and tests using non-overlapping sets of examples. Experimental results show that ME based priors improve the CIs when employed to four quite different simulated and two real world data sets. An empirically derived ME prior seems promising for improving the Bayesian CI for the unknown error rate of a designed classifier. Copyright 2010 Elsevier B.V. All rights reserved.

The Influence of Prior Knowledge on the Retrieval-Directed Function of Note Taking in Prior Knowledge Activation

ERIC Educational Resources Information Center

Wetzels, Sandra A. J.; Kester, Liesbeth; van Merrienboer, Jeroen J. G.; Broers, Nick J.

2011-01-01

Background: Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in…

Structuring and extracting knowledge for the support of hypothesis generation in molecular biology

PubMed Central

Roos, Marco; Marshall, M Scott; Gibson, Andrew P; Schuemie, Martijn; Meij, Edgar; Katrenko, Sophia; van Hage, Willem Robert; Krommydas, Konstantinos; Adriaans, Pieter W

2009-01-01

Background Hypothesis generation in molecular and cellular biology is an empirical process in which knowledge derived from prior experiments is distilled into a comprehensible model. The requirement of automated support is exemplified by the difficulty of considering all relevant facts that are contained in the millions of documents available from PubMed. Semantic Web provides tools for sharing prior knowledge, while information retrieval and information extraction techniques enable its extraction from literature. Their combination makes prior knowledge available for computational analysis and inference. While some tools provide complete solutions that limit the control over the modeling and extraction processes, we seek a methodology that supports control by the experimenter over these critical processes. Results We describe progress towards automated support for the generation of biomolecular hypotheses. Semantic Web technologies are used to structure and store knowledge, while a workflow extracts knowledge from text. We designed minimal proto-ontologies in OWL for capturing different aspects of a text mining experiment: the biological hypothesis, text and documents, text mining, and workflow provenance. The models fit a methodology that allows focus on the requirements of a single experiment while supporting reuse and posterior analysis of extracted knowledge from multiple experiments. Our workflow is composed of services from the 'Adaptive Information Disclosure Application' (AIDA) toolkit as well as a few others. The output is a semantic model with putative biological relations, with each relation linked to the corresponding evidence. Conclusion We demonstrated a 'do-it-yourself' approach for structuring and extracting knowledge in the context of experimental research on biomolecular mechanisms. The methodology can be used to bootstrap the construction of semantically rich biological models using the results of knowledge extraction processes. Models specific to particular experiments can be constructed that, in turn, link with other semantic models, creating a web of knowledge that spans experiments. Mapping mechanisms can link to other knowledge resources such as OBO ontologies or SKOS vocabularies. AIDA Web Services can be used to design personalized knowledge extraction procedures. In our example experiment, we found three proteins (NF-Kappa B, p21, and Bax) potentially playing a role in the interplay between nutrients and epigenetic gene regulation. PMID:19796406

A knowledge-based system for patient image pre-fetching in heterogeneous database environments--modeling, design, and evaluation.

PubMed

Wei, C P; Hu, P J; Sheng, O R

2001-03-01

When performing primary reading on a newly taken radiological examination, a radiologist often needs to reference relevant prior images of the same patient for confirmation or comparison purposes. Support of such image references is of clinical importance and may have significant effects on radiologists' examination reading efficiency, service quality, and work satisfaction. To effectively support such image reference needs, we proposed and developed a knowledge-based patient image pre-fetching system, addressing several challenging requirements of the application that include representation and learning of image reference heuristics and management of data-intensive knowledge inferencing. Moreover, the system demands an extensible and maintainable architecture design capable of effectively adapting to a dynamic environment characterized by heterogeneous and autonomous data source systems. In this paper, we developed a synthesized object-oriented entity- relationship model, a conceptual model appropriate for representing radiologists' prior image reference heuristics that are heuristic oriented and data intensive. We detailed the system architecture and design of the knowledge-based patient image pre-fetching system. Our architecture design is based on a client-mediator-server framework, capable of coping with a dynamic environment characterized by distributed, heterogeneous, and highly autonomous data source systems. To adapt to changes in radiologists' patient prior image reference heuristics, ID3-based multidecision-tree induction and CN2-based multidecision induction learning techniques were developed and evaluated. Experimentally, we examined effects of the pre-fetching system we created on radiologists' examination readings. Preliminary results show that the knowledge-based patient image pre-fetching system more accurately supports radiologists' patient prior image reference needs than the current practice adopted at the study site and that radiologists may become more efficient, consultatively effective, and better satisfied when supported by the pre-fetching system than when relying on the study site's pre-fetching practice.

Gene network biological validity based on gene-gene interaction relevance.

PubMed

Gómez-Vela, Francisco; Díaz-Díaz, Norberto

2014-01-01

In recent years, gene networks have become one of the most useful tools for modeling biological processes. Many inference gene network algorithms have been developed as techniques for extracting knowledge from gene expression data. Ensuring the reliability of the inferred gene relationships is a crucial task in any study in order to prove that the algorithms used are precise. Usually, this validation process can be carried out using prior biological knowledge. The metabolic pathways stored in KEGG are one of the most widely used knowledgeable sources for analyzing relationships between genes. This paper introduces a new methodology, GeneNetVal, to assess the biological validity of gene networks based on the relevance of the gene-gene interactions stored in KEGG metabolic pathways. Hence, a complete KEGG pathway conversion into a gene association network and a new matching distance based on gene-gene interaction relevance are proposed. The performance of GeneNetVal was established with three different experiments. Firstly, our proposal is tested in a comparative ROC analysis. Secondly, a randomness study is presented to show the behavior of GeneNetVal when the noise is increased in the input network. Finally, the ability of GeneNetVal to detect biological functionality of the network is shown.

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.

Medical students' views about an undergraduate curriculum in psychiatry before and after clinical placements

PubMed Central

Oakley, Clare; Oyebode, Femi

2008-01-01

Background It has been suggested that medical students wish to focus their learning in psychiatry on general skills that are applicable to all doctors. This study seeks to establish what aspects of psychiatry students perceive to be relevant to their future careers and what psychiatric knowledge and skills they consider to be important. It is relevant to consider whether these expectations about learning needs vary prior to and post-placement in psychiatry. To what extent these opinions should influence curriculum development needs to be assessed. Methods A questionnaire was distributed to medical students before they commenced their psychiatry placement and after they had completed it. The questionnaire considered the relevance of psychiatry to their future careers, the relevance of particular knowledge and skills, the utility of knowledge of psychiatric specialties and the utility of different settings for learning psychiatry. Results The students felt skills relevant to all doctors, such as assessment of suicide risk, were more important than more specialist psychiatric skills, such as the management of schizophrenia. They felt that knowledge of how psychiatric illnesses present in general practice was important and it was a useful setting in which to learn psychiatry. They thought that conditions that are commonly seen in the general hospital are important and that liaison psychiatry was useful. Conclusion Two ways that medical students believe their teaching can be made more relevant to their future careers are highlighted in this study. Firstly, there is a need to focus on scenarios which students will commonly encounter in their initial years of employment. Secondly, psychiatry should be better integrated into the overall curriculum, with the opportunity for teaching in different settings. However, when developing curricula the need to listen to what students believe they should learn needs to be balanced against the necessity of teaching the fundamentals and principles of a speciality. PMID:18439278

Digital Accessible Knowledge and well-inventoried sites for birds in Mexico: baseline sites for measuring faunistic change.

PubMed

Peterson, A Townsend; Navarro-Sigüenza, Adolfo G; Martínez-Meyer, Enrique

2016-01-01

Faunal change is a basic and fundamental element in ecology, biogeography, and conservation biology, yet vanishingly few detailed studies have documented such changes rigorously over decadal time scales. This study responds to that gap in knowledge, providing a detailed analysis of Digital Accessible Knowledge of the birds of Mexico, designed to marshal DAK to identify sites that were sampled and inventoried rigorously prior to the beginning of major global climate change (1980). We accumulated DAK records for Mexican birds from all relevant online biodiversity data portals. After extensive cleaning steps, we calculated completeness indices for each 0.05° pixel across the country; we also detected 'hotspots' of sampling, and calculated completeness indices for these broader areas as well. Sites were designated as well-sampled if they had completeness indices above 80% and >200 associated DAK records. We identified 100 individual pixels and 20 broader 'hotspots' of sampling that were demonstrably well-inventoried prior to 1980. These sites are catalogued and documented to promote and enable resurvey efforts that can document events of avifaunal change (and non-change) across the country on decadal time scales. Development of repeated surveys for many sites across Mexico, and particularly for sites for which historical surveys document their avifaunas prior to major climate change processes, would pay rich rewards in information about distributional dynamics of Mexican birds.

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.

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.

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

PubMed

Tsai, Ming-Tien; Tsai, Ling-Long

2005-11-01

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

Effects of Prior Knowledge on Memory: Implications for Education

ERIC Educational Resources Information Center

Shing, Yee Lee; Brod, Garvin

2016-01-01

The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with…

The Effects of Prior Knowledge Activation on Free Recall and Study Time Allocation.

ERIC Educational Resources Information Center

Machiels-Bongaerts, Maureen; And Others

The effects of mobilizing prior knowledge on information processing were studied. Two hypotheses, the cognitive set-point hypothesis and the selective attention hypothesis, try to account for the facilitation effects of prior knowledge activation. These hypotheses predict different recall patterns as a result of mobilizing prior knowledge. In…

Deepening Understanding of Prior Knowledge: What Diverse First-Generation College Students in the U.S. Can Teach Us

ERIC Educational Resources Information Center

Castillo-Montoya, Milagros

2017-01-01

Educational research indicates that teachers revealing and utilizing students' prior knowledge supports students' academic learning. Yet, the variation in students' prior knowledge is not fully known. To better understand students' prior knowledge, I drew on sociocultural learning theories to examine racially and ethnically diverse college…

Novice and expert teachers' conceptions of learners' prior knowledge

NASA Astrophysics Data System (ADS)

Meyer, Helen

2004-11-01

This study presents comparative case studies of preservice and first-year teachers' and expert teachers' conceptions of the concept of prior knowledge. Kelly's (The Psychology of Personal Construct, New York: W.W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman (Journal of Research in Science Teaching, 2000, 37, 363-385) in relationship to prior knowledge underpins the study. Six teachers were selected to participate in the case studies based upon their level experience teaching science and their willingness to take part. The comparative case studies of the novice and expert teachers provide insights into (a) how novice and expert teachers understand the concept of prior knowledge and (b) how they use this knowledge to make instructional decisions. Data collection consisted of interviews, classroom observations, and document analysis. Findings suggest that novice teachers hold insufficient conceptions of prior knowledge and its role in instruction to effectively implement constructivist teaching practices. While expert teachers hold a complex conception of prior knowledge and make use of their students' prior knowledge in significant ways during instruction. A second finding was an apparent mismatch between the novice teachers' beliefs about their urban students' life experiences and prior knowledge and the wealth of knowledge the expert teachers found to draw upon.

Prefetching of medical imaging data across XDS affinity domains.

PubMed

Helm, Emmanuel; Schuler, Andreas; Krauss, Oliver; Franz, Barbara

2015-01-01

Prior studies as well as medical imaging data are crucial for a radiologist to diagnose a patient. In this paper the radiological workflow is analyzed from a patient's perspective in order to gain knowledge on how possible existing prefetching strategies still can be applied in connection with a standardized distributed health information system conforming to architectures defined by IHE and ELGA. As a result an adaption to such architectures is proposed and further evaluated in a testing environment. Although the approach presented works in terms of prefetching relevant prior studies together with medical imaging data, additional research has to be carried out on how to apply intelligent search strategies in order to narrow retrieved results concerning their possible utilization for a specific diagnosis.

An appraisal of an online tutorial system for the teaching and learning of engineering physics in conjunction with contextual physics and mathematics, and relevant mathematics

NASA Astrophysics Data System (ADS)

Bhathal, Ragbir

2016-09-01

The number of students entering engineering schools in Australian universities has increased tremendously over the last few years because of the Australian Federal Government's policy of increasing the participation rates of Higher School Certificate students and students from low social economic status backgrounds in the tertiary sector. They now come with a diverse background of skills, motivations and prior knowledge. It is imperative that new methods of teaching and learning be developed. This paper describes an online tutorial system used in conjunction with contextual physics and mathematics, and the revision of the relevant mathematical knowledge at the appropriate time before a new topic is introduced in the teaching and learning of engineering physics. Taken as a whole, this study shows that students not only improved their final examination results but there was also an increase in the retention rate of first-year engineering students which has financial implications for the university.

Hysteresis as an Implicit Prior in Tactile Spatial Decision Making

PubMed Central

Thiel, Sabrina D.; Bitzer, Sebastian; Nierhaus, Till; Kalberlah, Christian; Preusser, Sven; Neumann, Jane; Nikulin, Vadim V.; van der Meer, Elke; Villringer, Arno; Pleger, Burkhard

2014-01-01

Perceptual decisions not only depend on the incoming information from sensory systems but constitute a combination of current sensory evidence and internally accumulated information from past encounters. Although recent evidence emphasizes the fundamental role of prior knowledge for perceptual decision making, only few studies have quantified the relevance of such priors on perceptual decisions and examined their interplay with other decision-relevant factors, such as the stimulus properties. In the present study we asked whether hysteresis, describing the stability of a percept despite a change in stimulus property and known to occur at perceptual thresholds, also acts as a form of an implicit prior in tactile spatial decision making, supporting the stability of a decision across successively presented random stimuli (i.e., decision hysteresis). We applied a variant of the classical 2-point discrimination task and found that hysteresis influenced perceptual decision making: Participants were more likely to decide ‘same’ rather than ‘different’ on successively presented pin distances. In a direct comparison between the influence of applied pin distances (explicit stimulus property) and hysteresis, we found that on average, stimulus property explained significantly more variance of participants’ decisions than hysteresis. However, when focusing on pin distances at threshold, we found a trend for hysteresis to explain more variance. Furthermore, the less variance was explained by the pin distance on a given decision, the more variance was explained by hysteresis, and vice versa. Our findings suggest that hysteresis acts as an implicit prior in tactile spatial decision making that becomes increasingly important when explicit stimulus properties provide decreasing evidence. PMID:24587045

Use of Elaborative Interrogation to Help Students Acquire Information Consistent with Prior Knowledge and Information Inconsistent with Prior Knowledge.

ERIC Educational Resources Information Center

Woloshyn, Vera E.; And Others

1994-01-01

Thirty-two factual statements, half consistent and half not consistent with subjects' prior knowledge, were processed by 140 sixth and seventh graders. Half were directed to use elaborative interrogation (using prior knowledge) to answer why each statement was true. Across all memory measures, elaborative interrogation subjects performed better…

Brief Report: Teachers' Awareness of the Relationship between Prior Knowledge and New Learning

ERIC Educational Resources Information Center

Journal for Research in Mathematics Education, 2016

2016-01-01

The author examined the degree to which experienced teachers are aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they…

"Dare I Ask?": Eliciting Prior Knowledge and Its Implications for Teaching and Learning

ERIC Educational Resources Information Center

Dávila, Liv Thorstensson

2015-01-01

This article examines high school teachers' engagement of newcomer English learner students' prior knowledge. Three central research questions guided this study: 1) To what extent do teachers function as mediators of their students' prior knowledge? 2) What goes into teachers' thinking about how and when to elicit prior knowledge? and 3) How do…

Explaining between-race differences in African-American and European-American women's responses to breast density notification.

PubMed

Manning, Mark; Albrecht, Terrance L; Yilmaz-Saab, Zeynep; Penner, Louis; Norman, Andria; Purrington, Kristen

2017-12-01

Prior research shows between-race differences in women's knowledge and emotions related to having dense breasts, thus suggesting that between-race differences in behavioral decision-making following receipt of breast density (BD) notifications are likely. Guided by the theory of planned behavior, this study examined differences in emotion-related responses (i.e., anxiety, worry, confusion) and behavioral cognition (e.g., intentions, behavioral attitudes) following receipt of BD notifications among African American (AA) and European American (EA) women. This study also examined whether race-related perceptions (i.e., discrimination, group-based medical mistrust), relevant knowledge and socioeconomic status (SES) explained the between race differences. Michigan women (N = 457) who presented for routine screening mammogram and had dense breasts, no prior breast cancer diagnoses, and had screen-negative mammograms were recruited from July, 2015 to March 2016. MANOVA was used to examine between race differences in psychological responses (i.e., emotional responses and behavioral cognition), and a multi-group structural regression model was used to examine whether race-related constructs, knowledge and SES mediated the effect of race on emotional responses and behavioral cognition. Prior awareness of BD was accounted for in all analyses. AA women generally reported more negative psychological responses to receiving BD notifications regardless of prior BD awareness. AA women had more favorable perceptions related to talking to their physicians about the BD notifications. Generally, race-related perceptions, SES, and related knowledge partially accounted for the effect of race on psychological response. Race-related perceptions and SES partially accounted for the differences in behavioral intentions. Between-race differences in emotional responses to BD notifications did not explain differences in women's intentions to discuss BD notifications with their physicians. Future examinations are warranted to examine whether there are between-race differences in actual post-BD notification behaviors and whether similar race-related variables account for differences. Copyright © 2017. Published by Elsevier Ltd.

Digital Accessible Knowledge and well-inventoried sites for birds in Mexico: baseline sites for measuring faunistic change

PubMed Central

Navarro-Sigüenza, Adolfo G.; Martínez-Meyer, Enrique

2016-01-01

Background Faunal change is a basic and fundamental element in ecology, biogeography, and conservation biology, yet vanishingly few detailed studies have documented such changes rigorously over decadal time scales. This study responds to that gap in knowledge, providing a detailed analysis of Digital Accessible Knowledge of the birds of Mexico, designed to marshal DAK to identify sites that were sampled and inventoried rigorously prior to the beginning of major global climate change (1980). Methods We accumulated DAK records for Mexican birds from all relevant online biodiversity data portals. After extensive cleaning steps, we calculated completeness indices for each 0.05° pixel across the country; we also detected ‘hotspots’ of sampling, and calculated completeness indices for these broader areas as well. Sites were designated as well-sampled if they had completeness indices above 80% and >200 associated DAK records. Results We identified 100 individual pixels and 20 broader ‘hotspots’ of sampling that were demonstrably well-inventoried prior to 1980. These sites are catalogued and documented to promote and enable resurvey efforts that can document events of avifaunal change (and non-change) across the country on decadal time scales. Conclusions Development of repeated surveys for many sites across Mexico, and particularly for sites for which historical surveys document their avifaunas prior to major climate change processes, would pay rich rewards in information about distributional dynamics of Mexican birds. PMID:27651986

An educational measure to significantly increase critical knowledge regarding interfacility patient transfers.

PubMed

Becker, Torben K; Skiba, James F; Sozener, Cemal B

2015-06-01

Patient transfers among medical facilities are high-risk situations. Despite this, there is very little training of physicians regarding the medical and legal aspects of transport medicine. To examine the effects of a one hour, educational intervention on Emergency Medicine (EM) residents' and Critical Care (CC) fellows' knowledge regarding the medical and legal aspects of interfacility patient transfers. Prior to the intervention, physician knowledge regarding 12 key concepts in patient transfer was assessed using a pre-test instrument. A one hour, interactive, educational session followed immediately thereafter. Following the intervention, a post-intervention test was given between two and four weeks after delivery. Participants were also asked to describe any prior transportation-medicine-related education, their opinions as they relate to the relevance of the topic, and their comfort levels with patient transfers before and after the intervention. Only a minority of participants had received any formal training in patient transfers prior to the intervention, despite dealing with patient transfers on a frequent, often daily, basis. Both groups improved in several categories on the post-intervention test. They reported improved comfort levels with the medicolegal aspects of interfacility patient transfers after the intervention and felt well-prepared to manage transfers in their daily practice. A one hour, educational intervention objectively increased EM and CC physician trainees' understanding of some of the medicolegal aspects of interfacility patient transfers. The study demonstrated a lack of previous training on this important topic and improved levels of comfort with transfers after study participation.

The value of prior knowledge in machine learning of complex network systems.

PubMed

Ferranti, Dana; Krane, David; Craft, David

2017-11-15

Our overall goal is to develop machine-learning approaches based on genomics and other relevant accessible information for use in predicting how a patient will respond to a given proposed drug or treatment. Given the complexity of this problem, we begin by developing, testing and analyzing learning methods using data from simulated systems, which allows us access to a known ground truth. We examine the benefits of using prior system knowledge and investigate how learning accuracy depends on various system parameters as well as the amount of training data available. The simulations are based on Boolean networks-directed graphs with 0/1 node states and logical node update rules-which are the simplest computational systems that can mimic the dynamic behavior of cellular systems. Boolean networks can be generated and simulated at scale, have complex yet cyclical dynamics and as such provide a useful framework for developing machine-learning algorithms for modular and hierarchical networks such as biological systems in general and cancer in particular. We demonstrate that utilizing prior knowledge (in the form of network connectivity information), without detailed state equations, greatly increases the power of machine-learning algorithms to predict network steady-state node values ('phenotypes') and perturbation responses ('drug effects'). Links to codes and datasets here: https://gray.mgh.harvard.edu/people-directory/71-david-craft-phd. dcraft@broadinstitute.org. Supplementary data are available at Bioinformatics online. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

The Quebec Rural Emergency Department Project: A Cross-Sectional Study of a Potential Two-Pronged Strategy in the Knowledge Transfer Process

PubMed Central

Poitras, Julien; Chauny, Jean-Marc; Lévesque, Jean-Frédéric; Ouimet, Mathieu; Dupuis, Gilles; Tanguay, Alain; Simard-Racine, Geneviève

2015-01-01

Introduction Health services research generates useful knowledge. Promotion of implementation of this knowledge in medical practice is essential. Prior to initiation of a major study on rural emergency departments (EDs), we deployed two knowledge transfer strategies designed to generate interest and engagement from potential knowledge users. The objective of this paper was to review: 1) a combined project launch and media press release strategy, and 2) a pre-study survey designed to survey potential knowledge users’ opinions on the proposed study variables. Materials and Methods We evaluated the impact of the project launch (presentation at two conferences hosted by key stakeholders) and media press release via a survey of participants/stakeholders and by calculating the number of media interview requests and reports generated. We used a pre-study survey to collect potential key stakeholder’ opinions on the study variables. Results Twenty-one of Quebec’s 26 rural EDs participated in the pre-study survey (81% participation rate). The press release about the study generated 51 press articles and 20 media request for interviews, and contributed to public awareness of a major rural research initiative. In the pre-study survey, thirteen participants (46%) mentioned prior knowledge of the research project. Results from the pre-study survey revealed that all of the potential study variables were considered to be relevant for inclusion in the research project. Respondents also proposed additional variables of interest, including factors promoting retention of human resources. Conclusions The present study demonstrated the potential utility of a two-pronged knowledge transfer strategy, including a combined formal launch and press release, and a pre-study survey designed to ensure that the included variables were of interest to participants and stakeholders. PMID:25849328

Predictive top-down integration of prior knowledge during speech perception.

PubMed

Sohoglu, Ediz; Peelle, Jonathan E; Carlyon, Robert P; Davis, Matthew H

2012-06-20

A striking feature of human perception is that our subjective experience depends not only on sensory information from the environment but also on our prior knowledge or expectations. The precise mechanisms by which sensory information and prior knowledge are integrated remain unclear, with longstanding disagreement concerning whether integration is strictly feedforward or whether higher-level knowledge influences sensory processing through feedback connections. Here we used concurrent EEG and MEG recordings to determine how sensory information and prior knowledge are integrated in the brain during speech perception. We manipulated listeners' prior knowledge of speech content by presenting matching, mismatching, or neutral written text before a degraded (noise-vocoded) spoken word. When speech conformed to prior knowledge, subjective perceptual clarity was enhanced. This enhancement in clarity was associated with a spatiotemporal profile of brain activity uniquely consistent with a feedback process: activity in the inferior frontal gyrus was modulated by prior knowledge before activity in lower-level sensory regions of the superior temporal gyrus. In parallel, we parametrically varied the level of speech degradation, and therefore the amount of sensory detail, so that changes in neural responses attributable to sensory information and prior knowledge could be directly compared. Although sensory detail and prior knowledge both enhanced speech clarity, they had an opposite influence on the evoked response in the superior temporal gyrus. We argue that these data are best explained within the framework of predictive coding in which sensory activity is compared with top-down predictions and only unexplained activity propagated through the cortical hierarchy.

Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

PubMed

Bergman, Esther M; de Bruin, Anique B H; Vorstenbosch, Marc A T M; Kooloos, Jan G M; Puts, Ghita C W M; Leppink, Jimmie; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2015-08-15

It is generally assumed that learning in context increases performance. This study investigates the relationship between the characteristics of a paper-patient context (relevance and familiarity), the mechanisms through which the cognitive dimension of context could improve learning (activation of prior knowledge, elaboration and increasing retrieval cues), and test performance. A total of 145 medical students completed a pretest of 40 questions, of which half were with a patient vignette. One week later, they studied musculoskeletal anatomy in the dissection room without a paper-patient context (control group) or with (ir)relevant-(un)familiar context (experimental groups), and completed a cognitive load scale. Following a short delay, the students completed a posttest. Surprisingly, our results show that students who studied in context did not perform better than students who studied without context. This finding may be explained by an interaction of the participants' expertise level, the nature of anatomical knowledge and students' approaches to learning. A relevant-familiar context only reduced the negative effect of learning the content in context. Our results suggest discouraging the introduction of an uncommon disease to illustrate a basic science concept. Higher self-perceived learning scores predict higher performance. Interestingly, students performed significantly better on the questions with context in both tests, possibly due to a 'framing effect'. Since studies focusing on the physical and affective dimensions of context have also failed to find a positive influence of learning in a clinically relevant context, further research seems necessary to refine our theories around the role of context in learning.

A systematic review of interventions to provide genetics education for primary care.

PubMed

Paneque, Milena; Turchetti, Daniela; Jackson, Leigh; Lunt, Peter; Houwink, Elisa; Skirton, Heather

2016-07-22

At least 10 % of patients seen in primary care are said to have a condition in which genetics has an influence. However, patients at risk of genetic disease may not be recognised, while those who seek advice may not be referred or managed appropriately. Primary care practitioners lack knowledge of genetics and genetic testing relevant for daily practice and feel inadequate to deliver genetic services. The aim of this systematic review was to evaluate genetics educational interventions in the context of primary care. Following the process for systematic reviews developed by the Centre for Reviews and Dissemination, we conducted a search of five relevant electronic databases. Primary research papers were eligible for inclusion if they included data on outcomes of interventions regarding genetics education for primary care practitioners. The results from each paper were coded and grouped under themes. Eleven studies were included in the review. The five major themes identified inductively (post hoc) were: prior experience, changes in confidence, changes in knowledge, changes in practice, satisfaction and feedback. In five of the studies, knowledge of practitioners was improved following the educational programmes, but this tended to be in specific topic areas, while practitioner confidence improved in six studies. However, there was little apparent change to practice. There are insufficient studies of relevant quality to inform educational interventions in genetics for primary care practitioners. Educational initiatives should be assessed using changes in practice, as well as in confidence and knowledge, to determine if they are effective in causing significant changes in practice in genetic risk assessment and appropriate management of patients.

Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

PubMed

Schneider, Michael; Rittle-Johnson, Bethany; Star, Jon R

2011-11-01

Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the domain of equation solving as latent factors and tested (a) whether the predictive relations between conceptual and procedural knowledge were bidirectional, (b) whether these interrelations were moderated by prior knowledge, and (c) how both constructs contributed to procedural flexibility. We analyzed data from 2 measurement points each from two samples (Ns = 228 and 304) of middle school students who differed in prior knowledge. Conceptual and procedural knowledge had stable bidirectional relations that were not moderated by prior knowledge. Both kinds of knowledge contributed independently to procedural flexibility. The results demonstrate how changes in complex knowledge structures contribute to competence development.

The Influence of Prior Knowledge on Memory: A Developmental Cognitive Neuroscience Perspective

PubMed Central

Brod, Garvin; Werkle-Bergner, Markus; Shing, Yee Lee

2013-01-01

Across ontogenetic development, individuals gather manifold experiences during which they detect regularities in their environment and thereby accumulate knowledge. This knowledge is used to guide behavior, make predictions, and acquire further new knowledge. In this review, we discuss the influence of prior knowledge on memory from both the psychology and the emerging cognitive neuroscience literature and provide a developmental perspective on this topic. Recent neuroscience findings point to a prominent role of the medial prefrontal cortex (mPFC) and of the hippocampus (HC) in the emergence of prior knowledge and in its application during the processes of successful memory encoding, consolidation, and retrieval. We take the lateral PFC into consideration as well and discuss changes in both medial and lateral PFC and HC across development and postulate how these may be related to the development of the use of prior knowledge for remembering. For future direction, we argue that, to measure age differential effects of prior knowledge on memory, it is necessary to distinguish the availability of prior knowledge from its accessibility and use. PMID:24115923

When generating answers benefits arithmetic skill: the importance of prior knowledge.

PubMed

Rittle-Johnson, Bethany; Kmicikewycz, Alexander Oleksij

2008-09-01

People remember information better if they generate the information while studying rather than read the information. However, prior research has not investigated whether this generation effect extends to related but unstudied items and has not been conducted in classroom settings. We compared third graders' success on studied and unstudied multiplication problems after they spent a class period generating answers to problems or reading the answers from a calculator. The effect of condition interacted with prior knowledge. Students with low prior knowledge had higher accuracy in the generate condition, but as prior knowledge increased, the advantage of generating answers decreased. The benefits of generating answers may extend to unstudied items and to classroom settings, but only for learners with low prior knowledge.

Evaluation of agile designs in first-in-human (FIH) trials--a simulation study.

PubMed

Perlstein, Itay; Bolognese, James A; Krishna, Rajesh; Wagner, John A

2009-12-01

The aim of the investigation was to evaluate alternatives to standard first-in-human (FIH) designs in order to optimize the information gained from such studies by employing novel agile trial designs. Agile designs combine adaptive and flexible elements to enable optimized use of prior information either before and/or during conduct of the study to seamlessly update the study design. A comparison of the traditional 6 + 2 (active + placebo) subjects per cohort design with alternative, reduced sample size, agile designs was performed by using discrete event simulation. Agile designs were evaluated for specific adverse event models and rates as well as dose-proportional, saturated, and steep-accumulation pharmacokinetic profiles. Alternative, reduced sample size (hereafter referred to as agile) designs are proposed for cases where prior knowledge about pharmacokinetics and/or adverse event relationships are available or appropriately assumed. Additionally, preferred alternatives are proposed for a general case when prior knowledge is limited or unavailable. Within the tested conditions and stated assumptions, some agile designs were found to be as efficient as traditional designs. Thus, simulations demonstrated that the agile design is a robust and feasible approach to FIH clinical trials, with no meaningful loss of relevant information, as it relates to PK and AE assumptions. In some circumstances, applying agile designs may decrease the duration and resources required for Phase I studies, increasing the efficiency of early clinical development. We highlight the value and importance of useful prior information when specifying key assumptions related to safety, tolerability, and PK.

The Effects of the Timing of Isolated FFI on the Explicit Knowledge and Written Accuracy of Learners with Different Prior Knowledge of the Linguistic Target

ERIC Educational Resources Information Center

Shintani, Natsuko

2017-01-01

This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 123 learners were divided into two groups: those with some productive knowledge of past-counterfactual conditionals (+Prior Knowledge) and those without such knowledge (-Prior Knowledge). Each group was divided into four conditions. Two…

Active Prior Tactile Knowledge Transfer for Learning Tactual Properties of New Objects

PubMed Central

Feng, Di

2018-01-01

Reusing the tactile knowledge of some previously-explored objects (prior objects) helps us to easily recognize the tactual properties of new objects. In this paper, we enable a robotic arm equipped with multi-modal artificial skin, like humans, to actively transfer the prior tactile exploratory action experiences when it learns the detailed physical properties of new objects. These experiences, or prior tactile knowledge, are built by the feature observations that the robot perceives from multiple sensory modalities, when it applies the pressing, sliding, and static contact movements on objects with different action parameters. We call our method Active Prior Tactile Knowledge Transfer (APTKT), and systematically evaluated its performance by several experiments. Results show that the robot improved the discrimination accuracy by around 10% when it used only one training sample with the feature observations of prior objects. By further incorporating the predictions from the observation models of prior objects as auxiliary features, our method improved the discrimination accuracy by over 20%. The results also show that the proposed method is robust against transferring irrelevant prior tactile knowledge (negative knowledge transfer). PMID:29466300

Requirements analysis, domain knowledge, and design

NASA Technical Reports Server (NTRS)

Potts, Colin

1988-01-01

Two improvements to current requirements analysis practices are suggested: domain modeling, and the systematic application of analysis heuristics. Domain modeling is the representation of relevant application knowledge prior to requirements specification. Artificial intelligence techniques may eventually be applicable for domain modeling. In the short term, however, restricted domain modeling techniques, such as that in JSD, will still be of practical benefit. Analysis heuristics are standard patterns of reasoning about the requirements. They usually generate questions of clarification or issues relating to completeness. Analysis heuristics can be represented and therefore systematically applied in an issue-based framework. This is illustrated by an issue-based analysis of JSD's domain modeling and functional specification heuristics. They are discussed in the context of the preliminary design of simple embedded systems.

Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance - Empirical Results and a Plea for Ecologically Valid Microworlds.

PubMed

Süß, Heinz-Martin; Kretzschmar, André

2018-01-01

The original aim of complex problem solving (CPS) research was to bring the cognitive demands of complex real-life problems into the lab in order to investigate problem solving behavior and performance under controlled conditions. Up until now, the validity of psychometric intelligence constructs has been scrutinized with regard to its importance for CPS performance. At the same time, different CPS measurement approaches competing for the title of the best way to assess CPS have been developed. In the first part of the paper, we investigate the predictability of CPS performance on the basis of the Berlin Intelligence Structure Model and Cattell's investment theory as well as an elaborated knowledge taxonomy. In the first study, 137 students managed a simulated shirt factory ( Tailorshop ; i.e., a complex real life-oriented system) twice, while in the second study, 152 students completed a forestry scenario ( FSYS ; i.e., a complex artificial world system). The results indicate that reasoning - specifically numerical reasoning (Studies 1 and 2) and figural reasoning (Study 2) - are the only relevant predictors among the intelligence constructs. We discuss the results with reference to the Brunswik symmetry principle. Path models suggest that reasoning and prior knowledge influence problem solving performance in the Tailorshop scenario mainly indirectly. In addition, different types of system-specific knowledge independently contribute to predicting CPS performance. The results of Study 2 indicate that working memory capacity, assessed as an additional predictor, has no incremental validity beyond reasoning. We conclude that (1) cognitive abilities and prior knowledge are substantial predictors of CPS performance, and (2) in contrast to former and recent interpretations, there is insufficient evidence to consider CPS a unique ability construct. In the second part of the paper, we discuss our results in light of recent CPS research, which predominantly utilizes the minimally complex systems (MCS) measurement approach. We suggest ecologically valid microworlds as an indispensable tool for future CPS research and applications.

Knowledge Structures of Entering Computer Networking Students and Their Instructors

ERIC Educational Resources Information Center

DiCerbo, Kristen E.

2007-01-01

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students' prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences,…

Nudging toward Inquiry: Awakening and Building upon Prior Knowledge

ERIC Educational Resources Information Center

Fontichiaro, Kristin, Comp.

2010-01-01

"Prior knowledge" (sometimes called schema or background knowledge) is information one already knows that helps him/her make sense of new information. New learning builds on existing prior knowledge. In traditional reporting-style research projects, students bypass this crucial step and plow right into answer-finding. It's no wonder that many…

Mind wandering during film comprehension: The role of prior knowledge and situational interest.

PubMed

Kopp, Kristopher; Mills, Caitlin; D'Mello, Sidney

2016-06-01

This study assessed the occurrence and factors that influence mind wandering (MW) in the domain of film comprehension. The cascading model of inattention assumes that a stronger mental representation (i.e., a situation model) during comprehension results in less MW. Accordingly, a suppression hypothesis suggests that MW would decrease as a function of having the knowledge of the plot of a film prior to viewing, because the prior-knowledge would help to strengthen the situation model during comprehension. Furthermore, an interest-moderation hypothesis would predict that the suppression effect of prior-knowledge would only emerge when there was interest in viewing the film. In the current experiment, 108 participants either read a short story that depicted the plot (i.e., prior-knowledge condition) or read an unrelated story of equal length (control condition) prior to viewing the short film (32.5 minutes) entitled The Red Balloon. Participants self-reported their interest in viewing the film immediately before the film was presented. MW was tracked using a self-report method targeting instances of MW with metacognitive awareness. Participants in the prior-knowledge condition reported less MW compared with the control condition, thereby supporting the suppression hypothesis. MW also decreased over the duration of the film, but only for those with prior-knowledge of the film. Finally, prior-knowledge effects on MW were only observed when interest was average or high, but not when interest was low.

Assessing the Previous Economic Knowledge of Beginning Students in Germany: Implications for Teaching Economics in Basic Courses

ERIC Educational Resources Information Center

Happ, Roland; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Carstensen, Vivian

2016-01-01

Study-related prior knowledge plays a decisive role in business and economics degree courses. Prior knowledge has a significant influence on knowledge acquisition in higher education, and teachers need information on it to plan their introductory courses accordingly. Very few studies have been conducted of first-year students' prior economic…

Towards addressing transient learning challenges in undergraduate physics: an example from electrostatics

NASA Astrophysics Data System (ADS)

Fredlund, T.; Linder, C.; Airey, J.

2015-09-01

In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.

Graph cuts with invariant object-interaction priors: application to intervertebral disc segmentation.

PubMed

Ben Ayed, Ismail; Punithakumar, Kumaradevan; Garvin, Gregory; Romano, Walter; Li, Shuo

2011-01-01

This study investigates novel object-interaction priors for graph cut image segmentation with application to intervertebral disc delineation in magnetic resonance (MR) lumbar spine images. The algorithm optimizes an original cost function which constrains the solution with learned prior knowledge about the geometric interactions between different objects in the image. Based on a global measure of similarity between distributions, the proposed priors are intrinsically invariant with respect to translation and rotation. We further introduce a scale variable from which we derive an original fixed-point equation (FPE), thereby achieving scale-invariance with only few fast computations. The proposed priors relax the need of costly pose estimation (or registration) procedures and large training sets (we used a single subject for training), and can tolerate shape deformations, unlike template-based priors. Our formulation leads to an NP-hard problem which does not afford a form directly amenable to graph cut optimization. We proceeded to a relaxation of the problem via an auxiliary function, thereby obtaining a nearly real-time solution with few graph cuts. Quantitative evaluations over 60 intervertebral discs acquired from 10 subjects demonstrated that the proposed algorithm yields a high correlation with independent manual segmentations by an expert. We further demonstrate experimentally the invariance of the proposed geometric attributes. This supports the fact that a single subject is sufficient for training our algorithm, and confirms the relevance of the proposed priors to disc segmentation.

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Explanation and Prior Knowledge Interact to Guide Learning

ERIC Educational Resources Information Center

Williams, Joseph J.; Lombrozo, Tania

2013-01-01

How do explaining and prior knowledge contribute to learning? Four experiments explored the relationship between explanation and prior knowledge in category learning. The experiments independently manipulated whether participants were prompted to explain the category membership of study observations and whether category labels were informative in…

The Cognitive Costs of Context: The Effects of Concreteness and Immersiveness in Instructional Examples

PubMed Central

Day, Samuel B.; Motz, Benjamin A.; Goldstone, Robert L.

2015-01-01

Prior research has established that while the use of concrete, familiar examples can provide many important benefits for learning, it is also associated with some serious disadvantages, particularly in learners’ ability to recognize and transfer their knowledge to new analogous situations. However, it is not immediately clear whether this pattern would hold in real world educational contexts, in which the role of such examples in student engagement and ease of processing might be of enough importance to overshadow any potential negative impact. We conducted two experiments in which curriculum-relevant material was presented in natural classroom environments, first with college undergraduates and then with middle-school students. All students in each study received the same relevant content, but the degree of contextualization in these materials was varied between students. In both studies, we found that greater contextualization was associated with poorer transfer performance. We interpret these results as reflecting a greater degree of embeddedness for the knowledge acquired from richer, more concrete materials, such that the underlying principles are represented in a less abstract and generalizable form. PMID:26648905

Reflections of Distraction in Memory: Transfer of Previous Distraction Improves Recall in Younger and Older Adults

PubMed Central

Thomas, Ruthann C.; Hasher, Lynn

2012-01-01

Three studies explored whether younger and older adults’ free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting words. When the memory task was indirect in its use of distraction (Study 1), only older adults showed transfer, with better recall of previously distracting compared with new words, which increased their recall to match that of younger adults. However, younger adults showed transfer when cued about the relevance of previous distraction both before studying the words (Study 2) and before recalling the words (Study 3) in the memory test. Results suggest that both younger and older adults encode distraction, but younger adults require explicit cueing to use their knowledge of distraction. In contrast, older adults transfer knowledge of distraction in both explicitly cued and indirect memory tasks. Results are discussed in terms of age differences in inhibition and source-constrained retrieval. PMID:21843024

Reflections of distraction in memory: transfer of previous distraction improves recall in younger and older adults.

PubMed

Thomas, Ruthann C; Hasher, Lynn

2012-01-01

Three studies explored whether younger and older adults' free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting words. When the memory task was indirect in its use of distraction (Study 1), only older adults showed transfer, with better recall of previously distracting compared with new words, which increased their recall to match that of younger adults. However, younger adults showed transfer when cued about the relevance of previous distraction both before studying the words (Study 2) and before recalling the words (Study 3) in the memory test. Results suggest that both younger and older adults encode distraction, but younger adults require explicit cueing to use their knowledge of distraction. In contrast, older adults transfer knowledge of distraction in both explicitly cued and indirect memory tasks. Results are discussed in terms of age differences in inhibition and source-constrained retrieval.

Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

PubMed Central

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the equations. PMID:24324454

The Influence of Age-Related Differences in Prior Knowledge and Attentional Refreshing Opportunities on Episodic Memory.

PubMed

Loaiza, Vanessa M; Rhodes, Matthew G; Anglin, Julia

2015-09-01

The assumption that working memory (WM) is embedded within long-term memory suggests that the effectiveness of switching information between activated states in WM (i.e., attentional refreshing) may depend on whether that information is semantically relevant. Given that older adults often have greater general knowledge than younger adults, age-related deficits in episodic memory (EM) could be ameliorated by studying information that has existing semantic representations compared with unknown information. Younger and older adults completed a modified operation span task that varied the number of refreshing opportunities. The memoranda used were equally known to younger and older adults (neutral words; e.g., father), better known to older adults than younger adults (dated words; e.g., mirth), or unknown to both groups (unknown words; e.g., cobot). Results for immediate and delayed recall indicated an age-related improvement for dated memoranda and no age difference for unknown memoranda. Furthermore, refreshing opportunities predicted delayed recall of neutral memoranda more strongly for younger adults than older adults, whereas older adults' recall advantage for dated memoranda was explained by their prior knowledge and not refreshing opportunities. The results suggest that older adults' EM deficits could potentially be ameliorated by incorporating their superior knowledge to supplement relatively ineffective attentional refreshing in WM. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Importance of Prior Knowledge.

ERIC Educational Resources Information Center

Cleary, Linda Miller

1989-01-01

Recounts a college English teacher's experience of reading and rereading Noam Chomsky, building up a greater store of prior knowledge. Argues that Frank Smith provides a theory for the importance of prior knowledge and Chomsky's work provided a personal example with which to interpret and integrate that theory. (RS)

Effects of informed consent for individual genome sequencing on relevant knowledge.

PubMed

Kaphingst, K A; Facio, F M; Cheng, M-R; Brooks, S; Eidem, H; Linn, A; Biesecker, B B; Biesecker, L G

2012-11-01

Increasing availability of individual genomic information suggests that patients will need knowledge about genome sequencing to make informed decisions, but prior research is limited. In this study, we examined genome sequencing knowledge before and after informed consent among 311 participants enrolled in the ClinSeq™ sequencing study. An exploratory factor analysis of knowledge items yielded two factors (sequencing limitations knowledge; sequencing benefits knowledge). In multivariable analysis, high pre-consent sequencing limitations knowledge scores were significantly related to education [odds ratio (OR): 8.7, 95% confidence interval (CI): 2.45-31.10 for post-graduate education, and OR: 3.9; 95% CI: 1.05, 14.61 for college degree compared with less than college degree] and race/ethnicity (OR: 2.4, 95% CI: 1.09, 5.38 for non-Hispanic Whites compared with other racial/ethnic groups). Mean values increased significantly between pre- and post-consent for the sequencing limitations knowledge subscale (6.9-7.7, p < 0.0001) and sequencing benefits knowledge subscale (7.0-7.5, p < 0.0001); increase in knowledge did not differ by sociodemographic characteristics. This study highlights gaps in genome sequencing knowledge and underscores the need to target educational efforts toward participants with less education or from minority racial/ethnic groups. The informed consent process improved genome sequencing knowledge. Future studies could examine how genome sequencing knowledge influences informed decision making. © 2012 John Wiley & Sons A/S.

Exploring expectation effects in EMDR: does prior treatment knowledge affect the degrading effects of eye movements on memories?

PubMed Central

Littel, Marianne; van Schie, Kevin; van den Hout, Marcel A.

2017-01-01

ABSTRACT Background: Eye movement desensitization and reprocessing (EMDR) is an effective psychological treatment for posttraumatic stress disorder. Recalling a memory while simultaneously making eye movements (EM) decreases a memory’s vividness and/or emotionality. It has been argued that non-specific factors, such as treatment expectancy and experimental demand, may contribute to the EMDR’s effectiveness. Objective: The present study was designed to test whether expectations about the working mechanism of EMDR would alter the memory attenuating effects of EM. Two experiments were conducted. In Experiment 1, we examined the effects of pre-existing (non-manipulated) knowledge of EMDR in participants with and without prior knowledge. In Experiment 2, we experimentally manipulated prior knowledge by providing participants without prior knowledge with correct or incorrect information about EMDR’s working mechanism. Method: Participants in both experiments recalled two aversive, autobiographical memories during brief sets of EM (Recall+EM) or keeping eyes stationary (Recall Only). Before and after the intervention, participants scored their memories on vividness and emotionality. A Bayesian approach was used to compare two competing hypotheses on the effects of (existing/given) prior knowledge: (1) Prior (correct) knowledge increases the effects of Recall+EM vs. Recall Only, vs. (2) prior knowledge does not affect the effects of Recall+EM. Results: Recall+EM caused greater reductions in memory vividness and emotionality than Recall Only in all groups, including the incorrect information group. In Experiment 1, both hypotheses were supported by the data: prior knowledge boosted the effects of EM, but only modestly. In Experiment 2, the second hypothesis was clearly supported over the first: providing knowledge of the underlying mechanism of EMDR did not alter the effects of EM. Conclusions: Recall+EM appears to be quite robust against the effects of prior expectations. As Recall+EM is the core component of EMDR, expectancy effects probably contribute little to the effectiveness of EMDR treatment. PMID:29038685

Calculus Instructors' Responses to Prior Knowledge Errors

ERIC Educational Resources Information Center

Talley, Jana Renee

2009-01-01

This study investigates the responses to prior knowledge errors that Calculus I instructors make when assessing students. Prior knowledge is operationalized as any skill or understanding that a student needs to successfully navigate through a Calculus I course. A two part qualitative study consisting of student exams and instructor interviews was…

Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge

ERIC Educational Resources Information Center

Richter, Juliane; Scheiter, Katharina; Eitel, Alexander

2018-01-01

Multimedia integration signals highlight correspondences between text and pictures with the aim of supporting learning from multimedia. A recent meta-analysis revealed that only learners with low domain-specific prior knowledge benefit from multimedia integration signals. To more thoroughly investigate the influence of prior knowledge on the…

Menarche: Prior Knowledge and Experience.

ERIC Educational Resources Information Center

Skandhan, K. P.; And Others

1988-01-01

Recorded menstruation information among 305 young women in India, assessing the differences between those who did and did not have knowledge of menstruation prior to menarche. Those with prior knowledge considered menarche to be a normal physiological function and had a higher rate of regularity, lower rate of dysmenorrhea, and earlier onset of…

Preparing learners with partly incorrect intuitive prior knowledge for learning

PubMed Central

Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

2014-01-01

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

The relation between cognitive and metacognitive strategic processing during a science simulation.

PubMed

Dinsmore, Daniel L; Zoellner, Brian P

2018-03-01

This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation. The sample for this study consisted of 70 undergraduates from a mid-sized Southeastern university in the United States. These participants were recruited from both physical and life science (e.g., biology) and education majors to obtain a sample with variance in terms of their prior knowledge, interest, and strategy use. Participants completed measures of prior knowledge and interest about global climate change. Then, they were asked to engage in an online climate simulator for up to 30 min while thinking aloud. Finally, participants were asked to answer three outcome questions about global climate change. Results indicated a poor fit for the statistical model of the frequency and level of processing predicting performance. However, a statistical model that independently examined the influence of metacognitive monitoring and control of cognitive strategies showed a very strong relation between the metacognitive and cognitive strategies. Finally, smallest space analysis results provided evidence that strategy use may be better captured in a multidimensional fashion, particularly with attention paid towards the combination of strategies employed. Conclusions drawn from the evidence point to the need for more dynamic, multidimensional models of strategic processing that account for the patterns of optimal and non-optimal strategy use. Additionally, analyses that can capture these complex patterns need to be further explored. © 2017 The British Psychological Society.

Evaluation of the acceptability of a CD-Rom as a health promotion tool for Inuit in Ottawa.

PubMed

McShane, Kelly E; Smylie, Janet K; Hastings, Paul D; Prince, Conrad; Siedule, Connie

2013-01-01

There are few health promotion tools for urban Inuit, and there is a specific dearth of evaluations on such tools. The current study used a community-specific approach in the evaluation of a health promotion tool, based on an urban Inuit community's preferences of health knowledge sources and distribution strategies. In partnership with the Tungasuvvingat Inuit Family Health Team in Ottawa, a CD-Rom was developed featuring an Inuk Elder presenting prenatal health messages in both Inuktitut and English. Also, relevant evaluation materials were developed. Using a mixed methods approach, 40 participants completed interviews prior to viewing the CD-Rom and participated in a focus group at follow-up. Questionnaires were also completed pre- and post-viewing to assess changes between expectations and reactions in order to document acceptability. Significant increases were found on satisfaction, acceptability of medium and relevance of content ratings. Qualitative findings also included (a) interest, uncertainty and conditional interest prior to viewing; and (b) positive evaluations of the CD-Rom. This suggests that CD-Rom technology has the potential for health promotion for urban Inuit, and the community-specific evaluation approach yielded useful information.

Evaluation of the acceptability of a CD-Rom as a health promotion tool for Inuit in Ottawa

PubMed Central

McShane, Kelly E.; Smylie, Janet K.; Hastings, Paul D.; Prince, Conrad; Siedule, Connie

2013-01-01

Background There are few health promotion tools for urban Inuit, and there is a specific dearth of evaluations on such tools. Objective The current study used a community-specific approach in the evaluation of a health promotion tool, based on an urban Inuit community's preferences of health knowledge sources and distribution strategies. In partnership with the Tungasuvvingat Inuit Family Health Team in Ottawa, a CD-Rom was developed featuring an Inuk Elder presenting prenatal health messages in both Inuktitut and English. Also, relevant evaluation materials were developed. Design Using a mixed methods approach, 40 participants completed interviews prior to viewing the CD-Rom and participated in a focus group at follow-up. Questionnaires were also completed pre- and post-viewing to assess changes between expectations and reactions in order to document acceptability. Results Significant increases were found on satisfaction, acceptability of medium and relevance of content ratings. Qualitative findings also included (a) interest, uncertainty and conditional interest prior to viewing; and (b) positive evaluations of the CD-Rom. Conclusions This suggests that CD-Rom technology has the potential for health promotion for urban Inuit, and the community-specific evaluation approach yielded useful information. PMID:23717816

Tuberculosis and HIV at the national level in Kenya: results from the Second Kenya AIDS Indicator Survey.

PubMed

Mbithi, Agneta; Gichangi, Anthony; Kim, Andrea A; Katana, Abraham; Weyenga, Herman; Williamson, John; Robinson, Katherine; Oluoch, Tom; Maina, William K; Kellogg, Timothy A; De Cock, Kevin M

2014-05-01

Co-morbidity with tuberculosis and HIV is a common cause of mortality in sub-Saharan Africa. In the second Kenya AIDS Indicator Survey, we collected data on knowledge and experience of HIV and tuberculosis, as well as on access to and coverage of relevant treatment services and antiretroviral therapy (ART) in Kenya. A national, population-based household survey was conducted from October 2012 to February 2013. Information was collected through household questionnaires, and blood samples were taken for HIV, CD4 cell counts, and HIV viral load testing at a central laboratory. Overall, 13,720 persons aged 15-64 years participated; 96.7% [95% confidence interval (CI): 96.3 to 97.1] had heard of tuberculosis, of whom 2.0% (95% CI: 1.7 to 2.2) reported having prior tuberculosis. Among those with laboratory-confirmed HIV infection, 11.6% (95% CI: 8.9 to 14.3) reported prior tuberculosis. The prevalence of laboratory-confirmed HIV infection in persons reporting prior tuberculosis was 33.2% (95% CI: 26.2 to 40.2) compared to 5.1% (95% CI: 4.5 to 5.8) in persons without prior tuberculosis. Among those in care, coverage of ART for treatment-eligible persons was 100% for those with prior tuberculosis and 88.6% (95% CI: 81.6 to 95.7) for those without. Among all HIV-infected persons, ART coverage among treatment-eligible persons was 86.9% (95% CI: 74.2 to 99.5) for persons with prior tuberculosis and 58.3% (95% CI: 47.6 to 69.0) for those without. Morbidity from tuberculosis and HIV remain major health challenges in Kenya. Tuberculosis is an important entry point for HIV diagnosis and treatment. Lack of knowledge of HIV serostatus is an obstacle to access to HIV services and timely ART for prevention of HIV transmission and HIV-associated disease, including tuberculosis.

Using Hypermedia: Effects of Prior Knowledge and Goal Strength.

ERIC Educational Resources Information Center

Last, David A.; O'Donnell, Angela M.; Kelly, Anthony E.

The influences of a student's prior knowledge and desired goal on the difficulties and benefits associated with using hypertext were examined in this study. Participants, 12 students from an undergraduate course in educational psychology, were assigned to either the low or high prior knowledge category. Within these two groups, subjects were…

The Role of Prior Knowledge in Learning from Analogies in Science Texts

ERIC Educational Resources Information Center

Braasch, Jason L. G.; Goldman, Susan R.

2010-01-01

Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy "per se." In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday…

A gaze through the lens of decision theory toward knowledge translation science.

PubMed

Bucknall, Tracey

2007-01-01

Research findings become evidence when an individual decides that the information is relevant and useful to a particular circumstance. Prior to that point, they are unrelated facts. For research translation to occur, research evidence needs filtering, interpretation, and application by individuals to the specific situation. For this reason, decision science is complementary to knowledge translation science. Both aim to support the individual in deciding the most appropriate action in a dynamic environment where there are masses of uncensored and nonprioritized information readily available. Decision science employs research theories to study the cognitive processes underpinning the filtering and integration of current scientific information into changing contexts. Two meta-theories, coherence and correspondence theories, have been used to provide alternative views and prompt significant debate to advance the science. The aim of this article is to stimulate debate about the relationship between decision theory and knowledge translation. Discussed is the critical role of cognition in clinical decision making, with a focus on knowledge translation. A critical commentary of the knowledge utilization modeling papers is presented from a decision science perspective. The article concludes with a discussion on the implications for knowledge translation when viewed through the lens of decision science.

Audience-response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation

PubMed Central

Bode, Sebastian Felix Nepomuk; Straub, Christine; Giesler, Marianne; Biller, Silke; Forster, Johannes; Krüger, Marcus

2015-01-01

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. PMID:26038683

Neural Mechanisms for Integrating Prior Knowledge and Likelihood in Value-Based Probabilistic Inference

PubMed Central

Ting, Chih-Chung; Yu, Chia-Chen; Maloney, Laurence T.

2015-01-01

In Bayesian decision theory, knowledge about the probabilities of possible outcomes is captured by a prior distribution and a likelihood function. The prior reflects past knowledge and the likelihood summarizes current sensory information. The two combined (integrated) form a posterior distribution that allows estimation of the probability of different possible outcomes. In this study, we investigated the neural mechanisms underlying Bayesian integration using a novel lottery decision task in which both prior knowledge and likelihood information about reward probability were systematically manipulated on a trial-by-trial basis. Consistent with Bayesian integration, as sample size increased, subjects tended to weigh likelihood information more compared with prior information. Using fMRI in humans, we found that the medial prefrontal cortex (mPFC) correlated with the mean of the posterior distribution, a statistic that reflects the integration of prior knowledge and likelihood of reward probability. Subsequent analysis revealed that both prior and likelihood information were represented in mPFC and that the neural representations of prior and likelihood in mPFC reflected changes in the behaviorally estimated weights assigned to these different sources of information in response to changes in the environment. Together, these results establish the role of mPFC in prior-likelihood integration and highlight its involvement in representing and integrating these distinct sources of information. PMID:25632152

Incorporating prior knowledge induced from stochastic differential equations in the classification of stochastic observations.

PubMed

Zollanvari, Amin; Dougherty, Edward R

2016-12-01

In classification, prior knowledge is incorporated in a Bayesian framework by assuming that the feature-label distribution belongs to an uncertainty class of feature-label distributions governed by a prior distribution. A posterior distribution is then derived from the prior and the sample data. An optimal Bayesian classifier (OBC) minimizes the expected misclassification error relative to the posterior distribution. From an application perspective, prior construction is critical. The prior distribution is formed by mapping a set of mathematical relations among the features and labels, the prior knowledge, into a distribution governing the probability mass across the uncertainty class. In this paper, we consider prior knowledge in the form of stochastic differential equations (SDEs). We consider a vector SDE in integral form involving a drift vector and dispersion matrix. Having constructed the prior, we develop the optimal Bayesian classifier between two models and examine, via synthetic experiments, the effects of uncertainty in the drift vector and dispersion matrix. We apply the theory to a set of SDEs for the purpose of differentiating the evolutionary history between two species.

The Development of Students' Mental Models of Chemical Substances and Processes at the Molecular Level

NASA Astrophysics Data System (ADS)

Dalton, Rebecca Marie

The development of student's mental models of chemical substances and processes at the molecular level was studied in a three-phase project. Animations produced in the VisChem project were used as an integral part of the chemistry instruction to help students develop their mental models. Phase one of the project involved examining the effectiveness of using animations to help first-year university chemistry students develop useful mental models of chemical phenomena. Phase two explored factors affecting the development of student's mental models, analysing results in terms of a proposed model of the perceptual processes involved in interpreting an animation. Phase three involved four case studies that served to confirm and elaborate on the effects of prior knowledge and disembedding ability on student's mental model development, and support the influence of study style on learning outcomes. Recommendations for use of the VisChem animations, based on the above findings, include: considering the prior knowledge of students; focusing attention on relevant features; encouraging a deep approach to learning; using animation to teach visual concepts; presenting ideas visually, verbally and conceptually; establishing 'animation literacy'; minimising cognitive load; using animation as feedback; using student drawings; repeating animations; and discussing 'scientific modelling'.

The Effect of Prior Knowledge Activation on Text Recall: An Investigation of Two Conflicting Hypotheses.

ERIC Educational Resources Information Center

Machiels-Bongaerts, Maureen; And Others

Two hypotheses, the cognitive capacity hypothesis and the selective attention hypothesis, try to account for the facilitation effects of prior knowledge activation. They appear to be mutually exclusive since they predict different recall patterns as a result of prior knowledge activation. This study was designed to determine whether the two…

Understanding the Role of Prior Knowledge in a Multimedia Learning Application

ERIC Educational Resources Information Center

Rias, Riaza Mohd; Zaman, Halimah Badioze

2013-01-01

This study looked at the effects that individual differences in prior knowledge have on student understanding in learning with multimedia in a computer science subject. Students were identified as having either low or high prior knowledge from a series of questions asked in a survey conducted at the Faculty of Computer and Mathematical Sciences at…

A Fuzzy-Based Prior Knowledge Diagnostic Model with Multiple Attribute Evaluation

ERIC Educational Resources Information Center

Lin, Yi-Chun; Huang, Yueh-Min

2013-01-01

Prior knowledge is a very important part of teaching and learning, as it affects how instructors and students interact with the learning materials. In general, tests are used to assess students' prior knowledge. Nevertheless, conventional testing approaches usually assign only an overall score to each student, and this may mean that students are…

When does prior knowledge disproportionately benefit older adults’ memory?

PubMed Central

Badham, Stephen P.; Hay, Mhairi; Foxon, Natasha; Kaur, Kiran; Maylor, Elizabeth A.

2016-01-01

ABSTRACT Material consistent with knowledge/experience is generally more memorable than material inconsistent with knowledge/experience – an effect that can be more extreme in older adults. Four experiments investigated knowledge effects on memory with young and older adults. Memory for familiar and unfamiliar proverbs (Experiment 1) and for common and uncommon scenes (Experiment 2) showed similar knowledge effects across age groups. Memory for person-consistent and person-neutral actions (Experiment 3) showed a greater benefit of prior knowledge in older adults. For cued recall of related and unrelated word pairs (Experiment 4), older adults benefited more from prior knowledge only when it provided uniquely useful additional information beyond the episodic association itself. The current data and literature suggest that prior knowledge has the age-dissociable mnemonic properties of (1) improving memory for the episodes themselves (age invariant), and (2) providing conceptual information about the tasks/stimuli extrinsically to the actual episodic memory (particularly aiding older adults). PMID:26473767

Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension.

ERIC Educational Resources Information Center

Ollerenshaw, Alison; Aidman, Eugene; Kidd, Garry

1997-01-01

This study examined comprehension in four groups of undergraduates under text only, multimedia, and two diagram conditions of text supplementation. Results indicated that effects of text supplementation are mediated by prior knowledge and learning style: multimedia appears more beneficial to surface learners with little prior knowledge and makes…

Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

ERIC Educational Resources Information Center

Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.

2016-01-01

This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…

The Effect of the States of Prior Knowledge on Question Answering.

ERIC Educational Resources Information Center

Holmes, Betty C.

A study was conducted to gain insight into the question answering abilities of good and poor readers by comparing how well they answered questions when their prior knowledge was at two different levels (high, low) and in four different states. These states of prior knowledge consisted of the ways in which answers to the questions were stored in…

Learning from Instructional Animations: How Does Prior Knowledge Mediate the Effect of Visual Cues?

ERIC Educational Resources Information Center

Arslan-Ari, I.

2018-01-01

The purpose of this study was to investigate the effects of cueing and prior knowledge on learning and mental effort of students studying an animation with narration. This study employed a 2 (no cueing vs. visual cueing) × 2 (low vs. high prior knowledge) between-subjects factorial design. The results revealed a significant interaction effect…

From Data to Knowledge – Promising Analytical Tools and Techniques for Capture and Reuse of Corporate Knowledge and to Aid in the State Evaluation Process

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

Danielson, Gary R.; Augustenborg, Elsa C.; Beck, Andrew E.

2010-10-29

The IAEA is challenged with limited availability of human resources for inspection and data analysis while proliferation threats increase. PNNL has a variety of IT solutions and techniques (at varying levels of maturity and development) that take raw data closer to useful knowledge, thereby assisting with and standardizing the analytical processes. This paper highlights some PNNL tools and techniques which are applicable to the international safeguards community, including: • Intelligent in-situ triage of data prior to reliable transmission to an analysis center resulting in the transmission of smaller and more relevant data sets • Capture of expert knowledge in re-usablemore » search strings tailored to specific mission outcomes • Image based searching fused with text based searching • Use of gaming to discover unexpected proliferation scenarios • Process modeling (e.g. Physical Model) as the basis for an information integration portal, which links to data storage locations along with analyst annotations, categorizations, geographic data, search strings and visualization outputs.« less

Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance – Empirical Results and a Plea for Ecologically Valid Microworlds

PubMed Central

Süß, Heinz-Martin; Kretzschmar, André

2018-01-01

The original aim of complex problem solving (CPS) research was to bring the cognitive demands of complex real-life problems into the lab in order to investigate problem solving behavior and performance under controlled conditions. Up until now, the validity of psychometric intelligence constructs has been scrutinized with regard to its importance for CPS performance. At the same time, different CPS measurement approaches competing for the title of the best way to assess CPS have been developed. In the first part of the paper, we investigate the predictability of CPS performance on the basis of the Berlin Intelligence Structure Model and Cattell’s investment theory as well as an elaborated knowledge taxonomy. In the first study, 137 students managed a simulated shirt factory (Tailorshop; i.e., a complex real life-oriented system) twice, while in the second study, 152 students completed a forestry scenario (FSYS; i.e., a complex artificial world system). The results indicate that reasoning – specifically numerical reasoning (Studies 1 and 2) and figural reasoning (Study 2) – are the only relevant predictors among the intelligence constructs. We discuss the results with reference to the Brunswik symmetry principle. Path models suggest that reasoning and prior knowledge influence problem solving performance in the Tailorshop scenario mainly indirectly. In addition, different types of system-specific knowledge independently contribute to predicting CPS performance. The results of Study 2 indicate that working memory capacity, assessed as an additional predictor, has no incremental validity beyond reasoning. We conclude that (1) cognitive abilities and prior knowledge are substantial predictors of CPS performance, and (2) in contrast to former and recent interpretations, there is insufficient evidence to consider CPS a unique ability construct. In the second part of the paper, we discuss our results in light of recent CPS research, which predominantly utilizes the minimally complex systems (MCS) measurement approach. We suggest ecologically valid microworlds as an indispensable tool for future CPS research and applications. PMID:29867627

Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.

The relation between prior knowledge and students' collaborative discovery learning processes

NASA Astrophysics Data System (ADS)

Gijlers, Hannie; de Jong, Ton

2005-03-01

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development.

University Students' Knowledge Structures and Informal Reasoning on the Use of Genetically Modified Foods: Multidimensional Analyses

NASA Astrophysics Data System (ADS)

Wu, Ying-Tien

2013-10-01

This study aims to provide insights into the role of learners' knowledge structures about a socio-scientific issue (SSI) in their informal reasoning on the issue. A total of 42 non-science major university students' knowledge structures and informal reasoning were assessed with multidimensional analyses. With both qualitative and quantitative analyses, this study revealed that those students with more extended and better-organized knowledge structures, as well as those who more frequently used higher-order information processing modes, were more oriented towards achieving a higher-level informal reasoning quality. The regression analyses further showed that the "richness" of the students' knowledge structures explained 25 % of the variation in their rebuttal construction, an important indicator of reasoning quality, indicating the significance of the role of students' sophisticated knowledge structure in SSI reasoning. Besides, this study also provides some initial evidence for the significant role of the "core" concept within one's knowledge structure in one's SSI reasoning. The findings in this study suggest that, in SSI-based instruction, science instructors should try to identify students' core concepts within their prior knowledge regarding the SSI, and then they should try to guide students to construct and structure relevant concepts or ideas regarding the SSI based on their core concepts. Thus, students could obtain extended and well-organized knowledge structures, which would then help them achieve better learning transfer in dealing with SSIs.

The Influence of Self-Regulated Learning and Prior Knowledge on Knowledge Acquisition in Computer-Based Learning Environments

ERIC Educational Resources Information Center

Bernacki, Matthew

2010-01-01

This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160…

Increased experience amplifies the activation of task-irrelevant category representations.

PubMed

Wu, Rachel; Pruitt, Zoe; Zinszer, Benjamin D; Cheung, Olivia S

2017-02-01

Prior research has demonstrated the benefits (i.e., task-relevant attentional selection) and costs (i.e., task-irrelevant attentional capture) of prior knowledge on search for an individual target or multiple targets from a category. This study investigated whether the level of experience with particular categories predicts the degree of task-relevant and task-irrelevant activation of item and category representations. Adults with varying levels of dieting experience (measured via 3 subscales of Disinhibition, Restraint, Hunger; Stunkard & Messick, Journal of Psychosomatic Research, 29(1), 71-83, 1985) searched for targets defined as either a specific food item (e.g., carrots), or a category (i.e., any healthy or unhealthy food item). Apart from the target-present trials, in the target-absent "foil" trials, when searching for a specific item (e.g., carrots), irrelevant items from the target's category (e.g., squash) were presented. The ERP (N2pc) results revealed that the activation of task-relevant representations (measured via Exemplar and Category N2pc amplitudes) did not differ based on the degree of experience. Critically, however, increased dieting experience, as revealed by lower Disinhibition scores, predicted activation of task-irrelevant representations (i.e., attentional capture of foils from the target item category). Our results suggest that increased experience with particular categories encourages the rapid activation of category representations even when category information is task irrelevant, and that the N2pc in foil trials could potentially serve as an indication of experience level in future studies on categorization.

Soil moisture monitoring for crop management

NASA Astrophysics Data System (ADS)

Boyd, Dale

2015-07-01

The 'Risk management through soil moisture monitoring' project has demonstrated the capability of current technology to remotely monitor and communicate real time soil moisture data. The project investigated whether capacitance probes would assist making informed pre- and in-crop decisions. Crop potential and cropping inputs are increasingly being subject to greater instability and uncertainty due to seasonal variability. In a targeted survey of those who received regular correspondence from the Department of Primary Industries it was found that i) 50% of the audience found the information generated relevant for them and less than 10% indicted with was not relevant; ii) 85% have improved their knowledge/ability to assess soil moisture compared to prior to the project, with the most used indicator of soil moisture still being rain fall records; and iii) 100% have indicated they will continue to use some form of the technology to monitor soil moisture levels in the future. It is hoped that continued access to this information will assist informed input decisions. This will minimise inputs in low decile years with a low soil moisture base and maximise yield potential in more favourable conditions based on soil moisture and positive seasonal forecasts

Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?

PubMed

Schmidt, Hiemke K; Rothgangel, Martin; Grube, Dietmar

2017-12-01

Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Prior Knowledge Guides Speech Segregation in Human Auditory Cortex.

PubMed

Wang, Yuanye; Zhang, Jianfeng; Zou, Jiajie; Luo, Huan; Ding, Nai

2018-05-18

Segregating concurrent sound streams is a computationally challenging task that requires integrating bottom-up acoustic cues (e.g. pitch) and top-down prior knowledge about sound streams. In a multi-talker environment, the brain can segregate different speakers in about 100 ms in auditory cortex. Here, we used magnetoencephalographic (MEG) recordings to investigate the temporal and spatial signature of how the brain utilizes prior knowledge to segregate 2 speech streams from the same speaker, which can hardly be separated based on bottom-up acoustic cues. In a primed condition, the participants know the target speech stream in advance while in an unprimed condition no such prior knowledge is available. Neural encoding of each speech stream is characterized by the MEG responses tracking the speech envelope. We demonstrate that an effect in bilateral superior temporal gyrus and superior temporal sulcus is much stronger in the primed condition than in the unprimed condition. Priming effects are observed at about 100 ms latency and last more than 600 ms. Interestingly, prior knowledge about the target stream facilitates speech segregation by mainly suppressing the neural tracking of the non-target speech stream. In sum, prior knowledge leads to reliable speech segregation in auditory cortex, even in the absence of reliable bottom-up speech segregation cue.

Contribution of prior semantic knowledge to new episodic learning in amnesia.

PubMed

Kan, Irene P; Alexander, Michael P; Verfaellie, Mieke

2009-05-01

We evaluated whether prior semantic knowledge would enhance episodic learning in amnesia. Subjects studied prices that are either congruent or incongruent with prior price knowledge for grocery and household items and then performed a forced-choice recognition test for the studied prices. Consistent with a previous report, healthy controls' performance was enhanced by price knowledge congruency; however, only a subset of amnesic patients experienced the same benefit. Whereas patients with relatively intact semantic systems, as measured by an anatomical measure (i.e., lesion involvement of anterior and lateral temporal lobes), experienced a significant congruency benefit, patients with compromised semantic systems did not experience a congruency benefit. Our findings suggest that when prior knowledge structures are intact, they can support acquisition of new episodic information by providing frameworks into which such information can be incorporated.

Compositional descriptor-based recommender system for the materials discovery

NASA Astrophysics Data System (ADS)

Seko, Atsuto; Hayashi, Hiroyuki; Tanaka, Isao

2018-06-01

Structures and properties of many inorganic compounds have been collected historically. However, it only covers a very small portion of possible inorganic crystals, which implies the presence of numerous currently unknown compounds. A powerful machine-learning strategy is mandatory to discover new inorganic compounds from all chemical combinations. Herein we propose a descriptor-based recommender-system approach to estimate the relevance of chemical compositions where crystals can be formed [i.e., chemically relevant compositions (CRCs)]. In addition to data-driven compositional similarity used in the literature, the use of compositional descriptors as a prior knowledge is helpful for the discovery of new compounds. We validate our recommender systems in two ways. First, one database is used to construct a model, while another is used for the validation. Second, we estimate the phase stability for compounds at expected CRCs using density functional theory calculations.

Feature-based attentional modulations in the absence of direct visual stimulation.

PubMed

Serences, John T; Boynton, Geoffrey M

2007-07-19

When faced with a crowded visual scene, observers must selectively attend to behaviorally relevant objects to avoid sensory overload. Often this selection process is guided by prior knowledge of a target-defining feature (e.g., the color red when looking for an apple), which enhances the firing rate of visual neurons that are selective for the attended feature. Here, we used functional magnetic resonance imaging and a pattern classification algorithm to predict the attentional state of human observers as they monitored a visual feature (one of two directions of motion). We find that feature-specific attention effects spread across the visual field-even to regions of the scene that do not contain a stimulus. This spread of feature-based attention to empty regions of space may facilitate the perception of behaviorally relevant stimuli by increasing sensitivity to attended features at all locations in the visual field.

[Essential procedure and key methods for survey of traditional knowledge related to Chinese materia medica resources].

PubMed

Cheng, Gong; Huang, Lu-qi; Xue, Da-yuan; Zhang, Xiao-bo

2014-12-01

The survey of traditional knowledge related to Chinese materia medica resources is the important component and one of the innovative aspects of the fourth national survey of the Chinese materia medica resources. China has rich traditional knowledge of traditional Chinese medicine (TCM) and the comprehensive investigation of TCM traditional knowledge aims to promote conservation and sustainable use of Chinese materia medica resources. Building upon the field work of pilot investigations, this paper introduces the essential procedures and key methods for conducting the survey of traditional knowledge related to Chinese materia medica resources. The essential procedures are as follows. First is the preparation phrase. It is important to review all relevant literature and provide training to the survey teams so that they have clear understanding of the concept of traditional knowledge and master key survey methods. Second is the field investigation phrase. When conducting field investigations, survey teams should identify the traditional knowledge holders by using the 'snowball method', record the traditional knowledge after obtaining prior informed concerned from the traditional knowledge holders. Researchers should fill out the survey forms provided by the Technical Specification of the Fourth National Survey of Chinese Materia Medica Resources. Researchers should pay particular attention to the scope of traditional knowledge and the method of inheriting the knowledge, which are the key information for traditional knowledge holders and potential users to reach mutual agreed terms to achieve benefit sharing. Third is the data compilation and analysis phrase. Researchers should try to compile and edit the TCM traditional knowledge in accordance with intellectual property rights requirements so that the information collected through the national survey can serve as the basic data for the TCM traditional knowledge database. The key methods of the survey include regional division of Chinese materia medica resources, interview of key information holders and standardization of information.' In particular, using "snowball method" can effectively identify traditional knowledge holder in the targeted regions and ensuring traditional knowledge holders receiving prior informed concerned before sharing the information with researcher to make sure the rights of traditional knowledge holders are protected. Employing right survey methods is not only the key to obtain traditional knowledge related to Chinese materia medica resources, but also the pathway to fulfill the objectives of access and benefit sharing stipulated in Convention on Biological Resources. It will promote the legal protection of TCM traditional knowledge and conservation of TCM intangible, cultural heritage.

Scalable Learning for Geostatistics and Speaker Recognition

DTIC Science & Technology

2011-01-01

of prior knowledge of the model or due to improved robustness requirements). Both these methods have their own advantages and disadvantages. The use...application. If the data is well-correlated and low-dimensional, any prior knowledge available on the data can be used to build a parametric model. In the...absence of prior knowledge , non-parametric methods can be used. If the data is high-dimensional, PCA based dimensionality reduction is often the first

SU-E-J-71: Spatially Preserving Prior Knowledge-Based Treatment Planning

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

Wang, H; Xing, L

2015-06-15

Purpose: Prior knowledge-based treatment planning is impeded by the use of a single dose volume histogram (DVH) curve. Critical spatial information is lost from collapsing the dose distribution into a histogram. Even similar patients possess geometric variations that becomes inaccessible in the form of a single DVH. We propose a simple prior knowledge-based planning scheme that extracts features from prior dose distribution while still preserving the spatial information. Methods: A prior patient plan is not used as a mere starting point for a new patient but rather stopping criteria are constructed. Each structure from the prior patient is partitioned intomore » multiple shells. For instance, the PTV is partitioned into an inner, middle, and outer shell. Prior dose statistics are then extracted for each shell and translated into the appropriate Dmin and Dmax parameters for the new patient. Results: The partitioned dose information from a prior case has been applied onto 14 2-D prostate cases. Using prior case yielded final DVHs that was comparable to manual planning, even though the DVH for the prior case was different from the DVH for the 14 cases. Solely using a single DVH for the entire organ was also performed for comparison but showed a much poorer performance. Different ways of translating the prior dose statistics into parameters for the new patient was also tested. Conclusion: Prior knowledge-based treatment planning need to salvage the spatial information without transforming the patients on a voxel to voxel basis. An efficient balance between the anatomy and dose domain is gained through partitioning the organs into multiple shells. The use of prior knowledge not only serves as a starting point for a new case but the information extracted from the partitioned shells are also translated into stopping criteria for the optimization problem at hand.« less

Comfort and experience with online learning: trends over nine years and associations with knowledge.

PubMed

Cook, David A; Thompson, Warren G

2014-07-01

Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

7 CFR 275.2 - State agency responsibilities.

Code of Federal Regulations, 2014 CFR

2014-01-01

...: (i) Data collection through management evaluation (ME) reviews and quality control (QC) reviews; (ii... knowledge of either the household or the decision under review. Where there is prior knowledge, the reviewer must disqualify her/himself. Prior knowledge is defined as having: (1) Taken any part in the decision...

7 CFR 275.2 - State agency responsibilities.

Code of Federal Regulations, 2011 CFR

2011-01-01

...: (i) Data collection through management evaluation (ME) reviews and quality control (QC) reviews; (ii... knowledge of either the household or the decision under review. Where there is prior knowledge, the reviewer must disqualify her/himself. Prior knowledge is defined as having: (1) Taken any part in the decision...

7 CFR 275.2 - State agency responsibilities.

Code of Federal Regulations, 2013 CFR

2013-01-01

...: (i) Data collection through management evaluation (ME) reviews and quality control (QC) reviews; (ii... knowledge of either the household or the decision under review. Where there is prior knowledge, the reviewer must disqualify her/himself. Prior knowledge is defined as having: (1) Taken any part in the decision...

7 CFR 275.2 - State agency responsibilities.

Code of Federal Regulations, 2012 CFR

2012-01-01

...: (i) Data collection through management evaluation (ME) reviews and quality control (QC) reviews; (ii... knowledge of either the household or the decision under review. Where there is prior knowledge, the reviewer must disqualify her/himself. Prior knowledge is defined as having: (1) Taken any part in the decision...

7 CFR 275.2 - State agency responsibilities.

Code of Federal Regulations, 2010 CFR

2010-01-01

...: (i) Data collection through management evaluation (ME) reviews and quality control (QC) reviews; (ii... knowledge of either the household or the decision under review. Where there is prior knowledge, the reviewer must disqualify her/himself. Prior knowledge is defined as having: (1) Taken any part in the decision...

A Knowledge-Based Arrangement of Prototypical Neural Representation Prior to Experience Contributes to Selectivity in Upcoming Knowledge Acquisition.

PubMed

Kurashige, Hiroki; Yamashita, Yuichi; Hanakawa, Takashi; Honda, Manabu

2018-01-01

Knowledge acquisition is a process in which one actively selects a piece of information from the environment and assimilates it with prior knowledge. However, little is known about the neural mechanism underlying selectivity in knowledge acquisition. Here we executed a 2-day human experiment to investigate the involvement of characteristic spontaneous activity resembling a so-called "preplay" in selectivity in sentence comprehension, an instance of knowledge acquisition. On day 1, we presented 10 sentences (prior sentences) that were difficult to understand on their own. On the following day, we first measured the resting-state functional magnetic resonance imaging (fMRI). Then, we administered a sentence comprehension task using 20 new sentences (posterior sentences). The posterior sentences were also difficult to understand on their own, but some could be associated with prior sentences to facilitate their understanding. Next, we measured the posterior sentence-induced fMRI to identify the neural representation. From the resting-state fMRI, we extracted the appearances of activity patterns similar to the neural representations for posterior sentences. Importantly, the resting-state fMRI was measured before giving the posterior sentences, and thus such appearances could be considered as preplay-like or prototypical neural representations. We compared the intensities of such appearances with the understanding of posterior sentences. This gave a positive correlation between these two variables, but only if posterior sentences were associated with prior sentences. Additional analysis showed the contribution of the entorhinal cortex, rather than the hippocampus, to the correlation. The present study suggests that prior knowledge-based arrangement of neural activity before an experience contributes to the active selection of information to be learned. Such arrangement prior to an experience resembles preplay activity observed in the rodent brain. In terms of knowledge acquisition, the present study leads to a new view of the brain (or more precisely of the brain's knowledge) as an autopoietic system in which the brain (or knowledge) selects what it should learn by itself, arranges preplay-like activity as a position for the new information in advance, and actively reorganizes itself.

A Knowledge-Based Arrangement of Prototypical Neural Representation Prior to Experience Contributes to Selectivity in Upcoming Knowledge Acquisition

PubMed Central

Kurashige, Hiroki; Yamashita, Yuichi; Hanakawa, Takashi; Honda, Manabu

2018-01-01

Knowledge acquisition is a process in which one actively selects a piece of information from the environment and assimilates it with prior knowledge. However, little is known about the neural mechanism underlying selectivity in knowledge acquisition. Here we executed a 2-day human experiment to investigate the involvement of characteristic spontaneous activity resembling a so-called “preplay” in selectivity in sentence comprehension, an instance of knowledge acquisition. On day 1, we presented 10 sentences (prior sentences) that were difficult to understand on their own. On the following day, we first measured the resting-state functional magnetic resonance imaging (fMRI). Then, we administered a sentence comprehension task using 20 new sentences (posterior sentences). The posterior sentences were also difficult to understand on their own, but some could be associated with prior sentences to facilitate their understanding. Next, we measured the posterior sentence-induced fMRI to identify the neural representation. From the resting-state fMRI, we extracted the appearances of activity patterns similar to the neural representations for posterior sentences. Importantly, the resting-state fMRI was measured before giving the posterior sentences, and thus such appearances could be considered as preplay-like or prototypical neural representations. We compared the intensities of such appearances with the understanding of posterior sentences. This gave a positive correlation between these two variables, but only if posterior sentences were associated with prior sentences. Additional analysis showed the contribution of the entorhinal cortex, rather than the hippocampus, to the correlation. The present study suggests that prior knowledge-based arrangement of neural activity before an experience contributes to the active selection of information to be learned. Such arrangement prior to an experience resembles preplay activity observed in the rodent brain. In terms of knowledge acquisition, the present study leads to a new view of the brain (or more precisely of the brain’s knowledge) as an autopoietic system in which the brain (or knowledge) selects what it should learn by itself, arranges preplay-like activity as a position for the new information in advance, and actively reorganizes itself. PMID:29662446

Learning from the Mars Rover Mission: Scientific Discovery, Learning and Memory

NASA Technical Reports Server (NTRS)

Linde, Charlotte

2005-01-01

Purpose: Knowledge management for space exploration is part of a multi-generational effort. Each mission builds on knowledge from prior missions, and learning is the first step in knowledge production. This paper uses the Mars Exploration Rover mission as a site to explore this process. Approach: Observational study and analysis of the work of the MER science and engineering team during rover operations, to investigate how learning occurs, how it is recorded, and how these representations might be made available for subsequent missions. Findings: Learning occurred in many areas: planning science strategy, using instrumen?s within the constraints of the martian environment, the Deep Space Network, and the mission requirements; using software tools effectively; and running two teams on Mars time for three months. This learning is preserved in many ways. Primarily it resides in individual s memories. It is also encoded in stories, procedures, programming sequences, published reports, and lessons learned databases. Research implications: Shows the earliest stages of knowledge creation in a scientific mission, and demonstrates that knowledge management must begin with an understanding of knowledge creation. Practical implications: Shows that studying learning and knowledge creation suggests proactive ways to capture and use knowledge across multiple missions and generations. Value: This paper provides a unique analysis of the learning process of a scientific space mission, relevant for knowledge management researchers and designers, as well as demonstrating in detail how new learning occurs in a learning organization.

Self-Explanation in the Domain of Statistics: An Expertise Reversal Effect

ERIC Educational Resources Information Center

Leppink, Jimmie; Broers, Nick J.; Imbos, Tjaart; van der Vleuten, Cees P. M.; Berger, Martijn P. F.

2012-01-01

This study investigated the effects of four instructional methods on cognitive load, propositional knowledge, and conceptual understanding of statistics, for low prior knowledge students and for high prior knowledge students. The instructional methods were (1) a reading-only control condition, (2) answering open-ended questions, (3) answering…

In favor of general probability distributions: lateral prefrontal and insular cortices respond to stimulus inherent, but irrelevant differences.

PubMed

Mestres-Missé, Anna; Trampel, Robert; Turner, Robert; Kotz, Sonja A

2016-04-01

A key aspect of optimal behavior is the ability to predict what will come next. To achieve this, we must have a fairly good idea of the probability of occurrence of possible outcomes. This is based both on prior knowledge about a particular or similar situation and on immediately relevant new information. One question that arises is: when considering converging prior probability and external evidence, is the most probable outcome selected or does the brain represent degrees of uncertainty, even highly improbable ones? Using functional magnetic resonance imaging, the current study explored these possibilities by contrasting words that differ in their probability of occurrence, namely, unbalanced ambiguous words and unambiguous words. Unbalanced ambiguous words have a strong frequency-based bias towards one meaning, while unambiguous words have only one meaning. The current results reveal larger activation in lateral prefrontal and insular cortices in response to dominant ambiguous compared to unambiguous words even when prior and contextual information biases one interpretation only. These results suggest a probability distribution, whereby all outcomes and their associated probabilities of occurrence--even if very low--are represented and maintained.

Low Resolution Refinement of Atomic Models Against Crystallographic Data.

PubMed

Nicholls, Robert A; Kovalevskiy, Oleg; Murshudov, Garib N

2017-01-01

This review describes some of the problems encountered during low-resolution refinement and map calculation. Refinement is considered as an application of Bayes' theorem, allowing combination of information from various sources including crystallographic experimental data and prior chemical and structural knowledge. The sources of prior knowledge relevant to macromolecules include basic chemical information such as bonds and angles, structural information from reference models of known homologs, knowledge about secondary structures, hydrogen bonding patterns, and similarity of non-crystallographically related copies of a molecule. Additionally, prior information encapsulating local conformational conservation is exploited, keeping local interatomic distances similar to those in the starting atomic model. The importance of designing an accurate likelihood function-the only link between model parameters and observed data-is emphasized. The review also reemphasizes the importance of phases, and describes how the use of raw observed amplitudes could give a better correlation between the calculated and "true" maps. It is shown that very noisy or absent observations can be replaced by calculated structure factors, weighted according to the accuracy of the atomic model. This approach helps to smoothen the map. However, such replacement should be used sparingly, as the bias toward errors in the model could be too much to avoid. It is in general recommended that, whenever a new map is calculated, map quality should be judged by inspection of the parts of the map where there is no atomic model. It is also noted that it is advisable to work with multiple blurred and sharpened maps, as different parts of a crystal may exhibit different degrees of mobility. Doing so can allow accurate building of atomic models, accounting for overall shape as well as finer structural details. Some of the results described in this review have been implemented in the programs REFMAC5, ProSMART and LORESTR, which are available as part of the CCP4 software suite.

Comfort and experience with online learning: trends over nine years and associations with knowledge

PubMed Central

2014-01-01

Background Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Methods Each year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. Results 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Conclusions Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning. PMID:24985690

Middle school students' knowledge of autism.

PubMed

Campbell, Jonathan M; Barger, Brian D

2011-06-01

Authors examined 1,015 middle school students' knowledge of autism using a single item of prior awareness and a 10-item Knowledge of Autism (KOA) scale. The KOA scale was designed to assess students' knowledge of the course, etiology, and symptoms associated with autism. Less than half of students (46.1%) reported having heard of autism; however, most students correctly responded that autism was a chronic condition that was not communicable. Students reporting prior awareness of autism scored higher on 9 of 10 KOA scale items when compared to their naïve counterparts. Prior awareness of autism and KOA scores also differed across schools. A more detailed understanding of developmental changes in students' knowledge of autism should improve peer educational interventions.

Through the Lens of TEK - Building GeoScience Pathways for American Indian/Alaska Native Students

NASA Astrophysics Data System (ADS)

Thomas, W. J.; van Cooten, S.; Wrege, B.; Wildcat, D.

2017-12-01

Native American or American Indian/Alaska Native (AI/AN) students come from diverse communities with indigenous knowledges, perspectives and worldviews. These communities and the students they send into our nation's education systems have cultural connectivity to oral histories, documents, and artwork that details climate cycles and weather events prior to colonization through eras of forced relocation and assimilation. Today, these students are the trailblazers as tribal governments exercise their ownership rights to natural resources and the welfare of their citizens as sovereign nations. In universities, especially tribal colleges, our nation's indigenous students are bridge builders. Through the lens of Traditional Ecological Knowledge (TEK), these students have a unique yet overlooked perspective to merge mainstream research with indigenous knowledge systems to develop practical sustainable solutions for local, regional and international resource management issues. The panel will discuss barriers, such as underdeveloped geophysical science curricula at tribal colleges, that limit the pool of indigenous geoscience graduates and examine possible strategies such as entry point opportunities and partnerships, mentoring, and community relevant research experiences, to eliminate barriers that limit the influx of TEK in resiliency planning.

House Parties: An Innovative Model for Outreach and Community-Based Health Education.

PubMed

Anderson-Reeves, Timika; Goodman, Jacqueline; Bragg, Brian; Leruth, Chelsey

2017-12-01

Purpose To connect low resource communities to innovative services that address gaps in health access and knowledge. Description We describe the house party model, as a community-based workshop approach to health education developed by the Westside Healthy Start program (WHS) in Chicago, Illinois. Key elements of the WHS house party model include use of community health workers as facilitators, collaboration with participants and community-based organizations, referrals to health care and social services, and engagement strategies such as interactive activities, personal stories, and discussion. Assessment In 2014 and 2015, WHS completed 23 house parties with 271 participants, delivering education on relevant maternal and child health (MCH) topics. Participants demonstrated improvements in knowledge of several health-related areas. About half of participants were able to identify causes or signs of preterm labor prior to the house party, compared to over 80% after. In addition, 94% of participants rated the house party workshops "excellent" or "good". Conclusion House parties are a promising strategy for increasing knowledge about MCH topics and linking hard-to-reach populations to resources in the community.

Relationship of prior knowledge and working engineers' learning preferences: implications for designing effective instruction

NASA Astrophysics Data System (ADS)

Baukal, Charles E.; Ausburn, Lynna J.

2017-05-01

Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it has not established if these factors are interrelated. The study reported here considered relationships of prior knowledge and three aspects of learning preferences of working engineers at a manufacturing company: learning strategy choices, verbal-visual cognitive styles, and multimedia preferences. Prior knowledge was not found to be significantly related to engineers' learning preferences, indicating independence of effects of these variables on learning. The study also examined relationships of this finding to the Multimedia Cone of Abstraction and implications for its use as an instructional design tool for CEE.

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

NASA Astrophysics Data System (ADS)

Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

2012-07-01

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the 'Principles of Earthquakes.' Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.

Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

ERIC Educational Resources Information Center

Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

2010-01-01

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes

ERIC Educational Resources Information Center

Gijlers, Hannie; de Jong, Ton

2005-01-01

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction…

Prior Knowledge and Story Processing: Integration, Selection, and Variation. Technical Report No. 138.

ERIC Educational Resources Information Center

Spiro, Rand J.

Psychological research concerning several aspects of the relationship between existing knowledge schemata and the processing of text is summarized in this report. The first section is concerned with dynamic processes of story understanding, with emphasis on the integration of information. The role of prior knowledge in accommodating parts of…

Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

ERIC Educational Resources Information Center

Cracolice, Mark S.; Busby, Brittany D.

2015-01-01

This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

Third-Grade Students' Mental Models of Energy Expenditure during Exercise

ERIC Educational Resources Information Center

Pasco, Denis; Ennis, Catherine D.

2015-01-01

Background: Students' prior knowledge plays an important role in learning new knowledge. In physical education (PE) and physical activity settings, studies have confirmed the role of students' prior knowledge. According to Placek and Griffin, these studies demonstrate that: "our students are not empty balls waiting to be filled with knowledge…

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Does bisphenol A induce superfeminization in Marisa cornuarietis? Part I: intra- and inter-laboratory variability in test endpoints.

PubMed

Forbes, Valery E; Selck, Henriette; Palmqvist, Annemette; Aufderheide, John; Warbritton, Ryan; Pounds, Nadine; Thompson, Roy; van der Hoeven, Nelly; Caspers, Norbert

2007-03-01

It has been claimed that bisphenol A (BPA) induces superfeminization in the freshwater gastropod, Marisa cornuarietis. To explore the reproducibility of prior work, here we present results from a three-laboratory study, the objectives of which were to determine the mean and variability in test endpoints (i.e., adult fecundity, egg hatchability, and juvenile growth) under baseline conditions and to identify the sources of variability. A major source of variability for all of the measured endpoints was due to differences within and among individuals. With few exceptions, variability among laboratories and among replicate tanks within laboratories contributed little to the observed variability in endpoints. The results highlight the importance of obtaining basic knowledge of husbandry requirements and baseline information on life-history traits of potential test species prior to designing toxicity test protocols. Understanding of the levels and sources of endpoint variability is essential so that statistically robust and ecologically relevant tests of chemicals can be conducted.

Benchmarking for Bayesian Reinforcement Learning

PubMed Central

Ernst, Damien; Couëtoux, Adrien

2016-01-01

In the Bayesian Reinforcement Learning (BRL) setting, agents try to maximise the collected rewards while interacting with their environment while using some prior knowledge that is accessed beforehand. Many BRL algorithms have already been proposed, but the benchmarks used to compare them are only relevant for specific cases. The paper addresses this problem, and provides a new BRL comparison methodology along with the corresponding open source library. In this methodology, a comparison criterion that measures the performance of algorithms on large sets of Markov Decision Processes (MDPs) drawn from some probability distributions is defined. In order to enable the comparison of non-anytime algorithms, our methodology also includes a detailed analysis of the computation time requirement of each algorithm. Our library is released with all source code and documentation: it includes three test problems, each of which has two different prior distributions, and seven state-of-the-art RL algorithms. Finally, our library is illustrated by comparing all the available algorithms and the results are discussed. PMID:27304891

Benchmarking for Bayesian Reinforcement Learning.

PubMed

Castronovo, Michael; Ernst, Damien; Couëtoux, Adrien; Fonteneau, Raphael

2016-01-01

In the Bayesian Reinforcement Learning (BRL) setting, agents try to maximise the collected rewards while interacting with their environment while using some prior knowledge that is accessed beforehand. Many BRL algorithms have already been proposed, but the benchmarks used to compare them are only relevant for specific cases. The paper addresses this problem, and provides a new BRL comparison methodology along with the corresponding open source library. In this methodology, a comparison criterion that measures the performance of algorithms on large sets of Markov Decision Processes (MDPs) drawn from some probability distributions is defined. In order to enable the comparison of non-anytime algorithms, our methodology also includes a detailed analysis of the computation time requirement of each algorithm. Our library is released with all source code and documentation: it includes three test problems, each of which has two different prior distributions, and seven state-of-the-art RL algorithms. Finally, our library is illustrated by comparing all the available algorithms and the results are discussed.

Indicators and measurement tools for health system integration: a knowledge synthesis protocol.

PubMed

Oelke, Nelly D; Suter, Esther; da Silva Lima, Maria Alice Dias; Van Vliet-Brown, Cheryl

2015-07-29

Health system integration is a key component of health system reform with the goal of improving outcomes for patients, providers, and the health system. Although health systems continue to strive for better integration, current delivery of health services continues to be fragmented. A key gap in the literature is the lack of information on what successful integration looks like and how to measure achievement towards an integrated system. This multi-site study protocol builds on a prior knowledge synthesis completed by two of the primary investigators which identified 10 key principles that collectively support health system integration. The aim is to answer two research questions: What are appropriate indicators for each of the 10 key integration principles developed in our previous knowledge synthesis and what measurement tools are used to measure these indicators? To enhance generalizability of the findings, a partnership between Canada and Brazil was created as health system integration is a priority in both countries and they share similar contexts. This knowledge synthesis will follow an iterative scoping review process with emerging information from knowledge-user engagement leading to the refinement of research questions and study selection. This paper describes the methods for each phase of the study. Research questions were developed with stakeholder input. Indicator identification and prioritization will utilize a modified Delphi method and patient/user focus groups. Based on priority indicators, a search of the literature will be completed and studies screened for inclusion. Quality appraisal of relevant studies will be completed prior to data extraction. Results will be used to develop recommendations and key messages to be presented through integrated and end-of-grant knowledge translation strategies with researchers and knowledge-users from the three jurisdictions. This project will directly benefit policy and decision-makers by providing an easy accessible set of indicators and tools to measure health system integration across different contexts and cultures. Being able to evaluate the success of integration strategies and initiatives will lead to better health system design and improved health outcomes for patients.

Mathematics understanding and anxiety in collaborative teaching

NASA Astrophysics Data System (ADS)

Ansari, B. I.; Wahyu, N.

2017-12-01

This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

PubMed Central

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2016-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and non-linear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades. PMID:28781382

Building qualitative study design using nursing's disciplinary epistemology.

PubMed

Thorne, Sally; Stephens, Jennifer; Truant, Tracy

2016-02-01

To discuss the implications of drawing on core nursing knowledge as theoretical scaffolding for qualitative nursing enquiry. Although nurse scholars have been using qualitative methods for decades, much of their methodological direction derives from conventional approaches developed for answering questions in the social sciences. The quality of available knowledge to inform practice can be enhanced through the selection of study design options informed by an appreciation for the nature of nursing knowledge. Discussion paper. Drawing on the body of extant literature dealing with nursing's theoretical and qualitative research traditions, we consider contextual factors that have shaped the application of qualitative research approaches in nursing, including prior attempts to align method with the structure and form of disciplinary knowledge. On this basis, we critically reflect on design considerations that would follow logically from core features associated with a nursing epistemology. The substantive knowledge used by nurses to inform their practice includes both aspects developed at the level of the general and also that which pertains to application in the unique context of the particular. It must be contextually relevant to a fluid and dynamic healthcare environment and adaptable to distinctive patient conditions. Finally, it must align with nursing's moral mandate and action imperative. Qualitative research design components informed by nursing's disciplinary epistemology will help ensure a logical line of reasoning in our enquiries that remains true to the nature and structure of practice knowledge. © 2015 John Wiley & Sons Ltd.

Knowledge and attitudes of healthcare workers in Chinese intensive care units regarding 2009 H1N1 influenza pandemic.

PubMed

Ma, Xiaochun; He, Zhenyang; Wang, Yushan; Jiang, Li; Xu, Yuan; Qian, Chuanyun; Sun, Rongqing; Chen, Erzhen; Hu, Zhenjie; Zhou, Lihua; Zhou, Fachun; Qin, Tiehe; Cao, Xiangyuan; An, Youzhong; Sun, Renhua; Zhang, Xijing; Lin, Jiandong; Ai, Yuhang; Wu, Dawei; Du, Bin

2011-01-25

To describe the knowledge and attitudes of critical care clinicians during the 2009 H1N1 influenza pandemic. A survey conducted in 21 intensive care units in 17 provinces in China. Out of 733 questionnaires distributed, 695 were completed. Three hundred and fifty-six respondents (51.2%) reported their experience of caring for H1N1 patients. Despite the fact that 88.5% of all respondents ultimately finished an H1N1 training program, only 41.9% admitted that they had the knowledge of 2009 H1N1 influenza. A total of 572 respondents (82.3%) expressed willingness to care for H1N1 patients. Independent variables associated with increasing likelihood to care for patients in the logistic regression analysis were physicians or nurses rather than other professionals (odds ratio 4.056 and 3.235, p = 0.002 and 0.007, respectively), knowledge training prior to patient care (odds ratio 1.531, p = 0.044), and the confidence to know how to protect themselves and their patients (odds ratio 2.109, p = 0.001). Critical care clinicians reported poor knowledge of H1N1 influenza, even though most finished a relevant knowledge training program. Implementation of appropriate education program might improve compliance to infection control measures, and willingness to work in a pandemic.

Understanding Patient Barriers to Kidney Transplant Evaluation

PubMed Central

Dageforde, Leigh Anne; Box, Amanda; Feurer, Irene D.; Cavanaugh, Kerri L.

2015-01-01

Background Some patients referred for kidney transplant evaluation fail to attend the visit. Our goal was to compare demographic, socioeconomic, and psychological factors between evaluation visit attendees and absentees. Methods A convenience sample of patients referred and scheduled for kidney transplant evaluation at a single center from November 2012 to December 2013 participated in a phone survey reporting socioeconomic, demographic and clinical characteristics; health literacy; and perceived knowledge and concerns about transplantation. Absentees were matched by race with attendees. Analyses of differences between groups were performed with Chi-square, Fisher’s exact test, and t-tests. Multivariable logistic regression adjusted for relevant demographic characteristics. Results 104 adults participated (61% male, 46% Caucasian, 52±12 years). Financial concerns were the most prevalent (67.3% affording medication, 64.1% affording operation). Prior evaluation at a different transplant center (p=0.029) and being on dialysis (p=0.008) were significantly associated with absence. Attendance was associated with concerns about finding a living donor (p=0.038) and higher perceived general knowledge about transplantation (p ≤0.001). No differences were appreciated in demographic, socioeconomic or health literacy factors between groups. Conclusions Both attendee and absentee patients were most concerned with the financial burden of kidney transplantation. While concerns and perceived knowledge are important correlates of behavior, other considerations such as psychological factors and prior medical experiences may influence patients’ ability to complete the kidney transplant evaluation process. Although this pilot study was conducted in a small sample and has limited generalizability, our findings can guide future research. PMID:25606794

Prior schemata transfer as an account for assessing the intuitive use of new technology.

PubMed

Fischer, Sandrine; Itoh, Makoto; Inagaki, Toshiyuki

2015-01-01

New devices are considered intuitive when they allow users to transfer prior knowledge. Drawing upon fundamental psychology experiments that distinguish prior knowledge transfer from new schema induction, a procedure was specified for assessing intuitive use. This procedure was tested with 31 participants who, prior to using an on-board computer prototype, studied its screenshots in reading vs. schema induction conditions. Distinct patterns of transfer or induction resulted for features of the prototype whose functions were familiar or unfamiliar, respectively. Though moderated by participants' cognitive style, these findings demonstrated a means for quantitatively assessing transfer of prior knowledge as the operation that underlies intuitive use. Implications for interface evaluation and design, as well as potential improvements to the procedure, are discussed. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

How Prior Knowledge and Colour Contrast Interfere Visual Search Processes in Novice Learners: An Eye Tracking Study

ERIC Educational Resources Information Center

Sonmez, Duygu; Altun, Arif; Mazman, Sacide Guzin

2012-01-01

This study investigates how prior content knowledge and prior exposure to microscope slides on the phases of mitosis effect students' visual search strategies and their ability to differentiate cells that are going through any phases of mitosis. Two different sets of microscope slide views were used for this purpose; with high and low colour…

Identification of Boolean Network Models From Time Series Data Incorporating Prior Knowledge.

PubMed

Leifeld, Thomas; Zhang, Zhihua; Zhang, Ping

2018-01-01

Motivation: Mathematical models take an important place in science and engineering. A model can help scientists to explain dynamic behavior of a system and to understand the functionality of system components. Since length of a time series and number of replicates is limited by the cost of experiments, Boolean networks as a structurally simple and parameter-free logical model for gene regulatory networks have attracted interests of many scientists. In order to fit into the biological contexts and to lower the data requirements, biological prior knowledge is taken into consideration during the inference procedure. In the literature, the existing identification approaches can only deal with a subset of possible types of prior knowledge. Results: We propose a new approach to identify Boolean networks from time series data incorporating prior knowledge, such as partial network structure, canalizing property, positive and negative unateness. Using vector form of Boolean variables and applying a generalized matrix multiplication called the semi-tensor product (STP), each Boolean function can be equivalently converted into a matrix expression. Based on this, the identification problem is reformulated as an integer linear programming problem to reveal the system matrix of Boolean model in a computationally efficient way, whose dynamics are consistent with the important dynamics captured in the data. By using prior knowledge the number of candidate functions can be reduced during the inference. Hence, identification incorporating prior knowledge is especially suitable for the case of small size time series data and data without sufficient stimuli. The proposed approach is illustrated with the help of a biological model of the network of oxidative stress response. Conclusions: The combination of efficient reformulation of the identification problem with the possibility to incorporate various types of prior knowledge enables the application of computational model inference to systems with limited amount of time series data. The general applicability of this methodological approach makes it suitable for a variety of biological systems and of general interest for biological and medical research.

Executive Functions as Moderators of the Worked Example Effect: When Shifting Is More Important than Working Memory Capacity

ERIC Educational Resources Information Center

Schwaighofer, Matthias; Bühner, Markus; Fischer, Frank

2016-01-01

Worked examples have proven to be effective for knowledge acquisition compared with problem solving, particularly when prior knowledge is low (e.g., Kalyuga, 2007). However, in addition to prior knowledge, executive functions and fluid intelligence might be potential moderators of the effectiveness of worked examples. The present study examines…

Can Prior Knowledge Hurt Text Comprehension? An Answer Borrowed from Plato, Aristotle, and Descartes.

ERIC Educational Resources Information Center

Friedman, Lawrence B.

Taking a philosophical approach based on what Plato, Aristotle, and Descartes said about knowledge, this paper addresses some of the murkiness in the conceptual space surrounding the issue of whether prior knowledge does or does not facilitate text comprehension. Specifically, the paper first develops a non-exhaustive typology of cases in which…

Effects of Activation of Prior Knowledge on the Recall of a Clinical Case.

ERIC Educational Resources Information Center

Schmidt, Henk G.; Boshuizen, Henny P. A.

A study investigated the known phenomenon of "intermediate effect" in which medical students with an intermediate amount of knowledge and experience demonstrate higher amounts of recall of the text of a medical case than either experienced clinicians or novices. In this study the amount of activation of prior knowledge was controlled by…

Effect of Altered Prior Knowledge on Passage Recall.

ERIC Educational Resources Information Center

Langer, Judith A.; Nicolich, Mark

A study was conducted to determine: (1) the relationships between prior knowledge and passage recall; (2) the effect of a prereading activity (PReP) on available knowledge; and (3) the effect of the PReP activity on total comprehension scores. The subjects were 161 sixth grade students from a middle class suburban Long Island, New York, public…

Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

ERIC Educational Resources Information Center

Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

2009-01-01

Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

The Importance of Prior Knowledge when Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley

2009-01-01

Comparing multiple examples typically supports learning and transfer in laboratory studies and is considered a key feature of high-quality mathematics instruction. This experimental study investigated the importance of prior knowledge in learning from comparison. Seventh- and 8th-grade students (N = 236) learned to solve equations by comparing…

Reconstruction of normal forms by learning informed observation geometries from data.

PubMed

Yair, Or; Talmon, Ronen; Coifman, Ronald R; Kevrekidis, Ioannis G

2017-09-19

The discovery of physical laws consistent with empirical observations is at the heart of (applied) science and engineering. These laws typically take the form of nonlinear differential equations depending on parameters; dynamical systems theory provides, through the appropriate normal forms, an "intrinsic" prototypical characterization of the types of dynamical regimes accessible to a given model. Using an implementation of data-informed geometry learning, we directly reconstruct the relevant "normal forms": a quantitative mapping from empirical observations to prototypical realizations of the underlying dynamics. Interestingly, the state variables and the parameters of these realizations are inferred from the empirical observations; without prior knowledge or understanding, they parametrize the dynamics intrinsically without explicit reference to fundamental physical quantities.

Ulnar neuropathy at wrist: entrapment at a very "congested" site.

PubMed

Coraci, Daniele; Loreti, Claudia; Piccinini, Giulia; Doneddu, Pietro E; Biscotti, Silvia; Padua, Luca

2018-05-19

Ulnar tunnel syndrome indicates ulnar neuropathy at different sites within the wrist. Several classifications of ulnar tunnel syndrome are present in literature, based upon typical nerve anatomy. However, anatomical variations are not uncommon and can complicate assessment. The etiology is also complex, due to the numerous potential causes of entrapment. Clinical examination, neurophysiological testing, and imaging are all used to support the diagnosis. At present, many therapeutic approaches are available, ranging from observation to surgical management. Although ulnar neuropathy at the wrist has undergone extensive prior study, unresolved questions on diagnosis and treatment remain. In the current paper, we review relevant literature and present the current knowledge on ulnar tunnel syndrome.

What You Know Can Hurt You: Effects of Age and Prior Knowledge on the Accuracy of Judgments of Learning

PubMed Central

Toth, Jeffrey P.; Daniels, Karen A.; Solinger, Lisa A.

2011-01-01

How do aging and prior knowledge affect memory and metamemory? We explored this question in the context of a dual-process approach to Judgments of Learning (JOLs) which require people to predict their ability to remember information at a later time. Young and older adults (n's = 36, mean ages = 20.2 & 73.1) studied the names of actors that were famous in the 1950s or 1990s, providing a JOL for each. Recognition memory for studied and unstudied actors was then assessed using a Recollect/Know/No-Memory (R/K/N) judgment task. Results showed that prior knowledge increased recollection in both age groups such that older adults recollected significantly more 1950s actors than younger adults. Also, for both age groups and both decades, actors judged R at test garnered significantly higher JOLs at study than actors judged K or N. However, while the young showed benefits of prior knowledge on relative JOL accuracy, older adults did not, showing lower levels of JOL accuracy for 1950s actors despite having higher recollection for, and knowledge about, those actors. Overall, the data suggest that prior knowledge can be a double-edged sword, increasing the availability of details that can support later recollection, but also increasing non-diagnostic feelings of familiarity that can reduce the accuracy of memory predictions. PMID:21480715

The impact of napping on memory for future-relevant stimuli: Prioritization among multiple salience cues.

PubMed

Bennion, Kelly A; Payne, Jessica D; Kensinger, Elizabeth A

2016-06-01

Prior research has demonstrated that sleep enhances memory for future-relevant information, including memory for information that is salient due to emotion, reward, or knowledge of a later memory test. Although sleep has been shown to prioritize information with any of these characteristics, the present study investigates the novel question of how sleep prioritizes information when multiple salience cues exist. Participants encoded scenes that were future-relevant based on emotion (emotional vs. neutral), reward (rewarded vs. unrewarded), and instructed learning (intentionally vs. incidentally encoded), preceding a delay consisting of a nap, an equivalent time period spent awake, or a nap followed by wakefulness (to control for effects of interference). Recognition testing revealed that when multiple dimensions of future relevance co-occur, sleep prioritizes top-down, goal-directed cues (instructed learning, and to a lesser degree, reward) over bottom-up, stimulus-driven characteristics (emotion). Further, results showed that these factors interact; the effect of a nap on intentionally encoded information was especially strong for neutral (relative to emotional) information, suggesting that once one cue for future relevance is present, there are diminishing returns with additional cues. Sleep may binarize information based on whether it is future-relevant or not, preferentially consolidating memory for the former category. Potential neural mechanisms underlying these selective effects and the implications of this research for educational and vocational domains are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of Teacher Use of Analogies on Achievement of High School Biology Students with Varying Levels of Cognitive Ability and Prior Knowledge.

ERIC Educational Resources Information Center

Burns, Joseph C.; Okey, James R.

This study investigated the effects of analogy-based and conventional lecture-based instructional strategies on the achievement of four classes of high school biology students (N=123). Prior to treatment, students were assessed for cognitive ability and prior knowledge of the analogy vehicle. The analogy-based treatment consisted of teacher…

The impact of curiosity on learning during a school field trip to the zoo

NASA Astrophysics Data System (ADS)

Carlin, Kerry Ann

1999-11-01

This study was designed to examine (a) differences in cognitive learning as a result of a zoo field trip, (b) if the trip to the zoo had an impact on epistemic curiosity, (c) the role epistemic curiosity plays in learning, (d) the effect of gender, race, prior knowledge and prior visitation to the zoo on learning and epistemic curiosity, (e) participants' affect for the zoo animals, and (f) if prior visitation to the zoo contributes to prior knowledge. Ninety-six fourth and fifth grade children completed curiosity, cognitive, and affective written tests before and after a field trip to the Lowery Park Zoo in Tampa, Florida. The data showed that students were very curious about zoo animals. Dependent T-tests indicated no significant difference between pretest and posttest curiosity levels. The trip did not influence participants' curiosity levels. Multiple regression analysis was used to determine the relationship between the dependent variable, curiosity, and the independent variables, gender, race, prior knowledge, and prior visitation. No significant differences were found. Dependent T-tests indicated no significant difference between pretest and posttest cognitive scores. The field trip to the zoo did not cause an increase in participants' knowledge. However, participants did learn on the trip. After the field trip, participants identified more animals displayed by the zoo than they did before. Also, more animals were identified by species and genus names after the trip than before. These differences were significant (alpha = .05). Multiple regression analysis was used to determine the relationship between the dependent variable, posttest cognitive performance, and the independent variables, curiosity, gender, race, prior knowledge, and prior visitation. A significant difference was found for prior knowledge (alpha = .05). No significant differences were found for the other independent variables. Chi-square tests of significance indicated significant differences (alpha = .05) in preferences for types of animals and preference for animals by gender. Significant differences (alpha = .05) were also found between the reasons why animals were preferred. Differences occurred between animals that were liked and disliked, between genders, and between the pretest and the posttest.

An investigation of multitasking information behavior and the influence of working memory and flow

NASA Astrophysics Data System (ADS)

Alexopoulou, Peggy; Hepworth, Mark; Morris, Anne

2015-02-01

This study explored the multitasking information behaviour of Web users and how this is influenced by working memory, flow and Personal, Artefact and Task characteristics, as described in the PAT model. The research was exploratory using a pragmatic, mixed method approach. Thirty University students participated; 10 psychologists, 10 accountants and 10 mechanical engineers. The data collection tools used were: pre and post questionnaires, a working memory test, a flow state scale test, audio-visual data, web search logs, think aloud data, observation, and the critical decision method. All participants searched information on the Web for four topics: two for which they had prior knowledge and two more without prior knowledge. Perception of task complexity was found to be related to working memory. People with low working memory reported a significant increase in task complexity after they had completed information searching tasks for which they had no prior knowledge, this was not the case for tasks with prior knowledge. Regarding flow and task complexity, the results confirmed the suggestion of the PAT model (Finneran and Zhang, 2003), which proposed that a complex task can lead to anxiety and low flow levels as well as to perceived challenge and high flow levels. However, the results did not confirm the suggestion of the PAT model regarding the characteristics of web search systems and especially perceived vividness. All participants experienced high vividness. According to the PAT model, however, only people with high flow should experience high levels of vividness. Flow affected the degree of change of knowledge of the participants. People with high flow gained more knowledge for tasks without prior knowledge rather than people with low flow. Furthermore, accountants felt that tasks without prior knowledge were less complex at the end of the web seeking procedure than psychologists and mechanical engineers. Finally, the three disciplines appeared to differ regarding the multitasking information behaviour characteristics such as queries, web search sessions and opened tabs/windows.

Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners

ERIC Educational Resources Information Center

Dong, Yu Ren

2013-01-01

This article highlights how English language learners' (ELLs) prior knowledge can be used to help learn science vocabulary. The article explains that the concept of prior knowledge needs to encompass the ELL student's native language, previous science learning, native literacy skills, and native cultural knowledge and life experiences.…

Teachers' Beliefs about the Role of Prior Language Knowledge in Learning and How These Influence Teaching Practices

ERIC Educational Resources Information Center

De Angelis, Gessica

2011-01-01

The present study was developed to assess teachers' beliefs on (1) the role of prior language knowledge in language learning; (2) the perceived usefulness of language knowledge in modern society; and (3) the teaching practices to be used with multilingual students. Subjects were 176 secondary schoolteachers working in Italy (N = 103), Austria (N =…

Ascertainment-adjusted parameter estimation approach to improve robustness against misspecification of health monitoring methods

NASA Astrophysics Data System (ADS)

Juesas, P.; Ramasso, E.

2016-12-01

Condition monitoring aims at ensuring system safety which is a fundamental requirement for industrial applications and that has become an inescapable social demand. This objective is attained by instrumenting the system and developing data analytics methods such as statistical models able to turn data into relevant knowledge. One difficulty is to be able to correctly estimate the parameters of those methods based on time-series data. This paper suggests the use of the Weighted Distribution Theory together with the Expectation-Maximization algorithm to improve parameter estimation in statistical models with latent variables with an application to health monotonic under uncertainty. The improvement of estimates is made possible by incorporating uncertain and possibly noisy prior knowledge on latent variables in a sound manner. The latent variables are exploited to build a degradation model of dynamical system represented as a sequence of discrete states. Examples on Gaussian Mixture Models, Hidden Markov Models (HMM) with discrete and continuous outputs are presented on both simulated data and benchmarks using the turbofan engine datasets. A focus on the application of a discrete HMM to health monitoring under uncertainty allows to emphasize the interest of the proposed approach in presence of different operating conditions and fault modes. It is shown that the proposed model depicts high robustness in presence of noisy and uncertain prior.

Modifying Cookbook Labs.

ERIC Educational Resources Information Center

Clark, Robert, L.; Clough, Michael P.; Berg, Craig A.

2000-01-01

Modifies an extended lab activity from a cookbook approach for determining the percent mass of water in copper sulfate pentahydrate crystals to one which incorporates students' prior knowledge, engenders active mental struggling with prior knowledge and new experiences, and encourages metacognition. (Contains 12 references.) (ASK)

Knowledge Modeling in Prior Art Search

NASA Astrophysics Data System (ADS)

Graf, Erik; Frommholz, Ingo; Lalmas, Mounia; van Rijsbergen, Keith

This study explores the benefits of integrating knowledge representations in prior art patent retrieval. Key to the introduced approach is the utilization of human judgment available in the form of classifications assigned to patent documents. The paper first outlines in detail how a methodology for the extraction of knowledge from such an hierarchical classification system can be established. Further potential ways of integrating this knowledge with existing Information Retrieval paradigms in a scalable and flexible manner are investigated. Finally based on these integration strategies the effectiveness in terms of recall and precision is evaluated in the context of a prior art search task for European patents. As a result of this evaluation it can be established that in general the proposed knowledge expansion techniques are particularly beneficial to recall and, with respect to optimizing field retrieval settings, further result in significant precision gains.

30 CFR 100.6 - Procedures for review of citations and orders; procedures for assessment of civil penalties and...

Code of Federal Regulations, 2010 CFR

2010-07-01

..., the parties may submit any additional relevant information relating to the violation, either prior to... to submit additional information or request a safety and health conference with the District Manager... parties to discuss the issues involved prior to the conference. (d) MSHA will consider all relevant...

Relevance Rank Platform (RRP) for Functional Filtering of High Content Protein-Protein Interaction Data.

PubMed

Pokharel, Yuba Raj; Saarela, Jani; Szwajda, Agnieszka; Rupp, Christian; Rokka, Anne; Lal Kumar Karna, Shibendra; Teittinen, Kaisa; Corthals, Garry; Kallioniemi, Olli; Wennerberg, Krister; Aittokallio, Tero; Westermarck, Jukka

2015-12-01

High content protein interaction screens have revolutionized our understanding of protein complex assembly. However, one of the major challenges in translation of high content protein interaction data is identification of those interactions that are functionally relevant for a particular biological question. To address this challenge, we developed a relevance ranking platform (RRP), which consist of modular functional and bioinformatic filters to provide relevance rank among the interactome proteins. We demonstrate the versatility of RRP to enable a systematic prioritization of the most relevant interaction partners from high content data, highlighted by the analysis of cancer relevant protein interactions for oncoproteins Pin1 and PME-1. We validated the importance of selected interactions by demonstration of PTOV1 and CSKN2B as novel regulators of Pin1 target c-Jun phosphorylation and reveal previously unknown interacting proteins that may mediate PME-1 effects via PP2A-inhibition. The RRP framework is modular and can be modified to answer versatile research problems depending on the nature of the biological question under study. Based on comparison of RRP to other existing filtering tools, the presented data indicate that RRP offers added value especially for the analysis of interacting proteins for which there is no sufficient prior knowledge available. Finally, we encourage the use of RRP in combination with either SAINT or CRAPome computational tools for selecting the candidate interactors that fulfill the both important requirements, functional relevance, and high confidence interaction detection. © 2015 by The American Society for Biochemistry and Molecular Biology, Inc.

Effects of Prior Economic Education, Native Language, and Gender on Economic Knowledge of First-Year Students in Higher Education. A Comparative Study between Germany and the USA

ERIC Educational Resources Information Center

Brückner, Sebastian; Förster, Manuel; Zlatkin-Troitschanskaia, Olga; Walstad, William B.

2015-01-01

The assessment of university students' economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students' economic knowledge have been highlighted since long. However, the findings…

Fuzzy-based propagation of prior knowledge to improve large-scale image analysis pipelines

PubMed Central

Mikut, Ralf

2017-01-01

Many automatically analyzable scientific questions are well-posed and a variety of information about expected outcomes is available a priori. Although often neglected, this prior knowledge can be systematically exploited to make automated analysis operations sensitive to a desired phenomenon or to evaluate extracted content with respect to this prior knowledge. For instance, the performance of processing operators can be greatly enhanced by a more focused detection strategy and by direct information about the ambiguity inherent in the extracted data. We present a new concept that increases the result quality awareness of image analysis operators by estimating and distributing the degree of uncertainty involved in their output based on prior knowledge. This allows the use of simple processing operators that are suitable for analyzing large-scale spatiotemporal (3D+t) microscopy images without compromising result quality. On the foundation of fuzzy set theory, we transform available prior knowledge into a mathematical representation and extensively use it to enhance the result quality of various processing operators. These concepts are illustrated on a typical bioimage analysis pipeline comprised of seed point detection, segmentation, multiview fusion and tracking. The functionality of the proposed approach is further validated on a comprehensive simulated 3D+t benchmark data set that mimics embryonic development and on large-scale light-sheet microscopy data of a zebrafish embryo. The general concept introduced in this contribution represents a new approach to efficiently exploit prior knowledge to improve the result quality of image analysis pipelines. The generality of the concept makes it applicable to practically any field with processing strategies that are arranged as linear pipelines. The automated analysis of terabyte-scale microscopy data will especially benefit from sophisticated and efficient algorithms that enable a quantitative and fast readout. PMID:29095927

Maple

NASA Astrophysics Data System (ADS)

Nicolaides, Roy A.; Walkington, Noel J.

1996-06-01

A knowledge of one or more high level symbolic mathematics programs is rapidly becoming a necessity for mathematics users from all fields of science. The aim of this book is to provide a solid grounding in Maple, one of the best known of these programs. The authors combine efficiency and economy of exposition with a complete coverage of Maple. The book has twelve chapters, of which eight are completely accessible to anyone who has completed calculus and linear sequences as taught in American universities. These chapters cover the great majority of Maple's capabilities. There are also three chapters on Maple programming that can be read without prior programming experience, although knowledge of a high level programming language (Basic, Fortran, C etc.) will help. There is also a chapter on some relevant aspects of algebra. Above all, the book allows the reader to extract value from Maple without wasting time and effort in the learning process. It is the fastest track to expertise for Maple users in mathematics and computer science.

The influence of poverty and culture on the transmission of parasitic infections in rural nicaraguan villages.

PubMed

Karan, Abraar; Chapman, Gretchen B; Galvani, Alison

2012-01-01

Intestinal parasitic infections cause one of the largest global burdens of disease. To identify possible areas for interventions, a structured questionnaire addressing knowledge, attitude, and practice regarding parasitic infections as well as the less studied role of culture and resource availability was presented to mothers of school-age children in rural communities around San Juan del Sur, Nicaragua. We determined that access to resources influenced knowledge, attitude, and behaviors that may be relevant to transmission of parasitic infections. For example, having access to a clinic and prior knowledge about parasites was positively correlated with the practice of having fencing for animals, having fewer barefoot children, and treating children for parasites. We also found that cultural beliefs may contribute to parasitic transmission. Manifestations of machismo culture and faith in traditional medicines conflicted with healthy practices. We identified significant cultural myths that prevented healthy behaviors, including the beliefs that cutting a child's nails can cause tetanus and that showering after a hot day caused sickness. The use of traditional medicine was positively correlated with the belief in these cultural myths. Our study demonstrates that the traditional knowledge, attitude, and practice model could benefit from including components that examine resource availability and culture.

Educational intervention assessment aiming the hearing preservation of workers at a hospital laundry.

PubMed

Fontoura, Francisca Pinheiro; Gonçalves, Cláudia Giglio de Oliveira; Willig, Mariluci Hautsch; Lüders, Debora

2018-02-19

Evaluate the effectiveness of educational interventions on hearing health developed at a hospital laundry. Quantitative assessment conducted at a hospital laundry. The study sample comprised 80 workers of both genders divided into two groups: Study Group (SG) and Control Group (CG). The educational interventions in hearing preservation were evaluated based on a theoretical approach using the Participatory Problem-based Methodology in five workshops. To assess the results of the workshops, an instrument containing 36 questions on knowledge, attitudes, and practices in hearing preservation at work was used. Questionnaires A and B were applied prior to and one month after intervention, respectively. The answers to both questionnaires were analyzed by group according to gender and schooling. Results of the pre-intervention phase showed low scores regarding knowledge about hearing health in the work setting for both groups, but significant improvement in knowledge was observed after intervention in the SG, with 77.7% of the answers presenting significant difference between the groups. There was also an improvement in the mean scores, with 35 responses (95.22%) presenting scores >4 (considered adequate). The women presented lower knowledge scores than the men; however, these differences were not observed in the SG after the workshops. Schooling was not a relevant factor in the assessment. The educational proposal grounded in the Participatory Problem-based Methodology expanded knowledge about hearing health at work among the participants.

Incorporating linguistic knowledge for learning distributed word representations.

PubMed

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining.

Incorporating Linguistic Knowledge for Learning Distributed Word Representations

PubMed Central

Wang, Yan; Liu, Zhiyuan; Sun, Maosong

2015-01-01

Combined with neural language models, distributed word representations achieve significant advantages in computational linguistics and text mining. Most existing models estimate distributed word vectors from large-scale data in an unsupervised fashion, which, however, do not take rich linguistic knowledge into consideration. Linguistic knowledge can be represented as either link-based knowledge or preference-based knowledge, and we propose knowledge regularized word representation models (KRWR) to incorporate these prior knowledge for learning distributed word representations. Experiment results demonstrate that our estimated word representation achieves better performance in task of semantic relatedness ranking. This indicates that our methods can efficiently encode both prior knowledge from knowledge bases and statistical knowledge from large-scale text corpora into a unified word representation model, which will benefit many tasks in text mining. PMID:25874581

Estimating the effect of lay knowledge and prior contact with pulmonary TB patients, on health-belief model in a high-risk pulmonary TB transmission population.

PubMed

Zein, Rizqy Amelia; Suhariadi, Fendy; Hendriani, Wiwin

2017-01-01

The research aimed to investigate the effect of lay knowledge of pulmonary tuberculosis (TB) and prior contact with pulmonary TB patients on a health-belief model (HBM) as well as to identify the social determinants that affect lay knowledge. Survey research design was conducted, where participants were required to fill in a questionnaire, which measured HBM and lay knowledge of pulmonary TB. Research participants were 500 residents of Semampir, Asemrowo, Bubutan, Pabean Cantian, and Simokerto districts, where the risk of pulmonary TB transmission is higher than other districts in Surabaya. Being a female, older in age, and having prior contact with pulmonary TB patients significantly increase the likelihood of having a higher level of lay knowledge. Lay knowledge is a substantial determinant to estimate belief in the effectiveness of health behavior and personal health threat. Prior contact with pulmonary TB patients is able to explain the belief in the effectiveness of a health behavior, yet fails to estimate participants' belief in the personal health threat. Health authorities should prioritize males and young people as their main target groups in a pulmonary TB awareness campaign. The campaign should be able to reconstruct people's misconception about pulmonary TB, thereby bringing around the health-risk perception so that it is not solely focused on improving lay knowledge.

The positive and negative consequences of multiple-choice testing.

PubMed

Roediger, Henry L; Marsh, Elizabeth J

2005-09-01

Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.

Control of gaze in natural environments: effects of rewards and costs, uncertainty and memory in target selection.

PubMed

Hayhoe, Mary M; Matthis, Jonathan Samir

2018-08-06

The development of better eye and body tracking systems, and more flexible virtual environments have allowed more systematic exploration of natural vision and contributed a number of insights. In natural visually guided behaviour, humans make continuous sequences of sensory-motor decisions to satisfy current goals, and the role of vision is to provide the relevant information in order to achieve those goals. This paper reviews the factors that control gaze in natural visually guided actions such as locomotion, including the rewards and costs associated with the immediate behavioural goals, uncertainty about the state of the world and prior knowledge of the environment. These general features of human gaze control may inform the development of artificial systems.

Spinal Meninges and Their Role in Spinal Cord Injury: A Neuroanatomical Review.

PubMed

Grassner, Lukas; Grillhösl, Andreas; Griessenauer, Christoph J; Thomé, Claudius; Bühren, Volker; Strowitzki, Martin; Winkler, Peter A

2018-02-01

Current recommendations support early surgical decompression and blood pressure augmentation after traumatic spinal cord injury (SCI). Elevated intraspinal pressure (ISP), however, has probably been underestimated in the pathophysiology of SCI. Recent studies provide some evidence that ISP measurements and durotomy may be beneficial for individuals suffering from SCI. Compression of the spinal cord against the meninges in SCI patients causes a "compartment-like" syndrome. In such cases, intentional durotomy with augmentative duroplasty to reduce ISP and improve spinal cord perfusion pressure (SCPP) may be indicated. Prior to performing these procedures routinely, profound knowledge of the spinal meninges is essential. Here, we provide an in-depth review of relevant literature along with neuroanatomical illustrations and imaging correlates.

Novel grid-based optical Braille conversion: from scanning to wording

NASA Astrophysics Data System (ADS)

Yoosefi Babadi, Majid; Jafari, Shahram

2011-12-01

Grid-based optical Braille conversion (GOBCO) is explained in this article. The grid-fitting technique involves processing scanned images taken from old hard-copy Braille manuscripts, recognising and converting them into English ASCII text documents inside a computer. The resulted words are verified using the relevant dictionary to provide the final output. The algorithms employed in this article can be easily modified to be implemented on other visual pattern recognition systems and text extraction applications. This technique has several advantages including: simplicity of the algorithm, high speed of execution, ability to help visually impaired persons and blind people to work with fax machines and the like, and the ability to help sighted people with no prior knowledge of Braille to understand hard-copy Braille manuscripts.

A statistical learning strategy for closed-loop control of fluid flows

NASA Astrophysics Data System (ADS)

Guéniat, Florimond; Mathelin, Lionel; Hussaini, M. Yousuff

2016-12-01

This work discusses a closed-loop control strategy for complex systems utilizing scarce and streaming data. A discrete embedding space is first built using hash functions applied to the sensor measurements from which a Markov process model is derived, approximating the complex system's dynamics. A control strategy is then learned using reinforcement learning once rewards relevant with respect to the control objective are identified. This method is designed for experimental configurations, requiring no computations nor prior knowledge of the system, and enjoys intrinsic robustness. It is illustrated on two systems: the control of the transitions of a Lorenz'63 dynamical system, and the control of the drag of a cylinder flow. The method is shown to perform well.

An empirical Bayes approach to network recovery using external knowledge.

PubMed

Kpogbezan, Gino B; van der Vaart, Aad W; van Wieringen, Wessel N; Leday, Gwenaël G R; van de Wiel, Mark A

2017-09-01

Reconstruction of a high-dimensional network may benefit substantially from the inclusion of prior knowledge on the network topology. In the case of gene interaction networks such knowledge may come for instance from pathway repositories like KEGG, or be inferred from data of a pilot study. The Bayesian framework provides a natural means of including such prior knowledge. Based on a Bayesian Simultaneous Equation Model, we develop an appealing Empirical Bayes (EB) procedure that automatically assesses the agreement of the used prior knowledge with the data at hand. We use variational Bayes method for posterior densities approximation and compare its accuracy with that of Gibbs sampling strategy. Our method is computationally fast, and can outperform known competitors. In a simulation study, we show that accurate prior data can greatly improve the reconstruction of the network, but need not harm the reconstruction if wrong. We demonstrate the benefits of the method in an analysis of gene expression data from GEO. In particular, the edges of the recovered network have superior reproducibility (compared to that of competitors) over resampled versions of the data. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

78 FR 29071 - Assessment of Mediation and Arbitration Procedures

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-17

... proceeding. Program participants in the new arbitration program will have prior knowledge of the issues to be... final rules, all parties opting into the arbitration program will have full prior knowledge that these... including discovery, the submission of evidence, and the treatment of confidential information, and the...

Teaching Practice: A Perspective on Inter-Text and Prior Knowledge

ERIC Educational Resources Information Center

Costley, Kevin C.; West, Howard G.

2012-01-01

The use of teaching practices that involve intertextual relationship discovery in today's elementary classrooms is increasingly essential to the success of young learners of reading. Teachers must constantly strive to expand their perspective of how to incorporate the dialogue included in prior knowledge assessment. Teachers must also consider how…

Elaborative-Interrogation and Prior-Knowledge Effects on Learning of Facts.

ERIC Educational Resources Information Center

Woloshyn, Vera E.; And Others

1992-01-01

The differences among elaborative-interrogation, reading-to-understand, and no-exposure control conditions with familiar domain material in contrast to unfamiliar domain material were studied for 50 Canadian and 50 west German undergraduates. Results provide evidence of effects of both elaborative interrogation and prior knowledge on learning.…

Effects of Example Variability and Prior Knowledge in How Students Learn to Solve Equations

ERIC Educational Resources Information Center

Guo, Jian-Peng; Yang, Ling-Yan; Ding, Yi

2014-01-01

Researchers have consistently demonstrated that multiple examples are better than one example in facilitating learning because the comparison evoked by multiple examples supports learning and transfer. However, research outcomes are unclear regarding the effects of example variability and prior knowledge on learning from comparing multiple…

Relationship of Students' Prior Knowledge and Order of Questions on Tests to Students' Test Scores.

ERIC Educational Resources Information Center

Papp, Klara K.; And Others

1987-01-01

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

The Impact of Prior Programming Knowledge on Lecture Attendance and Final Exam

ERIC Educational Resources Information Center

Veerasamy, Ashok Kumar; D'Souza, Daryl; Lindén, Rolf; Laakso, Mikko-Jussi

2018-01-01

In this article, we report the results of the impact of prior programming knowledge (PPK) on lecture attendance (LA) and on subsequent final programming exam performance in a university level introductory programming course. This study used Spearman's rank correlation coefficient, multiple regression, Kruskal-Wallis, and Bonferroni correction…

Composing Knowledge: Writing, Rhetoric, and Reflection in Prior Learning Assessment

ERIC Educational Resources Information Center

Leaker, Cathy; Ostman, Heather

2010-01-01

In this article, we argue that prior learning assessment (PLA) essays manifest a series of issues central to composition research and practice: they foreground the "contact zone" between the unauthorized writer, institutional power, and the articulation of knowledge claims; they reinforce the central role of a multifaceted approach to…

Using Analogies to Facilitate Conceptual Change in Mathematics Learning

ERIC Educational Resources Information Center

Vamvakoussi, Xenia

2017-01-01

The problem of adverse effects of prior knowledge in mathematics learning has been amply documented and theorized by mathematics educators as well as cognitive/developmental psychologists. This problem emerges when students' prior knowledge about a mathematical notion comes in contrast with new information coming from instruction, giving rise to…

Specific Previous Experience Affects Perception of Harmony and Meter

ERIC Educational Resources Information Center

Creel, Sarah C.

2011-01-01

Prior knowledge shapes our experiences, but which prior knowledge shapes which experiences? This question is addressed in the domain of music perception. Three experiments were used to determine whether listeners activate specific musical memories during music listening. Each experiment provided listeners with one of two musical contexts that was…

Pre-Test Assessment

ERIC Educational Resources Information Center

Berry, Thomas

2008-01-01

Pre-tests are a non-graded assessment tool used to determine pre-existing subject knowledge. Typically pre-tests are administered prior to a course to determine knowledge baseline, but here they are used to test students prior to topical material coverage throughout the course. While counterintuitive, the pre-tests cover material the student is…

Perceived knowledge and clinical comfort with genetics among Taiwanese nurses enrolled in a RN-to-BSN program.

PubMed

Hsiao, Chiu-Yueh; Lee, Shu-Hsin; Chen, Suh-Jen; Lin, Shu-Chin

2013-08-01

Advances in genetics have had a profound impact on health care. Yet, many nurses, as well as other health care providers, have limited genetic knowledge and feel uncomfortable integrating genetics into their practice. Very little is known about perceived genetic knowledge and clinical comfort among Taiwanese nurses enrolled in a Registered Nurse to Bachelor of Science in Nursing program. To examine perceived knowledge and clinical comfort with genetics among Taiwanese nurses enrolled in a Registered Nurse to Bachelor of Science in Nursing program and to assess how genetics has been integrated into their past and current nursing programs. The study also sought to examine correlations among perceived knowledge, integration of genetics into the nursing curriculum, and clinical comfort with genetics. A descriptive, cross-sectional study. Taiwanese nurses enrolled in a Registered Nurse to Bachelor of Science in Nursing program were recruited. A total of 190 of 220 nurses returned the completed survey (86.36% response rate). Descriptive statistics and the Pearson product-moment correlation were used for data analysis. Most nurses indicated limited perceived knowledge and clinical comfort with genetics. Curricular hours focused on genetics in a current nursing program were greater than those in past nursing programs. The use of genetic materials, attendance at genetic workshops and conferences, and clinically relevant genetics in nursing practice significantly related with perceived knowledge and clinical comfort with genetics. However, there were no correlations between prior genetic-based health care, perceived knowledge, and clinical comfort with genetics. This study demonstrated the need for emphasizing genetic education and practice to ensure health-related professionals become knowledgeable about genetic information. Given the rapidly developing genetic revolution, nurses and other health care providers need to utilize genetic discoveries to optimize health outcomes. Copyright © 2012 Elsevier Ltd. All rights reserved.

From science to action: Principles for undertaking environmental research that enables knowledge exchange and evidence-based decision-making.

PubMed

Cvitanovic, C; McDonald, J; Hobday, A J

2016-12-01

Effective conservation requires knowledge exchange among scientists and decision-makers to enable learning and support evidence-based decision-making. Efforts to improve knowledge exchange have been hindered by a paucity of empirically-grounded guidance to help scientists and practitioners design and implement research programs that actively facilitate knowledge exchange. To address this, we evaluated the Ningaloo Research Program (NRP), which was designed to generate new scientific knowledge to support evidence-based decisions about the management of the Ningaloo Marine Park in north-western Australia. Specifically, we evaluated (1) outcomes of the NRP, including the extent to which new knowledge informed management decisions; (2) the barriers that prevented knowledge exchange among scientists and managers; (3) the key requirements for improving knowledge exchange processes in the future; and (4) the core capacities that are required to support knowledge exchange processes. While the NRP generated expansive and multidisciplinary science outputs directly relevant to the management of the Ningaloo Marine Park, decision-makers are largely unaware of this knowledge and little has been integrated into decision-making processes. A range of barriers prevented efficient and effective knowledge exchange among scientists and decision-makers including cultural differences among the groups, institutional barriers within decision-making agencies, scientific outputs that were not translated for decision-makers and poor alignment between research design and actual knowledge needs. We identify a set of principles to be implemented routinely as part of any applied research program, including; (i) stakeholder mapping prior to the commencement of research programs to identify all stakeholders, (ii) research questions to be co-developed with stakeholders, (iii) implementation of participatory research approaches, (iv) use of a knowledge broker, and (v) tailored knowledge management systems. Finally, we articulate the individual, institutional and financial capacities that must be developed to underpin successful knowledge exchange strategies. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

The Interpretation of a Knowledge Claim in the Recognition of Prior Learning (RPL) and the Impact of This on RPL Practice

ERIC Educational Resources Information Center

de Graaff, Frederika

2014-01-01

The question addressed in this paper is: what does a knowledge claim consist of in the context of the Recognition of Prior Learning (RPL)? The research comprises a case study of RPL applicants' entry into a postgraduate diploma (a fourth-year programme) in project management. The focus is on the knowledge claims made as part of the RPL application…

Modeling Protein Expression and Protein Signaling Pathways

PubMed Central

Telesca, Donatello; Müller, Peter; Kornblau, Steven M.; Suchard, Marc A.; Ji, Yuan

2015-01-01

High-throughput functional proteomic technologies provide a way to quantify the expression of proteins of interest. Statistical inference centers on identifying the activation state of proteins and their patterns of molecular interaction formalized as dependence structure. Inference on dependence structure is particularly important when proteins are selected because they are part of a common molecular pathway. In that case, inference on dependence structure reveals properties of the underlying pathway. We propose a probability model that represents molecular interactions at the level of hidden binary latent variables that can be interpreted as indicators for active versus inactive states of the proteins. The proposed approach exploits available expert knowledge about the target pathway to define an informative prior on the hidden conditional dependence structure. An important feature of this prior is that it provides an instrument to explicitly anchor the model space to a set of interactions of interest, favoring a local search approach to model determination. We apply our model to reverse-phase protein array data from a study on acute myeloid leukemia. Our inference identifies relevant subpathways in relation to the unfolding of the biological process under study. PMID:26246646

Creating illusions of knowledge: learning errors that contradict prior knowledge.

PubMed

Fazio, Lisa K; Barber, Sarah J; Rajaram, Suparna; Ornstein, Peter A; Marsh, Elizabeth J

2013-02-01

Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks before they read stories that contained errors (e.g., "Franklin invented the light bulb"). On a later general-knowledge test, participants reproduced story errors despite previously answering the questions correctly. This misinformation effect was found even for questions that were answered correctly on the initial test with the highest level of confidence. Furthermore, prior knowledge offered no protection against errors entering the knowledge base; the misinformation effect was equivalent for previously known and unknown facts. Errors can enter the knowledge base even when learners have the knowledge necessary to catch the errors. 2013 APA, all rights reserved

Age differences in suggestibility to contradictions of demonstrated knowledge: the influence of prior knowledge.

PubMed

Umanath, Sharda

2016-11-01

People maintain intact general knowledge into very old age and use it to support remembering. Interestingly, when older and younger adults encounter errors that contradict general knowledge, older adults suffer fewer memorial consequences: Older adults use fewer recently-encountered errors as answers for later knowledge questions. Why do older adults show this reduced suggestibility, and what role does their intact knowledge play? In three experiments, I examined suggestibility following exposure to errors in fictional stories that contradict general knowledge. Older adults consistently demonstrated more prior knowledge than younger adults but also gained access to even more across time. Additionally, they did not show a reduction in new learning from the stories, indicating lesser involvement of episodic memory failures. Critically, when knowledge was stably accessible, older adults relied more heavily on that knowledge compared to younger adults, resulting in reduced suggestibility. Implications for the broader role of knowledge in aging are discussed.

Knowledge Integration in Public Health: A Rapid Review Using Systems Thinking

ERIC Educational Resources Information Center

Riley, Barbara; Norman, Cameron D.; Best, Allan

2012-01-01

There are tradeoffs in knowledge synthesis--for example, between comprehensiveness and timeliness, between generalisability and policy relevance. The tradeoffs are particularly challenging for public health. A growing international community is grappling with building more relevant and useful knowledge bases, to facilitate use of this knowledge in…

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

NASA Astrophysics Data System (ADS)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

MRAC Control with Prior Model Knowledge for Asymmetric Damaged Aircraft

PubMed Central

Zhang, Jing

2015-01-01

This paper develops a novel state-tracking multivariable model reference adaptive control (MRAC) technique utilizing prior knowledge of plant models to recover control performance of an asymmetric structural damaged aircraft. A modification of linear model representation is given. With prior knowledge on structural damage, a polytope linear parameter varying (LPV) model is derived to cover all concerned damage conditions. An MRAC method is developed for the polytope model, of which the stability and asymptotic error convergence are theoretically proved. The proposed technique reduces the number of parameters to be adapted and thus decreases computational cost and requires less input information. The method is validated by simulations on NASA generic transport model (GTM) with damage. PMID:26180839

Potentiation in young infants: The origin of the prior knowledge effect?

PubMed Central

Barr, Rachel; Rovee-Collier, Carolyn; Learmonth, Amy

2011-01-01

In two experiments with 6-month-old infants, we found that prior learning of an operant task (remembered for 2 weeks) mediated new learning of a modeling event (remembered for only 1 day) and increased its recall. Infants first learned to associate lever pressing with moving a toy train housed in a large box. One or 2 weeks later, three target actions were modeled on a hand puppet while the train box (a retrieval cue) was in view. Merely retrieving the train memory strengthened it, and simultaneously pairing its retrieved memory with the modeled actions potentiated their learning and recall. When paired 1 week later, deferred imitation increased from 1 day to 4 weeks; when paired 2 weeks later, it increased from 1 day to 6 weeks. The striking parallels between potentiated learning in infants and the prior knowledge effect in adults suggests that the prior knowledge effect originates in early infancy. PMID:21264602

When Relationships Depicted Diagrammatically Conflict with Prior Knowledge: An Investigation of Students' Interpretations of Evolutionary Trees

ERIC Educational Resources Information Center

Novick, Laura R.; Catley, Kefyn M.

2014-01-01

Science is an important domain for investigating students' responses to information that contradicts their prior knowledge. In previous studies of this topic, this information was communicated verbally. The present research used diagrams, specifically trees (cladograms) depicting evolutionary relationships among taxa. Effects of college…

Building Knowledge through Portfolio Learning in Prior Learning Assessment and Recognition

ERIC Educational Resources Information Center

Conrad, Dianne

2008-01-01

It is important for academic credibility that the process of prior learning assessment and recognition (PLAR) keeps learning and knowledge as its foundational tenets. Doing so ensures PLAR's recognition as a fertile ground for learners' cognitive and personal growth. In many postsecondary venues, PLAR is often misunderstood and confused with…

Temporal Learning in 4 1/2- and 6-Year-Old Children: Role of Instructions and Prior Knowledge.

ERIC Educational Resources Information Center

Droit, Sylvie; And Others

1990-01-01

Examined the role of prior temporal knowledge of 4 1/2- and 6-year-olds through the use of high-rate, interval, and minimal instructions in a fixed-interval training schedule. Determined that the subjects' learning depended on their verbal self-control skills. (BC)

Understanding the Complexities of Prior Knowledge

ERIC Educational Resources Information Center

Soiferman, L. Karen

2014-01-01

The purpose of the study was to gain an understanding of the kinds of prior knowledge students bring with them from high school as it relates to the conventions of writing that they are expected to follow in ARTS 1110 Introduction to University. The research questions were "Can first-year students taking the Arts 1110 Introduction to…

An Effectiveness Index and Profile for Instructional Media.

ERIC Educational Resources Information Center

Bond, Jack H.

A scale was developed for judging the relative value of various media in teaching children. Posttest scores were partitioned into several components: error, prior knowledge, guessing, and gain from the learning exercise. By estimating the amounts of prior knowledge, guessing, and error, and then subtracting these from the total score, an index of…

Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning

ERIC Educational Resources Information Center

Sidney, Pooja G.; Alibali, Martha W.

2015-01-01

This study investigated analogical transfer of conceptual structure from a prior-knowledge domain to support learning in a new domain of mathematics: division by fractions. Before a procedural lesson on division by fractions, fifth and sixth graders practiced with a surface analogue (other operations on fractions) or a structural analogue (whole…

An Investigation of the Relationships between Prior Knowledge and Vocabulary Development with Culturally Diverse Students.

ERIC Educational Resources Information Center

Karbon, Jacqueline C.

Using a semantic mapping technique for vocabulary instruction, a study explored how children of diverse groups bring different cultural backgrounds and prior knowledge to tasks involved in learning new words. The study was conducted in three sixth-grade classrooms--one containing rural Native American (especially Menominee) children, another…

The Influence of Prior Knowledge on Perception and Action: Relationships to Autistic Traits

ERIC Educational Resources Information Center

Buckingham, Gavin; Michelakakis, Elizabeth Evgenia; Rajendran, Gnanathusharan

2016-01-01

Autism is characterised by a range of perceptual and sensorimotor deficits, which might be related to abnormalities in how autistic individuals use prior knowledge. We investigated this proposition in a large non-clinical population in the context of the size-weight illusion, where individual's expectations about object weight influence their…

Interplay of Prior Knowledge, Self-Regulation and Motivation in Complex Multimedia Learning Environments

ERIC Educational Resources Information Center

Song, H. S.; Kalet, A. L.; Plass, J. L.

2016-01-01

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed…

Effects of Students' Prior Knowledge on Scientific Reasoning in Density.

ERIC Educational Resources Information Center

Yang, Il-Ho; Kwon, Yong-Ju; Kim, Young-Shin; Jang, Myoung-Duk; Jeong, Jin-Woo; Park, Kuk-Tae

2002-01-01

Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior…

Relationship of Prior Knowledge and Working Engineers' Learning Preferences: Implications for Designing Effective Instruction

ERIC Educational Resources Information Center

Baukal, Charles E.; Ausburn, Lynna J.

2017-01-01

Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it…

The Influence of Prior Knowledge and Viewing Repertoire on Learning from Video

ERIC Educational Resources Information Center

de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert; Tolboom, Jos

2016-01-01

Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled…

Prior Knowledge and Online Inquiry-Based Science Reading: Evidence from Eye Tracking

ERIC Educational Resources Information Center

Ho, Hsin Ning Jessie; Tsai, Meng-Jung; Wang, Ching-Yeh; Tsai, Chin-Chung

2014-01-01

This study employed eye-tracking technology to examine how students with different levels of prior knowledge process text and data diagrams when reading a web-based scientific report. Students' visual behaviors were tracked and recorded when they read a report demonstrating the relationship between the greenhouse effect and global climate…

Students' Achievement in Relation to Reasoning Ability, Prior Knowledge and Gender

ERIC Educational Resources Information Center

Yenilmez, Ayse; Sungur, Semra; Tekkaya, Ceren

2006-01-01

This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth-grade students participated in the study. Test of logical thinking and the two-tier multiple choice tests were administered to determine students' reasoning ability and…

The Effectiveness of Using Incorrect Examples to Support Learning about Decimal Magnitude

ERIC Educational Resources Information Center

Durkin, Kelley; Rittle-Johnson, Bethany

2012-01-01

Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal…

GO-PCA: An Unsupervised Method to Explore Gene Expression Data Using Prior Knowledge

PubMed Central

Wagner, Florian

2015-01-01

Method Genome-wide expression profiling is a widely used approach for characterizing heterogeneous populations of cells, tissues, biopsies, or other biological specimen. The exploratory analysis of such data typically relies on generic unsupervised methods, e.g. principal component analysis (PCA) or hierarchical clustering. However, generic methods fail to exploit prior knowledge about the molecular functions of genes. Here, I introduce GO-PCA, an unsupervised method that combines PCA with nonparametric GO enrichment analysis, in order to systematically search for sets of genes that are both strongly correlated and closely functionally related. These gene sets are then used to automatically generate expression signatures with functional labels, which collectively aim to provide a readily interpretable representation of biologically relevant similarities and differences. The robustness of the results obtained can be assessed by bootstrapping. Results I first applied GO-PCA to datasets containing diverse hematopoietic cell types from human and mouse, respectively. In both cases, GO-PCA generated a small number of signatures that represented the majority of lineages present, and whose labels reflected their respective biological characteristics. I then applied GO-PCA to human glioblastoma (GBM) data, and recovered signatures associated with four out of five previously defined GBM subtypes. My results demonstrate that GO-PCA is a powerful and versatile exploratory method that reduces an expression matrix containing thousands of genes to a much smaller set of interpretable signatures. In this way, GO-PCA aims to facilitate hypothesis generation, design of further analyses, and functional comparisons across datasets. PMID:26575370

GO-PCA: An Unsupervised Method to Explore Gene Expression Data Using Prior Knowledge.

PubMed

Wagner, Florian

2015-01-01

Genome-wide expression profiling is a widely used approach for characterizing heterogeneous populations of cells, tissues, biopsies, or other biological specimen. The exploratory analysis of such data typically relies on generic unsupervised methods, e.g. principal component analysis (PCA) or hierarchical clustering. However, generic methods fail to exploit prior knowledge about the molecular functions of genes. Here, I introduce GO-PCA, an unsupervised method that combines PCA with nonparametric GO enrichment analysis, in order to systematically search for sets of genes that are both strongly correlated and closely functionally related. These gene sets are then used to automatically generate expression signatures with functional labels, which collectively aim to provide a readily interpretable representation of biologically relevant similarities and differences. The robustness of the results obtained can be assessed by bootstrapping. I first applied GO-PCA to datasets containing diverse hematopoietic cell types from human and mouse, respectively. In both cases, GO-PCA generated a small number of signatures that represented the majority of lineages present, and whose labels reflected their respective biological characteristics. I then applied GO-PCA to human glioblastoma (GBM) data, and recovered signatures associated with four out of five previously defined GBM subtypes. My results demonstrate that GO-PCA is a powerful and versatile exploratory method that reduces an expression matrix containing thousands of genes to a much smaller set of interpretable signatures. In this way, GO-PCA aims to facilitate hypothesis generation, design of further analyses, and functional comparisons across datasets.

Relationship of resident characteristics, attitudes, prior training and clinical knowledge to communication skills performance.

PubMed

Laidlaw, Toni Suzuki; Kaufman, David M; MacLeod, Heather; van Zanten, Sander; Simpson, David; Wrixon, William

2006-01-01

A substantial body of literature demonstrates that communication skills in medicine can be taught and retained through teaching and practice. Considerable evidence also reveals that characteristics such as gender, age, language and attitudes affect communication skills performance. Our study examined the characteristics, attitudes and prior communication skills training of residents to determine the relationship of each to patient-doctor communication. The relationship between communication skills proficiency and clinical knowledge application (biomedical and ethical) was also examined through the use of doctor-developed clinical content checklists, as very little research has been conducted in this area. A total of 78 first- and second-year residents across all departments at Dalhousie Medical School participated in a videotaped 4-station objective structured clinical examination presenting a range of communication and clinical knowledge challenges. A variety of instruments were used to gather information and assess performance. Two expert raters evaluated the videotapes. Significant relationships were observed between resident characteristics, prior communication skills training, clinical knowledge and communication skills performance. Females, younger residents and residents with English as first language scored significantly higher, as did residents with prior communication skills training. A significant positive relationship was found between the clinical content checklist and communication performance. Gender was the only characteristic related significantly to attitudes. Gender, age, language and prior communication skills training are related to communication skills performance and have implications for resident education. The positive relationship between communication skills proficiency and clinical knowledge application is important and should be explored further.

Finding gene regulatory network candidates using the gene expression knowledge base.

PubMed

Venkatesan, Aravind; Tripathi, Sushil; Sanz de Galdeano, Alejandro; Blondé, Ward; Lægreid, Astrid; Mironov, Vladimir; Kuiper, Martin

2014-12-10

Network-based approaches for the analysis of large-scale genomics data have become well established. Biological networks provide a knowledge scaffold against which the patterns and dynamics of 'omics' data can be interpreted. The background information required for the construction of such networks is often dispersed across a multitude of knowledge bases in a variety of formats. The seamless integration of this information is one of the main challenges in bioinformatics. The Semantic Web offers powerful technologies for the assembly of integrated knowledge bases that are computationally comprehensible, thereby providing a potentially powerful resource for constructing biological networks and network-based analysis. We have developed the Gene eXpression Knowledge Base (GeXKB), a semantic web technology based resource that contains integrated knowledge about gene expression regulation. To affirm the utility of GeXKB we demonstrate how this resource can be exploited for the identification of candidate regulatory network proteins. We present four use cases that were designed from a biological perspective in order to find candidate members relevant for the gastrin hormone signaling network model. We show how a combination of specific query definitions and additional selection criteria derived from gene expression data and prior knowledge concerning candidate proteins can be used to retrieve a set of proteins that constitute valid candidates for regulatory network extensions. Semantic web technologies provide the means for processing and integrating various heterogeneous information sources. The GeXKB offers biologists such an integrated knowledge resource, allowing them to address complex biological questions pertaining to gene expression. This work illustrates how GeXKB can be used in combination with gene expression results and literature information to identify new potential candidates that may be considered for extending a gene regulatory network.

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.

Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course.

PubMed

Cook, David A; Beckman, Thomas J; Thomas, Kris G; Thompson, Warren G

2009-11-01

The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (P<.001). Knowledge scores were associated with Attention and Relevance subscores (P=.033 and .01, respectively) but not with other IMMS dimensions (P>or=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

[On the way to becoming an MD (Dr. med.): What kind of support do doctoral students need? Part 1: Survey and development of a program].

PubMed

Sennekamp, Monika; Paulitsch, Michael A; Broermann, Marischa; Klingebiel, Thomas; Gerlach, Ferdinand M

2016-01-01

In Germany, medical doctorates are regularly criticized for their insufficient quality. In order to improve the quality of doctorates and to support doctoral candidates, a department-wide doctoral research program was established at the Goethe University of Frankfurt am Main in 2011 taking into account the practical needs of doctoral students at the School of Medicine. The program development proceeded in several steps: in the first step (2009/2010), a pilot study with eleven doctoral candidates was carried out at the Institute of General Practice. Their ratings of the perceived relevance and their own knowledge of 15 topics of scientific work were used to identify a provisional need for support. Subsequently an interdisciplinary panel of experts established the program throughout the faculty. Since its implementation, a requirements analysis in the form of questionnaires has been continuously carried out in order to assess the doctoral students' prior knowledge and their preferences expressed. At the same time, systematic searches for support programs in other medical fields have been conducted throughout Germany on several occasions. On the basis of the pilot study, the research results and the expert panel discussions the following topics were found to be particularly relevant: principles of good scientific practice, literature search, reference management, organization and structure of a doctoral thesis, formatting of Word documents, clinical epidemiology and data management. A specific, stepwise development process was used to design a concept for the faculty of medicine that pays close attention to the knowledge and interests of doctoral candidates. The establishment of the doctoral research program in Frankfurt and the results of its evaluation are presented in a second article (Paulitsch et al., 2016). Copyright © 2016. Published by Elsevier GmbH.

The relationship between immediate relevant basic science knowledge and clinical knowledge: physiology knowledge and transthoracic echocardiography image interpretation.

PubMed

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-10-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent research has implied that a more complex relationship between the two knowledge bases exists. In this study, we explore the relationship between immediate relevant basic science (physiology) and clinical knowledge within a specific domain of medicine (echocardiography). Twenty eight medical students in their 3rd year and 45 physicians (15 interns, 15 cardiology residents and 15 cardiology consultants) took a multiple-choice test of physiology knowledge. The physicians also viewed images of a transthoracic echocardiography (TTE) examination and completed a checklist of possible pathologies found. A total score for each participant was calculated for the physiology test, and for all physicians also for the TTE checklist. Consultants scored significantly higher on the physiology test than did medical students and interns. A significant correlation between physiology test scores and TTE checklist scores was found for the cardiology residents only. Basic science knowledge of immediate relevance for daily clinical work expands with increased work experience within a specific domain. Consultants showed no relationship between physiology knowledge and TTE interpretation indicating that experts do not use basic science knowledge in routine daily practice, but knowledge of immediate relevance remains ready for use.

Knowledge Utility: From Social Relevance to Knowledge Mobilization

ERIC Educational Resources Information Center

Naidorf, Judith

2014-01-01

In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as" socially relevant research"; "knowledge mobilization"; "research impact"; "innovation"; and "university priorities" have appeared. At first glance, these words may appear neutral,…

Absorptive capacity as a guiding concept for effective public sector management and conservation of freshwater ecosystems.

PubMed

Murray, K; Roux, D J; Nel, J L; Driver, A; Freimund, W

2011-05-01

The ability of an organisation to recognise the value of new external information, acquire it, assimilate it, transform, and exploit it, namely its absorptive capacity (AC), has been much researched in the context of commercial organisations and even applied to national innovation. This paper considers four key AC-related concepts and their relevance to public sector organisations with mandates to manage and conserve freshwater ecosystems for the common good. The concepts are the importance of in-house prior related knowledge, the importance of informal knowledge transfer, the need for motivation and intensity of effort, and the importance of gatekeepers. These concepts are used to synthesise guidance for a way forward in respect of such freshwater management and conservation, using the imminent release of a specific scientific conservation planning and management tool in South Africa as a case study. The tool comprises a comprehensive series of maps that depict national freshwater ecosystem priority areas for South Africa. Insights for implementing agencies relate to maintaining an internal science, rather than research capacity; making unpublished and especially tacit knowledge available through informal knowledge transfer; not underestimating the importance of intensity of effort required to create AC, driven by focussed motivation; and the potential use of a gatekeeper at national level (external to the implementing organisations), possibly playing a more general 'bridging' role, and multiple internal (organisational) gatekeepers playing the more limited role of 'knowledge translators'. The role of AC as a unifying framework is also proposed.

FRATIS concept of operations : assessment of relevant prior and ongoing research and industry practices.

DOT National Transportation Integrated Search

2012-08-01

This report summarizes the state of the practice in freight-related advanced traveler information systems (ATIS) and assesses their relevance to the development of a Freight Advanced Traveler Information System (FRATIS). The report includes relevant ...

Stereotype validation: the effects of activating negative stereotypes after intellectual performance.

PubMed

Clark, Jason K; Thiem, Kelsey C; Barden, Jamie; Stuart, Jillian O'Rourke; Evans, Abigail T

2015-04-01

With regard to intellectual performance, a large body of research has shown that stigmatized group members may perform more poorly when negative, self-relevant stereotypes become activated prior to a task. However, no research to date has identified the potential ramifications of stereotype activation that happens after-rather than before-a person has finished performing. Six studies examined how postperformance stereotype salience may increase the certainty individuals have in evaluations of their own performance. In the current research, the accessibility of gender or racial stereotypes was manipulated after participants completed either a difficult math test (Studies 1-5) or a test of child-care knowledge (Study 6). Consistent with predictions, stereotype activation was found to increase the certainty that women (Studies 1, 2, 4, and 5), African Americans (Study 3), and men (Study 6) had toward negative evaluations of their own test performance. These effects emerged when performance-related perceptions were stereotype consistent rather than inconsistent (Studies 1-6) and were found to be most pronounced among those who were highly identified with the stereotyped group (Study 5). Furthermore, greater certainty-triggered by negative stereotypes-predicted lowered domain-relevant beliefs (Studies 1, 2, 3, and 6) and differential exposure to domain-relevant stimuli (Studies 4 and 5). (c) 2015 APA, all rights reserved).

Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy

ERIC Educational Resources Information Center

Gurlitt, Johannes; Renkl, Alexander

2010-01-01

Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment,…

Concept Development and Meaningful Learning among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience

ERIC Educational Resources Information Center

Bledsoe, Karen E.; Flick, Lawrence

2012-01-01

This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior…

Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Lieb, Carl

2006-01-01

A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

The Influence of Prior Knowledge, Peer Review, Age, and Gender in Online Philosophy Discussions

ERIC Educational Resources Information Center

Cuddy, Lucas Stebbins

2016-01-01

Using a primarily experimental design, this study investigated whether discussion boards in online community college philosophy classes can be designed in the Blackboard course management system to lead to higher order thinking. Discussions were designed using one of two teaching techniques: the activation of prior knowledge or the use of peer…

Thai University Students' Prior Knowledge about P-Waves Generated during Particle Motion

ERIC Educational Resources Information Center

Rakkapao, Suttida; Arayathanikul, Kwan; Pananont, Passakorn

2009-01-01

The goal of this study is to identify Thai students' prior knowledge about particle motion when P-waves arrive. This existing idea significantly influences what and how students learn in the classroom. The data were collected via conceptual open-ended questions designed by the researchers and through explanatory follow-up interviews. Participants…

The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge

ERIC Educational Resources Information Center

Cook, Michelle; Carter, Glenda; Wiebe, Eric N.

2008-01-01

The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing…

The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

ERIC Educational Resources Information Center

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-01-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

Python Environment for Bayesian Learning: Inferring the Structure of Bayesian Networks from Knowledge and Data

PubMed Central

Shah, Abhik; Woolf, Peter

2009-01-01

Summary In this paper, we introduce pebl, a Python library and application for learning Bayesian network structure from data and prior knowledge that provides features unmatched by alternative software packages: the ability to use interventional data, flexible specification of structural priors, modeling with hidden variables and exploitation of parallel processing. PMID:20161541

The Instructional Effectiveness of Animated Signaling among Learners with High and Low Prior Knowledge

ERIC Educational Resources Information Center

Li, Shanshan

2012-01-01

The purpose of this study was to investigate the instructional effectiveness of animated signals among learners with high and low prior knowledge. Each of the two treatments was presented with animated instruction either with signals or without signals on the content of how an airplane achieves lift. Subjects were eighty-seven undergraduate…

A Fair and Balanced Look at the News: What Affects Memory for Controversial Arguments?

ERIC Educational Resources Information Center

Wiley, J.

2005-01-01

This research demonstrates how prior knowledge may allow for qualitative differences in representation of texts about controversial issues. People often experience a memory bias in favor of information with which they agree. In several experiments it was found that individuals with high prior knowledge about the topic were better able to recall…

Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning

ERIC Educational Resources Information Center

Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.

2012-01-01

This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…

The Impact of Learner's Prior Knowledge on Their Use of Chemistry Computer Simulations: A Case Study

ERIC Educational Resources Information Center

Liu, Han-Chin; Andre, Thomas; Greenbowe, Thomas

2008-01-01

It is complicated to design a computer simulation that adapts to students with different characteristics. This study documented cases that show how college students' prior chemistry knowledge level affected their interaction with peers and their approach to solving problems with the use of computer simulations that were designed to learn…

Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2016-01-01

Feedback can be a powerful learning tool, but its effects vary widely. Research has suggested that learners' prior knowledge may moderate the effects of feedback; however, no causal link has been established. In Experiment 1, we randomly assigned elementary school children (N = 108) to a condition based on a crossing of 2 factors: induced strategy…

The Effect of Prior Knowledge and Feedback Type Design on Student Achievement and Satisfaction in Introductory Accounting

ERIC Educational Resources Information Center

Campbell, Donald P.

2013-01-01

This study investigated the effect of student prior knowledge and feedback type on student achievement and satisfaction in an introductory managerial accounting course using computer-based formative assessment tools. The study involved a redesign of the existing Job Order Costing unit using the ADDIE model of instructional design. The…

Activating Junior Secondary School Students' Prior Knowledge for the Development of Vocabulary, Concepts and Mathematics through Instructional Strategies

ERIC Educational Resources Information Center

Oyinloye, Olu; Popoola, Abiodun A.

2013-01-01

This paper investigates the activation of students' prior knowledge for the development of vocabulary, concepts and mathematics. It has been observed that many secondary school students are not performing well in the examination conducted by the West African Examinations Council and National Examinations Council of Nigeria. The situation became…

Mechanisms underlying comprehension of health information in adulthood: the roles of prior knowledge and working memory capacity.

PubMed

Soederberg Miller, Lisa M; Gibson, Tanja N; Applegate, Elizabeth A; de Dios, Jeannette

2011-07-01

Prior knowledge, working memory capacity (WMC), and conceptual integration (attention allocated to integrating concepts in text) are critical within many contexts; however, their impact on the acquisition of health information (i.e. learning) is relatively unexplored.We examined how these factors impact learning about nutrition within a cross-sectional study of adults ages 18 to 81. Results showed that conceptual integration mediated the effects of knowledge and WMC on learning, confirming that attention to concepts while reading is important for learning about health. We also found that when knowledge was controlled, age declines in learning increased, suggesting that knowledge mitigates the effects of age on learning about nutrition.

The naphthalene state of the science symposium: objectives, organization, structure, and charge.

PubMed

Belzer, Richard B; Bus, James S; Cavalieri, Ercole L; Lewis, Steven C; North, D Warner; Pleus, Richard C

2008-07-01

This report provides a summary of the objectives, organization, structure and charge for the naphthalene state of the science symposium (NS(3)), Monterey, CA, October 9-12, 2006. A 1-day preliminary conference was held followed by a 3-day state of the science symposium covering four topics judged by the Planning Committee to be crucial for developing valid and reliable scientific estimates of low-dose human cancer risk from naphthalene. The Planning Committee reviewed the relevant scientific literature to identify singularly knowledgeable researchers and a pool of scientists qualified to serve as expert panelists. In two cases, independent scientists were commissioned to develop comprehensive reviews of the relevant science in a specific area for which no leading researcher could be identified. Researchers and expert panelists alike were screened for conflicts of interest. All policy issues related to risk assessment practices and risk management were scrupulously excluded. NS(3) was novel in several ways and provides an innovative model for the effective use of peer review to identify scientific uncertainties and propose research strategies for reducing or eliminating them prior to the conduct of risk assessment.

Anxiety symptoms prior to a prostate cancer diagnosis: Associations with knowledge and openness to treatment.

PubMed

Dillard, Amanda J; Scherer, Laura D; Ubel, Peter A; Alexander, Stewart; Fagerlin, Angela

2017-02-01

Research suggests that anxiety may be a common response to a cancer diagnosis, but research is needed to examine anxiety before diagnosis. Anxiety before diagnosis may relate to the comprehension of relevant health information or openness to potential treatments. This study examined anxiety and these outcomes in men who were waiting to learn of a prostate cancer diagnosis. One goal of this study was to determine whether anxiety would increase as men came closer to learning the results of their prostate cancer biopsy. Another goal was to test whether anxiety was associated with knowledge about prostate cancer or openness to different treatments. Men (N = 265) who were facing a prostate cancer diagnosis were surveyed at two time points. Time 1 occurred at the time of biopsy, and Time 2 occurred immediately before men received their biopsy result. At each time point, men reported their anxiety about prostate cancer and their biopsy result. At Time 2, they completed a knowledge test of information about prostate cancer and reported their openness to different potential treatments. Anxiety symptoms increased as men came closer to learning their diagnosis. Also, higher anxiety was associated with lower knowledge and greater openness to particular treatments like surgery. Interactions showed that when anxiety increased from Time 1 to Time 2, having high or low knowledge mattered less to treatment openness. Waiting for a cancer diagnosis is an important time period in which anxiety may increase and relate to information processing and openness to treatments. Statement of contribution What is already known on this subject? Men undergoing prostate cancer screening have been found to experience high and low levels of anxiety. Research has shown that negative emotions like anxiety are common following a cancer diagnosis, but little research has examined emotions right before diagnosis. Anxiety has been associated with information processing and motivation to engage in preventive behaviours. What does this study add? Applies and tests a theoretical idea related to how anxiety may change as one approaches personally relevant threatening health feedback. Shows relationships between changes in anxiety and knowledge in the context of waiting for actual health feedback. Associates increased anxiety in the prostate cancer context with knowledge and openness to different treatments. © 2016 The British Psychological Society.

A schema theory analysis of students' think aloud protocols in an STS biology context

NASA Astrophysics Data System (ADS)

Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

The cognitive neuroscience of true and false memories.

PubMed

Johnson, Marcia K; Raye, Carol L; Mitchell, Karen J; Ankudowich, Elizabeth

2012-01-01

Of central relevance to the recovered/false memory debate is understanding the factors that cause us to believe that a mental experience is a memory of an actual past experience. According to the source monitoring framework (SMF), memories are attributions that we make about our mental experiences based on their subjective qualities, our prior knowledge and beliefs, our motives and goals, and the social context. From this perspective, we discuss cognitive behavioral studies using both objective (e.g., recognition, source memory) and subjective (e.g., ratings of memory characteristics) measures that provide much information about the encoding, revival and monitoring processes that yield both true and false memories. The chapter also considers how neuroimaging findings, especially from functional magnetic resonance imaging studies, are contributing to our understanding of the relation between memory and reality.

Perceptual learning of degraded speech by minimizing prediction error.

PubMed

Sohoglu, Ediz; Davis, Matthew H

2016-03-22

Human perception is shaped by past experience on multiple timescales. Sudden and dramatic changes in perception occur when prior knowledge or expectations match stimulus content. These immediate effects contrast with the longer-term, more gradual improvements that are characteristic of perceptual learning. Despite extensive investigation of these two experience-dependent phenomena, there is considerable debate about whether they result from common or dissociable neural mechanisms. Here we test single- and dual-mechanism accounts of experience-dependent changes in perception using concurrent magnetoencephalographic and EEG recordings of neural responses evoked by degraded speech. When speech clarity was enhanced by prior knowledge obtained from matching text, we observed reduced neural activity in a peri-auditory region of the superior temporal gyrus (STG). Critically, longer-term improvements in the accuracy of speech recognition following perceptual learning resulted in reduced activity in a nearly identical STG region. Moreover, short-term neural changes caused by prior knowledge and longer-term neural changes arising from perceptual learning were correlated across subjects with the magnitude of learning-induced changes in recognition accuracy. These experience-dependent effects on neural processing could be dissociated from the neural effect of hearing physically clearer speech, which similarly enhanced perception but increased rather than decreased STG responses. Hence, the observed neural effects of prior knowledge and perceptual learning cannot be attributed to epiphenomenal changes in listening effort that accompany enhanced perception. Instead, our results support a predictive coding account of speech perception; computational simulations show how a single mechanism, minimization of prediction error, can drive immediate perceptual effects of prior knowledge and longer-term perceptual learning of degraded speech.

Perceptual learning of degraded speech by minimizing prediction error

PubMed Central

Sohoglu, Ediz

2016-01-01

Human perception is shaped by past experience on multiple timescales. Sudden and dramatic changes in perception occur when prior knowledge or expectations match stimulus content. These immediate effects contrast with the longer-term, more gradual improvements that are characteristic of perceptual learning. Despite extensive investigation of these two experience-dependent phenomena, there is considerable debate about whether they result from common or dissociable neural mechanisms. Here we test single- and dual-mechanism accounts of experience-dependent changes in perception using concurrent magnetoencephalographic and EEG recordings of neural responses evoked by degraded speech. When speech clarity was enhanced by prior knowledge obtained from matching text, we observed reduced neural activity in a peri-auditory region of the superior temporal gyrus (STG). Critically, longer-term improvements in the accuracy of speech recognition following perceptual learning resulted in reduced activity in a nearly identical STG region. Moreover, short-term neural changes caused by prior knowledge and longer-term neural changes arising from perceptual learning were correlated across subjects with the magnitude of learning-induced changes in recognition accuracy. These experience-dependent effects on neural processing could be dissociated from the neural effect of hearing physically clearer speech, which similarly enhanced perception but increased rather than decreased STG responses. Hence, the observed neural effects of prior knowledge and perceptual learning cannot be attributed to epiphenomenal changes in listening effort that accompany enhanced perception. Instead, our results support a predictive coding account of speech perception; computational simulations show how a single mechanism, minimization of prediction error, can drive immediate perceptual effects of prior knowledge and longer-term perceptual learning of degraded speech. PMID:26957596

Epidemiology and risk factors for drug allergy

PubMed Central

Thong, Bernard Y-H; Tan, Teck-Choon

2011-01-01

The aim of this review was to describe the current evidence-based knowledge of the epidemiology, prevalence, incidence, risk factors and genetic associations of drug allergy. Articles published between 1966 and 2010 were identified in MEDLINE using the key words adult, adverse drug reaction reporting systems, age factors, anaphylactoid, anaphylaxis, anaesthetics, antibiotics, child, drug allergy, drug eruptions, ethnic groups, hypersensitivity, neuromuscular depolarizing agents, neuromuscular nondepolarizing agents, sex factors, Stevens Johnson syndrome and toxic epidermal necrolysis. Additional studies were identified from article reference lists. Relevant, peer-reviewed original research articles, case series and reviews were considered for review. Current epidemiological studies on adverse drug reactions (ADRs) have used different definitions for ADR-related terminology, often do not differentiate immunologically and non-immunologically mediated drug hypersensitivity, study different study populations (different ethnicities, inpatients or outpatients, adults or children), utilize different methodologies (spontaneous vs. non-spontaneous reporting, cohort vs. case-control studies), different methods of assessing drug imputability and different methods of data analyses. Potentially life-threatening severe cutaneous adverse reactions (SCAR) are associated with a high risk of morbidity and mortality. HLA associations for SCAR associated with allopurinol, carbamazepine and abacavir have been reported with the potential for clinical use in screening prior to prescription. Identification of risk factors for drug allergy and appropriate genetic screening of at-risk ethnic groups may improve the outcomes of drug-specific SCAR. Research and collaboration are necessary for the generation of clinically-relevant, translational pharmacoepidemiological and pharmacogenomic knowledge, and success of health outcomes research and policies on drug allergies. PMID:21480948

Analogical and category-based inference: a theoretical integration with Bayesian causal models.

PubMed

Holyoak, Keith J; Lee, Hee Seung; Lu, Hongjing

2010-11-01

A fundamental issue for theories of human induction is to specify constraints on potential inferences. For inferences based on shared category membership, an analogy, and/or a relational schema, it appears that the basic goal of induction is to make accurate and goal-relevant inferences that are sensitive to uncertainty. People can use source information at various levels of abstraction (including both specific instances and more general categories), coupled with prior causal knowledge, to build a causal model for a target situation, which in turn constrains inferences about the target. We propose a computational theory in the framework of Bayesian inference and test its predictions (parameter-free for the cases we consider) in a series of experiments in which people were asked to assess the probabilities of various causal predictions and attributions about a target on the basis of source knowledge about generative and preventive causes. The theory proved successful in accounting for systematic patterns of judgments about interrelated types of causal inferences, including evidence that analogical inferences are partially dissociable from overall mapping quality.

The minimal local-asperity hypothesis of early retinal lateral inhibition.

PubMed

Balboa, R M; Grzywacz, N M

2000-07-01

Recently we found that the theories related to information theory existent in the literature cannot explain the behavior of the extent of the lateral inhibition mediated by retinal horizontal cells as a function of background light intensity. These theories can explain the fall of the extent from intermediate to high intensities, but not its rise from dim to intermediate intensities. We propose an alternate hypothesis that accounts for the extent's bell-shape behavior. This hypothesis proposes that the lateral-inhibition adaptation in the early retina is part of a system to extract several image attributes, such as occlusion borders and contrast. To do so, this system would use prior probabilistic knowledge about the biological processing and relevant statistics in natural images. A key novel statistic used here is the probability of the presence of an occlusion border as a function of local contrast. Using this probabilistic knowledge, the retina would optimize the spatial profile of lateral inhibition to minimize attribute-extraction error. The two significant errors that this minimization process must reduce are due to the quantal noise in photoreceptors and the straddling of occlusion borders by lateral inhibition.

Getting Hooked on Physics!

NASA Astrophysics Data System (ADS)

McHugh, M.; McCauley, V.

2016-12-01

A number of papers in this journal have dealt with the idea of using hooks in physics instruction. A hook, as the name suggests, engages students in learning by triggering their attention and interest. Hooks can be any type of pedagogical approach—a question, a demonstration, a puzzle or video. They are generally short and center on the most interesting aspects of a topic. Here we focus on using Conceptual Change (CC) teacher-led demonstrations as the pedagogical hook approach. Conceptual Change is an instructional method mentioned by a number of authors to stimulate interest among learners. This is where an educator presents an issue or topic that has associated misconceptions. As the teacher explains the truth behind the concept, cognitive conflict occurs and the students' initial perceptions are challenged and ideas start to change. However, the instruction used in association with the demonstrations must provide intelligible, plausible, relevant explanations so that students are convinced by the new ideas. The gap between prior knowledge and new knowledge has the potential to provide a strong stimulus for augmenting interest, engagement, and attention among students. Thus, CC can act as a hook in itself.

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

The Androgen Receptor and Its Use in Biological Assays: Looking Toward Effect-Based Testing and Its Applications

PubMed Central

Cadwallader, Amy B.; Lim, Carol S.; Rollins, Douglas E.; Botrè, Francesco

2015-01-01

Steroid abuse is a growing problem among amateur and professional athletes. Because of an inundation of newly and illegally synthesized steroids with minor structural modifications and other designer steroid receptor modulators, there is a need to develop new methods of detection which do not require prior knowledge of the abused steroid structure. The number of designer steroids currently being abused is unknown because detection methods in general are only identifying substances with a known structure. The detection of doping is moving away from merely checking for exposure to prohibited substance toward detecting an effect of prohibited substances, as biological assays can do. Cell-based biological assays are the next generation of assays which should be utilized by antidoping laboratories; they can detect androgenic anabolic steroid and other human androgen receptor (hAR) ligand presence without knowledge of their structure and assess the relative biological activity of these compounds. This review summarizes the hAR and its action and discusses its relevance to sports doping and its use in biological assays. PMID:22080898

Effects of Prior Knowledge of Topics and the Instructional Objectives on Students' Achievement in Literature-in-English

ERIC Educational Resources Information Center

Mbah, Blessing Akaraka

2015-01-01

This study investigated the effects of prior knowledge of topics with their instructional objectives on senior secondary school class two (SS II) students. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pretest-posttest of non-equivalent control group. Two research…

Polite Web-Based Intelligent Tutors: Can They Improve Learning in Classrooms?

ERIC Educational Resources Information Center

McLaren, Bruce M.; DeLeeuw, Krista E.; Mayer, Richard E.

2011-01-01

Should an intelligent software tutor be polite, in an effort to motivate and cajole students to learn, or should it use more direct language? If it should be polite, under what conditions? In a series of studies in different contexts (e.g., lab versus classroom) with a variety of students (e.g., low prior knowledge versus high prior knowledge),…

"She Has to Drink Blood of the Snake": Culture and Prior Knowledge in Science|Health Education

ERIC Educational Resources Information Center

Bricker, Leah A.; Reeve, Suzanne; Bell, Philip

2014-01-01

In this analysis, we argue that science education should attend more deeply to youths' cultural resources and practices (e.g. material, social, and intellectual). Inherent in our argument is a call for revisiting conceptions of "prior knowledge" to theorize how people make sense of the complex ecologies of experience, ideas, and cultural…

Effects of Different Types of True-False Questions on Memory Awareness and Long-Term Retention

ERIC Educational Resources Information Center

Schaap, Lydia; Verkoeijen, Peter; Schmidt, Henk

2014-01-01

This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and…

Effects of Prior Knowledge and Concept-Map Structure on Disorientation, Cognitive Load, and Learning

ERIC Educational Resources Information Center

Amadieu, Franck; van Gog, Tamara; Paas, Fred; Tricot, Andre; Marine, Claudette

2009-01-01

This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on "the infection process of a retrograde virus (HIV)". Participants in the study were 24 adults. Overall subjective ratings of…

The Mediation Effect of In-Game Performance between Prior Knowledge and Posttest Score. CRESST Report 819

ERIC Educational Resources Information Center

Kerr, Deirdre; Chung, Gregory K. W. K.

2012-01-01

Though video games are commonly considered to hold great potential as learning environments, their effectiveness as a teaching tool has yet to be determined. One reason for this is that researchers often run into the problem of multicollinearity between prior knowledge, in-game performance, and posttest scores, thereby making the determination of…

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

ERIC Educational Resources Information Center

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2017-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School

ERIC Educational Resources Information Center

Irawan, Vincentius Tjandra; Sutadji, Eddy; Widiyanti

2017-01-01

The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to…

Why is a Pomegranate an Apple? The Role of Shape, Taxonomic Relatedness, and Prior Lexical Knowledge in Children's Overextensions of "Apple" and "Dog."

ERIC Educational Resources Information Center

Gelman, Susan A.; Croft, William; Fu, Panfang; Clausner, Timothy; Gottfried, Gail

1998-01-01

Examined how object shape, taxonomic relatedness, and prior lexical knowledge influenced children's overextensions (e.g., referring to pomegranates as apples). Researchers presented items that disentangled the three factors and used a novel comprehension task where children could indicate negative exemplars. Error patterns differed by task and by…

Building dynamical models from data and prior knowledge: the case of the first period-doubling bifurcation.

PubMed

Aguirre, Luis Antonio; Furtado, Edgar Campos

2007-10-01

This paper reviews some aspects of nonlinear model building from data with (gray box) and without (black box) prior knowledge. The model class is very important because it determines two aspects of the final model, namely (i) the type of nonlinearity that can be accurately approximated and (ii) the type of prior knowledge that can be taken into account. Such features are usually in conflict when it comes to choosing the model class. The problem of model structure selection is also reviewed. It is argued that such a problem is philosophically different depending on the model class and it is suggested that the choice of model class should be performed based on the type of a priori available. A procedure is proposed to build polynomial models from data on a Poincaré section and prior knowledge about the first period-doubling bifurcation, for which the normal form is also polynomial. The final models approximate dynamical data in a least-squares sense and, by design, present the first period-doubling bifurcation at a specified value of parameters. The procedure is illustrated by means of simulated examples.

Influence of depressed patients' expectations prior to electroconvulsive therapy on its effectiveness and tolerability (Exp-ECT): a prospective study.

PubMed

Krech, Lisa; Belz, Michael; Besse, Matthias; Methfessel, Isabel; Wedekind, Dirk; Zilles, David

2017-09-22

Electroconvulsive therapy (ECT) is the most effective therapy for severe depressive disorders. Though there are known clinical predictors of response (e.g., higher age, presence of psychotic symptoms), there is a lack of knowledge concerning the impact of patients' expectations on treatment outcome and tolerability in terms of possible placebo/nocebo effects. In 31 patients with unipolar or bipolar depressive disorder, we used a questionnaire to investigate the patients' expectations of ECT effectiveness and tolerability prior to and in the course of the treatment. Additionally, the questionnaire was used after the ECT course for a final assessment. Depressive symptoms and putative side-effects were measured at each time point. General linear models were used to analyze the course of depressive symptoms and patients' expectation of ECT effectiveness and tolerability. ECT significantly reduced depressive symptoms with large effect sizes. Patients' rating of ECT effectiveness decreased in parallel: While responders' rating of ECT effectiveness remained stable on a high level, non-responders' rating decreased significantly. Group difference was significant after, but not prior to and during the treatment. Regarding tolerability, there was a (temporary) significant increase in the severity of self-rated symptoms such as headache and memory impairment. In contrast, patients' expectation and assessment of ECT tolerability remained unchanged, and their expectations prior to ECT had no impact on the occurrence of side-effects. These findings contradict the presence of relevant placebo/nocebo effects in the context of ECT when investigating a population of mostly chronic or treatment resistant patients with moderate to severe depressive disorder.

Mixture class recovery in GMM under varying degrees of class separation: frequentist versus Bayesian estimation.

PubMed

Depaoli, Sarah

2013-06-01

Growth mixture modeling (GMM) represents a technique that is designed to capture change over time for unobserved subgroups (or latent classes) that exhibit qualitatively different patterns of growth. The aim of the current article was to explore the impact of latent class separation (i.e., how similar growth trajectories are across latent classes) on GMM performance. Several estimation conditions were compared: maximum likelihood via the expectation maximization (EM) algorithm and the Bayesian framework implementing diffuse priors, "accurate" informative priors, weakly informative priors, data-driven informative priors, priors reflecting partial-knowledge of parameters, and "inaccurate" (but informative) priors. The main goal was to provide insight about the optimal estimation condition under different degrees of latent class separation for GMM. Results indicated that optimal parameter recovery was obtained though the Bayesian approach using "accurate" informative priors, and partial-knowledge priors showed promise for the recovery of the growth trajectory parameters. Maximum likelihood and the remaining Bayesian estimation conditions yielded poor parameter recovery for the latent class proportions and the growth trajectories. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Objectified quantification of uncertainties in Bayesian atmospheric inversions

NASA Astrophysics Data System (ADS)

Berchet, A.; Pison, I.; Chevallier, F.; Bousquet, P.; Bonne, J.-L.; Paris, J.-D.

2015-05-01

Classical Bayesian atmospheric inversions process atmospheric observations and prior emissions, the two being connected by an observation operator picturing mainly the atmospheric transport. These inversions rely on prescribed errors in the observations, the prior emissions and the observation operator. When data pieces are sparse, inversion results are very sensitive to the prescribed error distributions, which are not accurately known. The classical Bayesian framework experiences difficulties in quantifying the impact of mis-specified error distributions on the optimized fluxes. In order to cope with this issue, we rely on recent research results to enhance the classical Bayesian inversion framework through a marginalization on a large set of plausible errors that can be prescribed in the system. The marginalization consists in computing inversions for all possible error distributions weighted by the probability of occurrence of the error distributions. The posterior distribution of the fluxes calculated by the marginalization is not explicitly describable. As a consequence, we carry out a Monte Carlo sampling based on an approximation of the probability of occurrence of the error distributions. This approximation is deduced from the well-tested method of the maximum likelihood estimation. Thus, the marginalized inversion relies on an automatic objectified diagnosis of the error statistics, without any prior knowledge about the matrices. It robustly accounts for the uncertainties on the error distributions, contrary to what is classically done with frozen expert-knowledge error statistics. Some expert knowledge is still used in the method for the choice of an emission aggregation pattern and of a sampling protocol in order to reduce the computation cost. The relevance and the robustness of the method is tested on a case study: the inversion of methane surface fluxes at the mesoscale with virtual observations on a realistic network in Eurasia. Observing system simulation experiments are carried out with different transport patterns, flux distributions and total prior amounts of emitted methane. The method proves to consistently reproduce the known "truth" in most cases, with satisfactory tolerance intervals. Additionally, the method explicitly provides influence scores and posterior correlation matrices. An in-depth interpretation of the inversion results is then possible. The more objective quantification of the influence of the observations on the fluxes proposed here allows us to evaluate the impact of the observation network on the characterization of the surface fluxes. The explicit correlations between emission aggregates reveal the mis-separated regions, hence the typical temporal and spatial scales the inversion can analyse. These scales are consistent with the chosen aggregation patterns.

Using Genetic Programming with Prior Formula Knowledge to Solve Symbolic Regression Problem.

PubMed

Lu, Qiang; Ren, Jun; Wang, Zhiguang

2016-01-01

A researcher can infer mathematical expressions of functions quickly by using his professional knowledge (called Prior Knowledge). But the results he finds may be biased and restricted to his research field due to limitation of his knowledge. In contrast, Genetic Programming method can discover fitted mathematical expressions from the huge search space through running evolutionary algorithms. And its results can be generalized to accommodate different fields of knowledge. However, since GP has to search a huge space, its speed of finding the results is rather slow. Therefore, in this paper, a framework of connection between Prior Formula Knowledge and GP (PFK-GP) is proposed to reduce the space of GP searching. The PFK is built based on the Deep Belief Network (DBN) which can identify candidate formulas that are consistent with the features of experimental data. By using these candidate formulas as the seed of a randomly generated population, PFK-GP finds the right formulas quickly by exploring the search space of data features. We have compared PFK-GP with Pareto GP on regression of eight benchmark problems. The experimental results confirm that the PFK-GP can reduce the search space and obtain the significant improvement in the quality of SR.

JournalMap: Discovering location-relevant knowledge from published studies for sustainable land use, preventing degradation, and restoring landscapes

USDA-ARS?s Scientific Manuscript database

Finding relevant knowledge and information to prevent land degradation and support restoration has historically involved researchers working from their own knowledge, querying people they know, and tediously searching topical literature reviews.To address this need we created JournalMap (http://www....

PRIOR-WK&E: Social Software for Policy Making in the Knowledge Society

NASA Astrophysics Data System (ADS)

Turón, Alberto; Aguarón, Juan; Escobar, María Teresa; Gallardo, Carolina; Moreno-Jiménez, José María; Salazar, José Luis

This paper presents a social software application denominated as PRIOR-WK&E. It has been developed by the Zaragoza Multicriteria Decision Making Group (GDMZ) with the aim of responding to the challenges of policy making in the Knowledge Society. Three specific modules have been added to PRIOR, the collaborative tool used by the research group (GDMZ) for considering the multicriteria selection of a discrete set of alternatives. The first module (W), that deals with multiactor decision making through the Web, and the second (K), that concerns the extraction and diffusion of knowledge related to the scientific resolution of the problem, were explained in [1]. The new application strengthens securitization and includes a third module (E) that evaluates the effectiveness of public administrations policy making.

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

PubMed Central

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2014-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

Opening our eyes to a critical approach to medicine: The humanities in medical education.

PubMed

Liao, Lester

2017-02-01

This paper examines a recent medical graduate's perspective on how undergraduate education tends to focus on imparting medical knowledge with little reference to the human aspects in clinical medicine. This is problematic because medicine is both about people and practiced by people. Students often have minimal exposure to the humanities prior to and in medical school and are frequently unaware of the societal trends that impact their view of medical practice. Familiarity with the humanities is a crucial means to understanding human nature, recognizing personal sociocultural biases, and practicing patient-centered medicine. This gap in knowledge may be due to the increase in medical information and optimistic ideologies related to medical progress. Philosophical paradigms and historical examples are considered to demonstrate the relevance of both fields in the humanities in understanding the role of moral human agents in applying medical knowledge. Educational changes in the humanities are proposed as a potential solution to our current deficits. Informal changes include mentorship relationships and shifting the general underpinning attitude in medical culture. Formal changes include specific courses teaching a critical approach to medicine. Changes in competency-based education and admissions are also suggested. These amendments are proposed to practice a fuller, truly human medicine.

Measuring Knowledge Elaboration Based on a Computer-Assisted Knowledge Map Analytical Approach to Collaborative Learning

ERIC Educational Resources Information Center

Zheng, Lanqin; Huang, Ronghuai; Hwang, Gwo-Jen; Yang, Kaicheng

2015-01-01

The purpose of this study is to quantitatively measure the level of knowledge elaboration and explore the relationships between prior knowledge of a group, group performance, and knowledge elaboration in collaborative learning. Two experiments were conducted to investigate the level of knowledge elaboration. The collaborative learning objective in…

Superposing pure quantum states with partial prior information

NASA Astrophysics Data System (ADS)

Dogra, Shruti; Thomas, George; Ghosh, Sibasish; Suter, Dieter

2018-05-01

The principle of superposition is an intriguing feature of quantum mechanics, which is regularly exploited in many different circumstances. A recent work [M. Oszmaniec et al., Phys. Rev. Lett. 116, 110403 (2016), 10.1103/PhysRevLett.116.110403] shows that the fundamentals of quantum mechanics restrict the process of superimposing two unknown pure states, even though it is possible to superimpose two quantum states with partial prior knowledge. The prior knowledge imposes geometrical constraints on the choice of input states. We discuss an experimentally feasible protocol to superimpose multiple pure states of a d -dimensional quantum system and carry out an explicit experimental realization for two single-qubit pure states with partial prior information on a two-qubit NMR quantum information processor.

The Impacts of Virtual Manipulatives and Prior Knowledge on Geometry Learning Performance in Junior High School

ERIC Educational Resources Information Center

Lee, Chun-Yi; Chen, Ming-Jang

2014-01-01

Previous studies on the effects of virtual and physical manipulatives have failed to consider the impact of prior knowledge on the efficacy of manipulatives. This study focuses on the learning of plane geometry in junior high schools, including the sum of interior angles in polygons, the sum of exterior angles in polygons, and the properties of…

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction

ERIC Educational Resources Information Center

Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

2012-01-01

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits…

How Word Decoding, Vocabulary and Prior Topic Knowledge Predict Reading Comprehension. A Study of Language-Minority Students in Norwegian Fifth Grade Classrooms

ERIC Educational Resources Information Center

Rydland, Veslemoy; Aukrust, Vibeke Grover; Fulland, Helene

2012-01-01

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global…

The Effectiveness of Worked Examples Associated with Presentation Format and Prior Knowledge: A Web-Based Experiment

ERIC Educational Resources Information Center

Hsiao, E-Ling

2010-01-01

The aim of this study is to explore whether presentation format and prior knowledge affect the effectiveness of worked examples. The experiment was conducted through a specially designed online instrument. A 2X2X3 factorial before-and-after design was conducted. Three-way ANOVA was employed for data analysis. The result showed first, that prior…

Case-based reasoning for space applications: Utilization of prior experience in knowledge-based systems

NASA Technical Reports Server (NTRS)

King, James A.

1987-01-01

The goal is to explain Case-Based Reasoning as a vehicle to establish knowledge-based systems based on experimental reasoning for possible space applications. This goal will be accomplished through an examination of reasoning based on prior experience in a sample domain, and also through a presentation of proposed space applications which could utilize Case-Based Reasoning techniques.

Effects of Reading Ability, Prior Knowledge, Topic Interest, and Locus of Control on At-Risk College Students' Use of Graphic Organizers and Summarizing.

ERIC Educational Resources Information Center

Balajthy, Ernest; Weisberg, Renee

A study investigated the influence of key factors (general comprehension ability, prior knowledge of passage topic, interest in passage topic, and locus of control) on training at-risk college students in the use of graphic organizers as a cognitive learning strategy. Subjects, 60 college freshmen required to take a developmental reading/study…

Self-Monitoring and Knowledge-Building in Learning by Teaching

ERIC Educational Resources Information Center

Roscoe, Rod D.

2014-01-01

Prior research has established that learning by teaching depends upon peer tutors' engagement in knowledge-building, in which tutors integrate their knowledge and generate new knowledge through reasoning. However, many tutors adopt a "knowledge-telling bias" defined by shallow summarizing of source materials and didactic lectures.…

Lending a Helping Hand: Voluntary Engagement in Knowledge Sharing

ERIC Educational Resources Information Center

Mergel, Ines; Lazer, David; Binz-Scharf, Maria Christina

2008-01-01

Knowledge is essential for the functioning of every social system, especially for professionals in knowledge-intensive organisations. Since individuals do not possess all the work-related knowledge that they require, they turn to others in search for that knowledge. While prior research has mainly focused on antecedents and consequences of…

Science Literacy and Prior Knowledge of Astronomy MOOC Students

NASA Astrophysics Data System (ADS)

Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

2018-01-01

Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

Do Prior Studies Matter?: Predicting Proficiencies Required to Excel Academically in Law School at Makerere University, Uganda

ERIC Educational Resources Information Center

Nalukenge, Betty; Wamala, Robert; Ocaya, Bruno

2016-01-01

Purpose: Introduction of law school admission examinations has increased the debate regarding the relevance of prior studies for the enrollees in the program. The key issues of contention are whether prior studies reliably predict academic achievement of enrollees, and demonstrate proficiencies required for admission in the program. The purpose of…

Teaching Newton's Laws with the iPod Touch in Conceptual Physics

NASA Astrophysics Data System (ADS)

Kelly, Angela M.

2011-04-01

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion…" and "For every action…"), but they rarely demonstrate a working knowledge of how to apply them to observable phenomena. As a firm believer in inquiry-based teaching methods, I like to develop activities where students can experiment and construct understandings based on relevant personal experiences. Consequently, I am always looking for exciting new technologies that can readily demonstrate how physics affects everyday things. In a conceptual physics class designed for ninth-graders, I created a structured activity where students applied Newton's laws to a series of free applications downloaded on iPod Touches. The laws had been introduced during the prior class session with textual descriptions and graphical representations. The course is offered as part of the Enlace Latino Collegiate Society, a weekend enrichment program for middle and high school students in the Bronx. The majority of students had limited or no prior exposure to physics concepts, and many attended high schools where physics was not offered at all.

Comment on ‘Oxygen vacancy-induced magnetic moment in edge-sharing CuO2 chains of Li2CuO2’

NASA Astrophysics Data System (ADS)

Kuzian, R. O.; Klingeler, R.; Lorenz, W. E. A.; Wizent, N.; Nishimoto, S.; Nitzsche, U.; Rosner, H.; Milosavljevic, D.; Hozoi, L.; Yadav, R.; Richter, J.; Hauser, A.; Geck, J.; Hayn, R.; Yushankhai, V.; Siurakshina, L.; Monney, C.; Schmitt, T.; Thar, J.; Roth, G.; Ito, T.; Yamaguchi, H.; Matsuda, M.; Johnston, S.; Málek, J.; Drechsler, S.-L.

2018-05-01

In a recent work devoted to the magnetism of Li2CuO2, Shu et al (2017 New J. Phys. 19, 023026) have proposed a ‘simplified’ unfrustrated microscopic model that differs considerably from the models refined through decades of prior work. We show that the proposed model is at odds with known experimental data, including the reported magnetic susceptibility χ(T) data up to 550 K. Using an 8th order high-temperature expansion for χ(T), we show that the experimental data for Li2CuO2 are consistent with the prior model derived from inelastic neutron scattering studies. We also establish the T-range of validity for a Curie–Weiss law for the real frustrated magnetic system. We argue that the knowledge of the long-range ordered magnetic structure for T < T N and of χ(T) in a restricted T-range provides insufficient information to extract all of the relevant couplings in frustrated magnets; the saturation field and INS data must also be used to determine several exchange couplings, including the weak but decisive frustrating antiferromagnetic interchain couplings.

Uncertainties propagation and global sensitivity analysis of the frequency response function of piezoelectric energy harvesters

NASA Astrophysics Data System (ADS)

Ruiz, Rafael O.; Meruane, Viviana

2017-06-01

The goal of this work is to describe a framework to propagate uncertainties in piezoelectric energy harvesters (PEHs). These uncertainties are related to the incomplete knowledge of the model parameters. The framework presented could be employed to conduct prior robust stochastic predictions. The prior analysis assumes a known probability density function for the uncertain variables and propagates the uncertainties to the output voltage. The framework is particularized to evaluate the behavior of the frequency response functions (FRFs) in PEHs, while its implementation is illustrated by the use of different unimorph and bimorph PEHs subjected to different scenarios: free of uncertainties, common uncertainties, and uncertainties as a product of imperfect clamping. The common variability associated with the PEH parameters are tabulated and reported. A global sensitivity analysis is conducted to identify the Sobol indices. Results indicate that the elastic modulus, density, and thickness of the piezoelectric layer are the most relevant parameters of the output variability. The importance of including the model parameter uncertainties in the estimation of the FRFs is revealed. In this sense, the present framework constitutes a powerful tool in the robust design and prediction of PEH performance.

Access to Attitude-Relevant Information in Memory as a Determinant of Persuasion: The Role of Message and Communicator Attributes.

ERIC Educational Resources Information Center

Wood, Wendy; And Others

Research literature shows that people with access to attitude-relevant information in memory are able to draw on relevant beliefs and prior experiences when analyzing a persuasive message. This suggests that people who can retrieve little attitude-relevant information should be less able to engage in systematic processing. Two experiments were…

Correlation set analysis: detecting active regulators in disease populations using prior causal knowledge

PubMed Central

2012-01-01

Background Identification of active causal regulators is a crucial problem in understanding mechanism of diseases or finding drug targets. Methods that infer causal regulators directly from primary data have been proposed and successfully validated in some cases. These methods necessarily require very large sample sizes or a mix of different data types. Recent studies have shown that prior biological knowledge can successfully boost a method's ability to find regulators. Results We present a simple data-driven method, Correlation Set Analysis (CSA), for comprehensively detecting active regulators in disease populations by integrating co-expression analysis and a specific type of literature-derived causal relationships. Instead of investigating the co-expression level between regulators and their regulatees, we focus on coherence of regulatees of a regulator. Using simulated datasets we show that our method performs very well at recovering even weak regulatory relationships with a low false discovery rate. Using three separate real biological datasets we were able to recover well known and as yet undescribed, active regulators for each disease population. The results are represented as a rank-ordered list of regulators, and reveals both single and higher-order regulatory relationships. Conclusions CSA is an intuitive data-driven way of selecting directed perturbation experiments that are relevant to a disease population of interest and represent a starting point for further investigation. Our findings demonstrate that combining co-expression analysis on regulatee sets with a literature-derived network can successfully identify causal regulators and help develop possible hypothesis to explain disease progression. PMID:22443377

The Asteroid Impact and Deflection Assessment Mission and its Potential Contributions to Human Exploration of Asteroids

NASA Technical Reports Server (NTRS)

Abell, Paul A.; Rivkin, Andy S.

2014-01-01

The joint ESA and NASA Asteroid Impact and Deflection Assessment (AIDA) mission will directly address aspects of NASA's Asteroid Initiative and will contribute to future human exploration. The NASA Asteroid Initiative is comprised of two major components: the Grand Challenge and the Asteroid Mission. The first component, the Grand Challenge, focuses on protecting Earth's population from asteroid impacts by detecting potentially hazardous objects with enough warning time to either prevent them from impacting the planet, or to implement civil defense procedures. The Asteroid Mission, involves sending astronauts to study and sample a near-Earth asteroid (NEA) prior to conducting exploration missions of the Martian system, which includes Phobos and Deimos. AIDA's primary objective is to demonstrate a kinetic impact deflection and characterize the binary NEA Didymos. The science and technical data obtained from AIDA will aid in the planning of future human exploration missions to NEAs and other small bodies. The dual robotic missions of AIDA, ESA's Asteroid Impact Monitor (AIM) and NASA's Double Asteroid Redirection Test (DART), will provide a great deal of technical and engineering data on spacecraft operations for future human space exploration while conducting in-depth scientific examinations of the binary target Didymos both prior to and after the kinetic impact demonstration. The knowledge gained from this mission will help identify asteroidal physical properties in order to maximize operational efficiency and reduce mission risk for future small body missions. The AIDA data will help fill crucial strategic knowledge gaps concerning asteroid physical characteristics that are relevant for human exploration considerations at similar small body destinations.

Discerning the clinical relevance of biomarkers in early stage breast cancer.

PubMed

Ballinger, Tarah J; Kassem, Nawal; Shen, Fei; Jiang, Guanglong; Smith, Mary Lou; Railey, Elda; Howell, John; White, Carol B; Schneider, Bryan P

2017-07-01

Prior data suggest that breast cancer patients accept significant toxicity for small benefit. It is unclear whether personalized estimations of risk or benefit likelihood that could be provided by biomarkers alter treatment decisions in the curative setting. A choice-based conjoint (CBC) survey was conducted in 417 HER2-negative breast cancer patients who received chemotherapy in the curative setting. The survey presented pairs of treatment choices derived from common taxane- and anthracycline-based regimens, varying in degree of benefit by risk of recurrence and in toxicity profile, including peripheral neuropathy (PN) and congestive heart failure (CHF). Hypothetical biomarkers shifting benefit and toxicity risk were modeled to determine whether this knowledge alters choice. Previously identified biomarkers were evaluated using this model. Based on CBC analysis, a non-anthracycline regimen was the most preferred. Patients with prior PN had a similar preference for a taxane regimen as those who were PN naïve, but more dramatically shifted preference away from taxanes when PN was described as severe/irreversible. When modeled after hypothetical biomarkers, as the likelihood of PN increased, the preference for taxane-containing regimens decreased; similarly, as the likelihood of CHF increased, the preference for anthracycline regimens decreased. When evaluating validated biomarkers for PN and CHF, this knowledge did alter regimen preference. Patients faced with multi-faceted decisions consider personal experience and perceived risk of recurrent disease. Biomarkers providing information on likelihood of toxicity risk do influence treatment choices, and patients may accept reduced benefit when faced with higher risk of toxicity in the curative setting.

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.

Atypical combinations and scientific impact.

PubMed

Uzzi, Brian; Mukherjee, Satyam; Stringer, Michael; Jones, Ben

2013-10-25

Novelty is an essential feature of creative ideas, yet the building blocks of new ideas are often embodied in existing knowledge. From this perspective, balancing atypical knowledge with conventional knowledge may be critical to the link between innovativeness and impact. Our analysis of 17.9 million papers spanning all scientific fields suggests that science follows a nearly universal pattern: The highest-impact science is primarily grounded in exceptionally conventional combinations of prior work yet simultaneously features an intrusion of unusual combinations. Papers of this type were twice as likely to be highly cited works. Novel combinations of prior work are rare, yet teams are 37.7% more likely than solo authors to insert novel combinations into familiar knowledge domains.

Automatized spleen segmentation in non-contrast-enhanced MR volume data using subject-specific shape priors

NASA Astrophysics Data System (ADS)

Gloger, Oliver; Tönnies, Klaus; Bülow, Robin; Völzke, Henry

2017-07-01

To develop the first fully automated 3D spleen segmentation framework derived from T1-weighted magnetic resonance (MR) imaging data and to verify its performance for spleen delineation and volumetry. This approach considers the issue of low contrast between spleen and adjacent tissue in non-contrast-enhanced MR images. Native T1-weighted MR volume data was performed on a 1.5 T MR system in an epidemiological study. We analyzed random subsamples of MR examinations without pathologies to develop and verify the spleen segmentation framework. The framework is modularized to include different kinds of prior knowledge into the segmentation pipeline. Classification by support vector machines differentiates between five different shape types in computed foreground probability maps and recognizes characteristic spleen regions in axial slices of MR volume data. A spleen-shape space generated by training produces subject-specific prior shape knowledge that is then incorporated into a final 3D level set segmentation method. Individually adapted shape-driven forces as well as image-driven forces resulting from refined foreground probability maps steer the level set successfully to the segment the spleen. The framework achieves promising segmentation results with mean Dice coefficients of nearly 0.91 and low volumetric mean errors of 6.3%. The presented spleen segmentation approach can delineate spleen tissue in native MR volume data. Several kinds of prior shape knowledge including subject-specific 3D prior shape knowledge can be used to guide segmentation processes achieving promising results.

TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia

NASA Astrophysics Data System (ADS)

Sickel, Jamie L.

This study sought to identify key experiences that impact the development of technological pedagogical content knowledge (TPACK) of preservice secondary sciences teachers at a medium-sized university in Queensland, Australia. TPACK is a conceptual framework of a body of knowledge that teachers draw upon to influence practice; it is a dynamic and emergent form of knowledge that informs the employment of technology for teaching specific subject matter. This study employed an embedded case study approach, including delivery of a TPACK survey instrument and analysis of participant interviews, to identify the context-specific experiences that promote the development of TPACK among twelve preservice secondary science teachers. The research addresses a specific need cited in the literature, identifying TPACK impact factors, and provides a novel way to visualize TPACK development through contextual experiences. A novel approach to visually representing context-specific experiences and their influence on teacher knowledge, self-efficacy, values and beliefs was employed. Three major findings are presented below: 1) the majority of preservice secondary science teachers were unable to define the constructs of learning and science; 2) a focus on motivation and interest paired with a disconnect between expressed and enacted pedagogical orientation lead to teacher-centered instruction augmented with superficial tactics aimed at generating interest; and 3) difficulty in integrating knowledge bases yielded lower TPACK self-efficacy, which has detrimental impacts on the instruction planned by pre-service teachers for their students. Findings are directly aligned with participants' prior experience, compared to the relevant literature, and utilized to identify implications for teacher preparation as well as recommendations for future research.

The Role of "Creative Transfer" in Professional Transitions

ERIC Educational Resources Information Center

Triantafyllaki, Angeliki

2016-01-01

This paper discusses the concept of "knowledge transfer" in terms of expansion of prior knowledge, creativity and approaches to generating new knowledge. It explores professional transitions in which knowledge restructuring and identity reformation are pathways into greater work flexibility and adjustment. Two studies, exploring…

Effects of Process-Oriented and Product-Oriented Worked Examples and Prior Knowledge on Learner Problem Solving and Attitude: A Study in the Domain of Microeconomics

ERIC Educational Resources Information Center

Brooks, Christopher Darren

2009-01-01

The purpose of this study was to investigate the effectiveness of process-oriented and product-oriented worked example strategies and the mediating effect of prior knowledge (high versus low) on problem solving and learner attitude in the domain of microeconomics. In addition, the effect of these variables on learning efficiency as well as the…

Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4

ERIC Educational Resources Information Center

Clark, Mary Kristen; Kamhi, Alan G.

2014-01-01

Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

Effects of Type of Exploratory Strategy and Prior Knowledge on Middle School Students' Learning of Chemical Formulas from a 3D Role-Playing Game

ERIC Educational Resources Information Center

Chen, Ming-Puu; Wong, Yu-Ting; Wang, Li-Chun

2014-01-01

The purpose of this study was to examine the effects of the type of exploratory strategy and level of prior knowledge on middle school students' performance and motivation in learning chemical formulas via a 3D role-playing game (RPG). Two types of exploratory strategies-RPG exploratory with worked-example and RPG exploratory without…

Counting-On, Trading and Partitioning: Effects of Training and Prior Knowledge on Performance on Base-10 Tasks

ERIC Educational Resources Information Center

Saxton, Matthew; Cakir, Kadir

2006-01-01

Factors affecting performance on base-10 tasks were investigated in a series of four studies with a total of 453 children aged 5-7 years. Training in counting-on was found to enhance child performance on base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3), and partitioning (Studies 1 and…

Track Everything: Limiting Prior Knowledge in Online Multi-Object Recognition.

PubMed

Wong, Sebastien C; Stamatescu, Victor; Gatt, Adam; Kearney, David; Lee, Ivan; McDonnell, Mark D

2017-10-01

This paper addresses the problem of online tracking and classification of multiple objects in an image sequence. Our proposed solution is to first track all objects in the scene without relying on object-specific prior knowledge, which in other systems can take the form of hand-crafted features or user-based track initialization. We then classify the tracked objects with a fast-learning image classifier, that is based on a shallow convolutional neural network architecture and demonstrate that object recognition improves when this is combined with object state information from the tracking algorithm. We argue that by transferring the use of prior knowledge from the detection and tracking stages to the classification stage, we can design a robust, general purpose object recognition system with the ability to detect and track a variety of object types. We describe our biologically inspired implementation, which adaptively learns the shape and motion of tracked objects, and apply it to the Neovision2 Tower benchmark data set, which contains multiple object types. An experimental evaluation demonstrates that our approach is competitive with the state-of-the-art video object recognition systems that do make use of object-specific prior knowledge in detection and tracking, while providing additional practical advantages by virtue of its generality.

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

PubMed Central

Davidson, Matt; Berninger, Virginia

2015-01-01

Typically developing writers in fifth (n = 110, M = 10 years 8 months) or seventh (n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues. PMID:27418715

Science as experience, exploration, and experiments: elementary teachers' notions of `doing science'

NASA Astrophysics Data System (ADS)

Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.

2017-11-01

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science - both in and out of schools - throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers' narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers' science-related experiences in order to lay the groundwork for making connections between teachers' personal experiences and professional practice. This work demonstrates that teachers' storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers' science practice.

The Extension-Reduction Strategy: Activating Prior Knowledge

ERIC Educational Resources Information Center

Sloyer, Cliff W.

2004-01-01

A mathematical problem is solved using the extension-reduction or build it up-tear it down tactic. This technique is implemented in reviving students' earlier knowledge to enable them to apply this knowledge to solving new problems.

Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences.

PubMed

Isaacs, Alex N; Walton, Alison M; Nisly, Sarah A

2015-04-25

To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.

Personalized Knowledge Transfer for Caregiving Relatives.

PubMed

Wolff, Dominik; Behrends, Marianne; Gerlach, Mario; Kupka, Thomas; Marschollek, Michael

2018-01-01

Caregiving relatives have to manage very diverse tasks and need a lot of care-relevant knowledge. For most of them it is not easy to find the knowledge required. Thus, a personalized knowledge transfer for caregiving relatives is necessary. Against this background, methods to determine the personal relevance and importance of knowledge resources for caregiving relatives are developed. To evaluate these methods, an exemplary fictitious person is created by experts in Nursing Science. In this evaluation, the approach's results are compared with an expert opinion. The approach indicates that a personalized knowledge transfer is possible, providing caregiving relatives with necessary care knowledge according to their personal life situation.

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Creating Illusions of Knowledge: Learning Errors that Contradict Prior Knowledge

ERIC Educational Resources Information Center

Fazio, Lisa K.; Barber, Sarah J.; Rajaram, Suparna; Ornstein, Peter A.; Marsh, Elizabeth J.

2013-01-01

Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks…

Polar Domain Discovery with Sparkler

NASA Astrophysics Data System (ADS)

Duerr, R.; Khalsa, S. J. S.; Mattmann, C. A.; Ottilingam, N. K.; Singh, K.; Lopez, L. A.

2017-12-01

The scientific web is vast and ever growing. It encompasses millions of textual, scientific and multimedia documents describing research in a multitude of scientific streams. Most of these documents are hidden behind forms which require user action to retrieve and thus can't be directly accessed by content crawlers. These documents are hosted on web servers across the world, most often on outdated hardware and network infrastructure. Hence it is difficult and time-consuming to aggregate documents from the scientific web, especially those relevant to a specific domain. Thus generating meaningful domain-specific insights is currently difficult. We present an automated discovery system (Figure 1) using Sparkler, an open-source, extensible, horizontally scalable crawler which facilitates high throughput and focused crawling of documents pertinent to a particular domain such as information about polar regions. With this set of highly domain relevant documents, we show that it is possible to answer analytical questions about that domain. Our domain discovery algorithm leverages prior domain knowledge to reach out to commercial/scientific search engines to generate seed URLs. Subject matter experts then annotate these seed URLs manually on a scale from highly relevant to irrelevant. We leverage this annotated dataset to train a machine learning model which predicts the `domain relevance' of a given document. We extend Sparkler with this model to focus crawling on documents relevant to that domain. Sparkler avoids disruption of service by 1) partitioning URLs by hostname such that every node gets a different host to crawl and by 2) inserting delays between subsequent requests. With an NSF-funded supercomputer Wrangler, we scaled our domain discovery pipeline to crawl about 200k polar specific documents from the scientific web, within a day.

Term Relevance Weights in On-Line Information Retrieval

ERIC Educational Resources Information Center

Salton, G.; Waldstein, R. K.

1978-01-01

Term relevance weighting systems in interactive information retrieval are reviewed. An experiment in which information retrieval users ranked query terms in decreasing order of presumed importance prior to actual search and retrieval is described. (Author/KP)

Profiles of Inconsistent Knowledge in Children's Pathways of Conceptual Change

ERIC Educational Resources Information Center

Schneider, Michael; Hardy, Ilonca

2013-01-01

Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous…

49 CFR 240.209 - Procedures for making the determination on knowledge.

Code of Federal Regulations, 2010 CFR

2010-10-01

... knowledge. 240.209 Section 240.209 Transportation Other Regulations Relating to Transportation (Continued... determination on knowledge. (a) Each railroad, prior to initially certifying or recertifying any person as an... with the requirements of § 240.125 of this part, demonstrated sufficient knowledge of the railroad's...

Building on prior knowledge without building it in.

PubMed

Hansen, Steven S; Lampinen, Andrew K; Suri, Gaurav; McClelland, James L

2017-01-01

Lake et al. propose that people rely on "start-up software," "causal models," and "intuitive theories" built using compositional representations to learn new tasks more efficiently than some deep neural network models. We highlight the many drawbacks of a commitment to compositional representations and describe our continuing effort to explore how the ability to build on prior knowledge and to learn new tasks efficiently could arise through learning in deep neural networks.

Gendered Perceptions of Intimate Partner Violence Normality: An Experimental Study.

PubMed

Kuijpers, Karlijn F; Blokland, Arjan A J; Mercer, Natalie C

2017-12-01

Knowledge on young adults' perceptions of intimate partner violence (IPV) is important as these are the ages at which most people form their first serious intimate relationships and begin to develop norms about how to communicate within a relationship. This study uses an experimental vignette design to examine whether the type of violence employed and the gender dynamics within the couple (male perpetrator and female victim vs. female perpetrator and male victim) affect young adults' perceptions of IPV normality. Gender differences in these perceptions are assessed and moreover, we explore whether these differences can be attributed to respondents' prior IPV experiences. Young adults ( N = 599) were recruited from various schools and universities throughout the Netherlands. They were randomly assigned to one of 10 experimental vignettes. Findings demonstrate that, generally, scenarios describing more serious types of IPV as well as those describing a male perpetrator and a female victim received lower ratings of normality. Gender differences in perceptions were found and, moreover, the direction of these gender differences appeared to depend on the actual gender dynamics described in the IPV scenario. Prior IPV experiences increased perceptions of IPV normality among female respondents in particular. Moreover, the suggestion that respondents' prior IPV experiences may better explain respondents' IPV perceptions than respondents' gender, was only partly supported. Our findings suggest that this is true for respondents' prior psychological, but not physical IPV experiences and for the manipulations of the gender dynamics within the couple, but not so much for the type of violence employed. Implications of these findings are discussed. From a prevention perspective, greater insight into these perceptions is relevant as they have been shown to be related to help-seeking and reporting behavior in the case of experiencing or witnessing IPV.

Smoothing Spline ANOVA Decomposition of Arbitrary Splines: An Application to Eye Movements in Reading

PubMed Central

Matuschek, Hannes; Kliegl, Reinhold; Holschneider, Matthias

2015-01-01

The Smoothing Spline ANOVA (SS-ANOVA) requires a specialized construction of basis and penalty terms in order to incorporate prior knowledge about the data to be fitted. Typically, one resorts to the most general approach using tensor product splines. This implies severe constraints on the correlation structure, i.e. the assumption of isotropy of smoothness can not be incorporated in general. This may increase the variance of the spline fit, especially if only a relatively small set of observations are given. In this article, we propose an alternative method that allows to incorporate prior knowledge without the need to construct specialized bases and penalties, allowing the researcher to choose the spline basis and penalty according to the prior knowledge of the observations rather than choosing them according to the analysis to be done. The two approaches are compared with an artificial example and with analyses of fixation durations during reading. PMID:25816246

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

NASA Astrophysics Data System (ADS)

Cook, Michelle Patrick

2006-11-01

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expert-novice continuum and maximize the potential of visual representations.

Attitude importance and the accumulation of attitude-relevant knowledge in memory.

PubMed

Holbrook, Allyson L; Berent, Matthew K; Krosnick, Jon A; Visser, Penny S; Boninger, David S

2005-05-01

People who attach personal importance to an attitude are especially knowledgeable about the attitude object. This article tests an explanation for this relation: that importance causes the accumulation of knowledge by inspiring selective exposure to and selective elaboration of relevant information. Nine studies showed that (a) after watching televised debates between presidential candidates, viewers were better able to remember the statements made on policy issues on which they had more personally important attitudes; (b) importance motivated selective exposure and selective elaboration: Greater personal importance was associated with better memory for relevant information encountered under controlled laboratory conditions, and manipulations eliminating opportunities for selective exposure and selective elaboration eliminated the importance-memory accuracy relation; and (c) people do not use perceptions of their knowledge volume to infer how important an attitude is to them, but importance does cause knowledge accumulation.

Sleep Spindle Density Predicts the Effect of Prior Knowledge on Memory Consolidation

PubMed Central

Lambon Ralph, Matthew A.; Kempkes, Marleen; Cousins, James N.; Lewis, Penelope A.

2016-01-01

Information that relates to a prior knowledge schema is remembered better and consolidates more rapidly than information that does not. Another factor that influences memory consolidation is sleep and growing evidence suggests that sleep-related processing is important for integration with existing knowledge. Here, we perform an examination of how sleep-related mechanisms interact with schema-dependent memory advantage. Participants first established a schema over 2 weeks. Next, they encoded new facts, which were either related to the schema or completely unrelated. After a 24 h retention interval, including a night of sleep, which we monitored with polysomnography, participants encoded a second set of facts. Finally, memory for all facts was tested in a functional magnetic resonance imaging scanner. Behaviorally, sleep spindle density predicted an increase of the schema benefit to memory across the retention interval. Higher spindle densities were associated with reduced decay of schema-related memories. Functionally, spindle density predicted increased disengagement of the hippocampus across 24 h for schema-related memories only. Together, these results suggest that sleep spindle activity is associated with the effect of prior knowledge on memory consolidation. SIGNIFICANCE STATEMENT Episodic memories are gradually assimilated into long-term memory and this process is strongly influenced by sleep. The consolidation of new information is also influenced by its relationship to existing knowledge structures, or schemas, but the role of sleep in such schema-related consolidation is unknown. We show that sleep spindle density predicts the extent to which schemas influence the consolidation of related facts. This is the first evidence that sleep is associated with the interaction between prior knowledge and long-term memory formation. PMID:27030764

Overview of a pharmacist anticoagulation certificate program.

PubMed

Kirk, Julienne K; Edwards, Rebecca; Brewer, Andrew; Miller, Cathey; Bray, Bryan; Groce, James B

2017-07-01

To describe the design of an ongoing anticoagulation certificate program and annual renewal update for pharmacists. Components of the anticoagulation certificate program include home study, pre- and posttest, live sessions, case discussions with evaluation and presentation, an implementation plan, and survey information (program evaluation and use in practice). Clinical reasoning skills were assessed through case work-up and evaluation prior to live presentation. An annual renewal program requires pharmacists to complete home study and case evaluations. A total of 361 pharmacists completed the anticoagulation certificate program between 2002 and 2015. Most (62%) practiced in ambulatory care and 38% in inpatient care settings (8% in both). In the past four years, 71% were working in or starting anticoagulation clinics in ambulatory and inpatient settings. In their evaluations of the program, an average of 90% of participants agreed or strongly agreed the lecture material was relevant and objectives were met. Pharmacists are able to apply knowledge and skills in management of anticoagulation. This structured practice-based continuing education program was intended to enhance pharmacy practice and has achieved that goal. The certificate program in anticoagulation was relevant to pharmacists who attended the program. Copyright © 2017. Published by Elsevier Inc.

Trained Eyes: Experience Promotes Adaptive Gaze Control in Dynamic and Uncertain Visual Environments

PubMed Central

Taya, Shuichiro; Windridge, David; Osman, Magda

2013-01-01

Current eye-tracking research suggests that our eyes make anticipatory movements to a location that is relevant for a forthcoming task. Moreover, there is evidence to suggest that with more practice anticipatory gaze control can improve. However, these findings are largely limited to situations where participants are actively engaged in a task. We ask: does experience modulate anticipative gaze control while passively observing a visual scene? To tackle this we tested people with varying degrees of experience of tennis, in order to uncover potential associations between experience and eye movement behaviour while they watched tennis videos. The number, size, and accuracy of saccades (rapid eye-movements) made around ‘events,’ which is critical for the scene context (i.e. hit and bounce) were analysed. Overall, we found that experience improved anticipatory eye-movements while watching tennis clips. In general, those with extensive experience showed greater accuracy of saccades to upcoming event locations; this was particularly prevalent for events in the scene that carried high uncertainty (i.e. ball bounces). The results indicate that, even when passively observing, our gaze control system utilizes prior relevant knowledge in order to anticipate upcoming uncertain event locations. PMID:23951147

Feasibility of a low-dose orbital CT protocol with a knowledge-based iterative model reconstruction algorithm for evaluating Graves' orbitopathy.

PubMed

Lee, Ho-Joon; Kim, Jinna; Kim, Ki Wook; Lee, Seung-Koo; Yoon, Jin Sook

2018-06-23

To evaluate the clinical feasibility of low-dose orbital CT with a knowledge-based iterative model reconstruction (IMR) algorithm for evaluating Graves' orbitopathy. Low-dose orbital CT was performed with a CTDI vol of 4.4 mGy. In 12 patients for whom prior or subsequent non-low-dose orbital CT data obtained within 12 months were available, background noise, SNR, and CNR were compared for images generated using filtered back projection (FBP), hybrid iterative reconstruction (iDose 4 ), and IMR and non-low-dose CT images. Comparison of clinically relevant measurements for Graves' orbitopathy, such as rectus muscle thickness and retrobulbar fat area, was performed in a subset of 6 patients who underwent CT for causes other than Graves' orbitopathy, by using the Wilcoxon signed-rank test. The lens dose estimated from skin dosimetry on a phantom was 4.13 mGy, which was on average 59.34% lower than that of the non-low-dose protocols. Image quality in terms of background noise, SNR, and CNR was the best for IMR, followed by non-low-dose CT, iDose 4 , and FBP, in descending order. A comparison of clinically relevant measurements revealed no significant difference in the retrobulbar fat area and the inferior and medial rectus muscle thicknesses between the low-dose and non-low-dose CT images. Low-dose CT with IMR may be performed without significantly affecting the measurement of prognostic parameters for Graves' orbitopathy while lowering the lens dose and image noise. Copyright © 2018 Elsevier Inc. All rights reserved.

Epidemiology and risk factors for drug allergy.

PubMed

Thong, Bernard Y-H; Tan, Teck-Choon

2011-05-01

The aim of this review was to describe the current evidence-based knowledge of the epidemiology, prevalence, incidence, risk factors and genetic associations of drug allergy. Articles published between 1966 and 2010 were identified in MEDLINE using the key words adult, adverse drug reaction reporting systems, age factors, anaphylactoid, anaphylaxis, anaesthetics, antibiotics, child, drug allergy, drug eruptions, ethnic groups, hypersensitivity, neuromuscular depolarizing agents, neuromuscular nondepolarizing agents, sex factors, Stevens Johnson syndrome and toxic epidermal necrolysis. Additional studies were identified from article reference lists. Relevant, peer-reviewed original research articles, case series and reviews were considered for review. Current epidemiological studies on adverse drug reactions (ADRs) have used different definitions for ADR-related terminology, often do not differentiate immunologically and non-immunologically mediated drug hypersensitivity, study different study populations (different ethnicities, inpatients or outpatients, adults or children), utilize different methodologies (spontaneous vs. non-spontaneous reporting, cohort vs. case-control studies), different methods of assessing drug imputability and different methods of data analyses. Potentially life-threatening severe cutaneous adverse reactions (SCAR) are associated with a high risk of morbidity and mortality. HLA associations for SCAR associated with allopurinol, carbamazepine and abacavir have been reported with the potential for clinical use in screening prior to prescription. Identification of risk factors for drug allergy and appropriate genetic screening of at-risk ethnic groups may improve the outcomes of drug-specific SCAR. Research and collaboration are necessary for the generation of clinically-relevant, translational pharmacoepidemiological and pharmacogenomic knowledge, and success of health outcomes research and policies on drug allergies. © 2011 The Authors. British Journal of Clinical Pharmacology © 2011 The British Pharmacological Society.

Co-Authorship and Bibliographic Coupling Network Effects on Citations

PubMed Central

Biscaro, Claudio; Giupponi, Carlo

2014-01-01

This paper analyzes the effects of the co-authorship and bibliographic coupling networks on the citations received by scientific articles. It expands prior research that limited its focus on the position of co-authors and incorporates the effects of the use of knowledge sources within articles: references. By creating a network on the basis of shared references, we propose a way to understand whether an article bridges among extant strands of literature and infer the size of its research community and its embeddedness. Thus, we map onto the article – our unit of analysis – the metrics of authors' position in the co-authorship network and of the use of knowledge on which the scientific article is grounded. Specifically, we adopt centrality measures – degree, betweenneess, and closeness centrality – in the co-authorship network and degree, betweenness centrality and clustering coefficient in the bibliographic coupling and show their influence on the citations received in first two years after the year of publication. Findings show that authors' degree positively impacts citations. Also closeness centrality has a positive effect manifested only when the giant component is relevant. Author's betweenness centrality has instead a negative effect that persists until the giant component - largest component of the network in which all nodes can be linked by a path - is relevant. Moreover, articles that draw on fragmented strands of literature tend to be cited more, whereas the size of the scientific research community and the embeddedness of the article in a cohesive cluster of literature have no effect. PMID:24911416

45 CFR 1616.3 - Qualifications.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) Academic training and performance; (b) The nature and extent of prior legal experience; (c) Knowledge and understanding of the legal problems and needs of the poor; (d) Prior working experience in the client community...

A Study about Placement Support Using Semantic Similarity

ERIC Educational Resources Information Center

Katz, Marco; van Bruggen, Jan; Giesbers, Bas; Waterink, Wim; Eshuis, Jannes; Koper, Rob

2014-01-01

This paper discusses Latent Semantic Analysis (LSA) as a method for the assessment of prior learning. The Accreditation of Prior Learning (APL) is a procedure to offer learners an individualized curriculum based on their prior experiences and knowledge. The placement decisions in this process are based on the analysis of student material by domain…

The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S.

2012-01-01

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

Learners' strategies for reconstructing cognitive frameworks and navigating conceptual change from prior conception to consensual genetics knowledge

NASA Astrophysics Data System (ADS)

Parrott, Annette M.

Problem. Science teachers are charged with preparing students to become scientifically literate individuals. Teachers are given curriculum that specifies the knowledge that students should come away with; however, they are not necessarily aware of the knowledge with which the student arrives or how best to help them navigate between the two knowledge states. Educators must be aware, not only of where their students are conceptually, but how their students move from their prior knowledge and naive theories, to scientifically acceptable theories. The understanding of how students navigate this course has the potential to revolutionize educational practices. Methods. This study explored how five 9th grade biology students reconstructed their cognitive frameworks and navigated conceptual change from prior conception to consensual genetics knowledge. The research questions investigated were: (1) how do students in the process of changing their naive science theories to accepted science theories describe their journey from prior knowledge to current conception, and (2) what are the methods that students utilize to bridge the gap between alternate and consensual science conceptions to effect conceptual change. Qualitative and quantitative methods were employed to gather and analyze the data. In depth, semi-structured interviews formed the primary data for probing the context and details of students' conceptual change experience. Primary interview data was coded by thematic analysis. Results and discussion. This study revealed information about students' perceived roles in learning, the role of articulation in the conceptual change process, and ways in which a community of learners aids conceptual change. It was ascertained that students see their role in learning primarily as repeating information until they could add that information to their knowledge. Students are more likely to consider challenges to their conceptual frameworks and be more motivated to become active participants in constructing their knowledge when they are working collaboratively with peers instead of receiving instruction from their teacher. Articulation was found to be instrumental in aiding learners in identifying their alternate conceptions as well as in revisiting, investigating and reconstructing their conceptual frameworks. Based on the assumptions generated, suggestions were offered to inform pedagogical practice in support of the conceptual change process.

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.

Prior methylphenidate self-administration alters the subsequent reinforcing effects of methamphetamine in rats

PubMed Central

Baladi, Michelle G.; Nielsen, Shannon M.; Umpierre, Anthony; Hanson, Glen R.; Fleckenstein, Annette E

2014-01-01

Methylphenidate (MPD) is clinically effective in treating symptoms of attention-deficit/hyperactivity disorder; however, its relatively wide availability has raised public health concerns for non-medical use of MPD among certain adult populations. Most preclinical studies investigate whether presumed therapeutically relevant doses of MPD alter sensitivity to the reinforcing effects of other drugs, but it remains unclear whether doses of MPD likely exceeding therapeutic relevance impact the subsequent reinforcing effects of drugs. To begin to address this question, the effect of prior MPD self-administration (0.56 mg/kg/infusion) on the subsequent reinforcing effects of methamphetamine (METH, 0.032 or 0.1 mg/kg/infusion) was investigated in male, Sprague-Dawley rats. For comparison, it was also determined whether prior experimenter-administered MPD, injected daily at a presumed therapeutically-relevant dose (2 mg/kg), altered the subsequent reinforcing effects of METH. Results indicate that under the current conditions, only a history of MPD self-administration increased sensitivity to the subsequent reinforcing effects of METH. Furthermore, MPD did not impact food-maintained responding, suggesting that the effect of MPD might be specific to drug reinforcers. These data suggest that short-term, non-medical use of MPD might alter the positive reinforcing effects of METH in a manner relevant to vulnerability to drug use in humans. PMID:25325290

Prior methylphenidate self-administration alters the subsequent reinforcing effects of methamphetamine in rats.

PubMed

Baladi, Michelle G; Nielsen, Shannon M; Umpierre, Anthony; Hanson, Glen R; Fleckenstein, Annette E

2014-12-01

Methylphenidate (MPD) is clinically effective in treating the symptoms of attention-deficit hyperactivity disorder; however, its relatively widespread availability has raised public health concerns on nonmedical use of MPD among certain adult populations. Most preclinical studies investigate whether presumed therapeutically relevant doses of MPD alter sensitivity to the reinforcing effects of other drugs, but it remains unclear whether doses of MPD likely exceeding therapeutic relevance impact the subsequent reinforcing effects of drugs. To begin to address this question, the effect of prior MPD self-administration (0.56 mg/kg/infusion) on the subsequent reinforcing effects of methamphetamine (METH, 0.032 or 0.1 mg/kg/infusion) was investigated in male Sprague-Dawley rats. For comparison, it was also determined whether prior experimenter-administered MPD, injected daily at a presumed therapeutically relevant dose (2 mg/kg), altered the subsequent reinforcing effects of METH. Results indicated that, under the current conditions, only a history of MPD self-administration increased sensitivity to the subsequent reinforcing effects of METH. Furthermore, MPD did not impact food-maintained responding, suggesting that the effect of MPD might be specific to drug reinforcers. These data suggest that short-term, nonmedical use of MPD might alter the positive reinforcing effects of METH in a manner relevant to vulnerability to drug use in humans.

Temporal dynamics of the knowledge-mediated visual disambiguation process in humans: a magnetoencephalography study.

PubMed

Urakawa, Tomokazu; Ogata, Katsuya; Kimura, Takahiro; Kume, Yuko; Tobimatsu, Shozo

2015-01-01

Disambiguation of a noisy visual scene with prior knowledge is an indispensable task of the visual system. To adequately adapt to a dynamically changing visual environment full of noisy visual scenes, the implementation of knowledge-mediated disambiguation in the brain is imperative and essential for proceeding as fast as possible under the limited capacity of visual image processing. However, the temporal profile of the disambiguation process has not yet been fully elucidated in the brain. The present study attempted to determine how quickly knowledge-mediated disambiguation began to proceed along visual areas after the onset of a two-tone ambiguous image using magnetoencephalography with high temporal resolution. Using the predictive coding framework, we focused on activity reduction for the two-tone ambiguous image as an index of the implementation of disambiguation. Source analysis revealed that a significant activity reduction was observed in the lateral occipital area at approximately 120 ms after the onset of the ambiguous image, but not in preceding activity (about 115 ms) in the cuneus when participants perceptually disambiguated the ambiguous image with prior knowledge. These results suggested that knowledge-mediated disambiguation may be implemented as early as approximately 120 ms following an ambiguous visual scene, at least in the lateral occipital area, and provided an insight into the temporal profile of the disambiguation process of a noisy visual scene with prior knowledge. © 2014 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Mitigating Information Overload: The Impact of Context-Based Approach to the Design of Tools for Intelligence Analysts

DTIC Science & Technology

2008-03-01

amount of arriving data, extract actionable information, and integrate it with prior knowledge. Add to that the pressures of today’s fusion center...information, and integrate it with prior knowledge. Add to that the pressures of today’s fusion center climate and it becomes clear that analysts, police... fusion centers, including specifics about how these problems manifest at the Illinois State Police (ISP) Statewide Terrorism and Intelligence Center

The dynamics of fidelity over the time course of long-term memory.

PubMed

Persaud, Kimele; Hemmer, Pernille

2016-08-01

Bayesian models of cognition assume that prior knowledge about the world influences judgments. Recent approaches have suggested that the loss of fidelity from working to long-term (LT) memory is simply due to an increased rate of guessing (e.g. Brady, Konkle, Gill, Oliva, & Alvarez, 2013). That is, recall is the result of either remembering (with some noise) or guessing. This stands in contrast to Bayesian models of cognition while assume that prior knowledge about the world influences judgments, and that recall is a combination of expectations learned from the environment and noisy memory representations. Here, we evaluate the time course of fidelity in LT episodic memory, and the relative contribution of prior category knowledge and guessing, using a continuous recall paradigm. At an aggregate level, performance reflects a high rate of guessing. However, when aggregate data is partitioned by lag (i.e., the number of presentations from study to test), or is un-aggregated, performance appears to be more complex than just remembering with some noise and guessing. We implemented three models: the standard remember-guess model, a three-component remember-guess model, and a Bayesian mixture model and evaluated these models against the data. The results emphasize the importance of taking into account the influence of prior category knowledge on memory. Copyright © 2016 Elsevier Inc. All rights reserved.

A cross-cultural comparison of biology lessons between China and Germany: a video study

NASA Astrophysics Data System (ADS)

Liu, Ning; Neuhaus, Birgit Jana

2017-08-01

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students' prior knowledge was tested with a pretest. After the teaching unit, students' content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students' reasoning and divergent thinking.

Learning about the internal structure of categories through classification and feature inference.

PubMed

Jee, Benjamin D; Wiley, Jennifer

2014-01-01

Previous research on category learning has found that classification tasks produce representations that are skewed toward diagnostic feature dimensions, whereas feature inference tasks lead to richer representations of within-category structure. Yet, prior studies often measure category knowledge through tasks that involve identifying only the typical features of a category. This neglects an important aspect of a category's internal structure: how typical and atypical features are distributed within a category. The present experiments tested the hypothesis that inference learning results in richer knowledge of internal category structure than classification learning. We introduced several new measures to probe learners' representations of within-category structure. Experiment 1 found that participants in the inference condition learned and used a wider range of feature dimensions than classification learners. Classification learners, however, were more sensitive to the presence of atypical features within categories. Experiment 2 provided converging evidence that classification learners were more likely to incorporate atypical features into their representations. Inference learners were less likely to encode atypical category features, even in a "partial inference" condition that focused learners' attention on the feature dimensions relevant to classification. Overall, these results are contrary to the hypothesis that inference learning produces superior knowledge of within-category structure. Although inference learning promoted representations that included a broad range of category-typical features, classification learning promoted greater sensitivity to the distribution of typical and atypical features within categories.

Multiple Enactments of Educational Research

ERIC Educational Resources Information Center

Landri, Paolo

2012-01-01

The article addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of "useful knowledge". The article illustrates the conceptual, instrumental and legitimative relevance of knowledge and highlights empirically the…

Assessment of Knowledge Transfer in the Context of Biomechanics

ERIC Educational Resources Information Center

Hutchison, Randolph E.

2011-01-01

The dynamic act of knowledge transfer, or the connection of a student's prior knowledge to features of a new problem, could be considered one of the primary goals of education. Yet studies highlight more instances of failure than success. This dissertation focuses on how knowledge transfer takes place during individual problem solving, in…

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"…

They're Lovin' It: How Preschool Children Mediated Their Funds of Knowledge into Dramatic Play

ERIC Educational Resources Information Center

Karabon, Anne

2017-01-01

The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children's prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents…

Is knowledge important? Empirical research on nuclear risk communication in two countries.

PubMed

Perko, Tanja; Zeleznik, Nadja; Turcanu, Catrinel; Thijssen, Peter

2012-06-01

Increasing audience knowledge is often set as a primary objective of risk communication efforts. But is it worthwhile focusing risk communication strategies solely on enhancing specific knowledge? The main research questions tackled in this paper were: (1) if prior audience knowledge related to specific radiation risks is influential for the perception of these risks and the acceptance of communicated messages and (2) if gender, attitudes, risk perception of other radiation risks, confidence in authorities, and living in the vicinity of nuclear/radiological installations may also play an important role in this matter. The goal of this study was to test empirically the mentioned predictors in two independent case studies in different countries. The first case study was an information campaign for iodine pre-distribution in Belgium (N = 1035). The second was the information campaign on long-term radioactive waste disposal in Slovenia (N = 1,200). In both cases, recurrent and intensive communication campaigns were carried out by the authorities aiming, among other things, at increasing specific audience knowledge. Results show that higher prior audience knowledge leads to more willingness to accept communicated messages, but it does not affect people’s perception of the specific risk communicated. In addition, the influence of prior audience knowledge on the acceptance of communicated messages is shown to be no stronger than that of general radiation risk perception. The results in both case studies suggest that effective risk communication has to focus not only on knowledge but also on other more heuristic predictors, such as risk perception or attitudes toward communicated risks.

Lateral orbitofrontal cortex anticipates choices and integrates prior with current information

PubMed Central

Nogueira, Ramon; Abolafia, Juan M.; Drugowitsch, Jan; Balaguer-Ballester, Emili; Sanchez-Vives, Maria V.; Moreno-Bote, Rubén

2017-01-01

Adaptive behavior requires integrating prior with current information to anticipate upcoming events. Brain structures related to this computation should bring relevant signals from the recent past into the present. Here we report that rats can integrate the most recent prior information with sensory information, thereby improving behavior on a perceptual decision-making task with outcome-dependent past trial history. We find that anticipatory signals in the orbitofrontal cortex about upcoming choice increase over time and are even present before stimulus onset. These neuronal signals also represent the stimulus and relevant second-order combinations of past state variables. The encoding of choice, stimulus and second-order past state variables resides, up to movement onset, in overlapping populations. The neuronal representation of choice before stimulus onset and its build-up once the stimulus is presented suggest that orbitofrontal cortex plays a role in transforming immediate prior and stimulus information into choices using a compact state-space representation. PMID:28337990

Relations among Conceptual Knowledge, Procedural Knowledge, and Procedural Flexibility in Two Samples Differing in Prior Knowledge

ERIC Educational Resources Information Center

Schneider, Michael; Rittle-Johnson, Bethany; Star, Jon R.

2011-01-01

Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of…

Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen

NASA Astrophysics Data System (ADS)

Boerwinkel, Dirk Jan; Yarden, Anat; Waarlo, Arend Jan

2017-12-01

To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: "What knowledge of genetics is relevant to those individuals not professionally involved in science?" and "Why is this knowledge relevant?" The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.

Electronic patient records in action: Transforming information into professionally relevant knowledge.

PubMed

Winman, Thomas; Rystedt, Hans

2011-03-01

The implementation of generic models for organizing information in complex institutions like those in healthcare creates a gap between standardization and the need for locally relevant knowledge. The present study addresses how this gap can be bridged by focusing on the practical work of healthcare staff in transforming information in EPRs into knowledge that is useful for everyday work. Video recording of shift handovers on a rehabilitation ward serves as the empirical case. The results show how extensive selections and reorganizations of information in EPRs are carried out in order to transform information into professionally relevant accounts. We argue that knowledge about the institutional obligations and professional ways of construing information are fundamental for these transitions. The findings point to the need to consider the role of professional knowledge inherent in unpacking information in efforts to develop information systems intended to bridge between institutional and professional boundaries in healthcare. © The Author(s) 2011.

Knowledge discovery for Deep Phenotyping serious mental illness from Electronic Mental Health records.

PubMed

Jackson, Richard; Patel, Rashmi; Velupillai, Sumithra; Gkotsis, George; Hoyle, David; Stewart, Robert

2018-01-01

Background: Deep Phenotyping is the precise and comprehensive analysis of phenotypic features in which the individual components of the phenotype are observed and described. In UK mental health clinical practice, most clinically relevant information is recorded as free text in the Electronic Health Record, and offers a granularity of information beyond what is expressed in most medical knowledge bases. The SNOMED CT nomenclature potentially offers the means to model such information at scale, yet given a sufficiently large body of clinical text collected over many years, it is difficult to identify the language that clinicians favour to express concepts. Methods: By utilising a large corpus of healthcare data, we sought to make use of semantic modelling and clustering techniques to represent the relationship between the clinical vocabulary of internationally recognised SMI symptoms and the preferred language used by clinicians within a care setting. We explore how such models can be used for discovering novel vocabulary relevant to the task of phenotyping Serious Mental Illness (SMI) with only a small amount of prior knowledge.  Results: 20 403 terms were derived and curated via a two stage methodology. The list was reduced to 557 putative concepts based on eliminating redundant information content. These were then organised into 9 distinct categories pertaining to different aspects of psychiatric assessment. 235 concepts were found to be expressions of putative clinical significance. Of these, 53 were identified having novel synonymy with existing SNOMED CT concepts. 106 had no mapping to SNOMED CT. Conclusions: We demonstrate a scalable approach to discovering new concepts of SMI symptomatology based on real-world clinical observation. Such approaches may offer the opportunity to consider broader manifestations of SMI symptomatology than is typically assessed via current diagnostic frameworks, and create the potential for enhancing nomenclatures such as SNOMED CT based on real-world expressions.

Knowledge discovery for Deep Phenotyping serious mental illness from Electronic Mental Health records

PubMed Central

Jackson, Richard; Patel, Rashmi; Velupillai, Sumithra; Gkotsis, George; Hoyle, David; Stewart, Robert

2018-01-01

Background: Deep Phenotyping is the precise and comprehensive analysis of phenotypic features in which the individual components of the phenotype are observed and described. In UK mental health clinical practice, most clinically relevant information is recorded as free text in the Electronic Health Record, and offers a granularity of information beyond what is expressed in most medical knowledge bases. The SNOMED CT nomenclature potentially offers the means to model such information at scale, yet given a sufficiently large body of clinical text collected over many years, it is difficult to identify the language that clinicians favour to express concepts. Methods: By utilising a large corpus of healthcare data, we sought to make use of semantic modelling and clustering techniques to represent the relationship between the clinical vocabulary of internationally recognised SMI symptoms and the preferred language used by clinicians within a care setting. We explore how such models can be used for discovering novel vocabulary relevant to the task of phenotyping Serious Mental Illness (SMI) with only a small amount of prior knowledge.  Results: 20 403 terms were derived and curated via a two stage methodology. The list was reduced to 557 putative concepts based on eliminating redundant information content. These were then organised into 9 distinct categories pertaining to different aspects of psychiatric assessment. 235 concepts were found to be expressions of putative clinical significance. Of these, 53 were identified having novel synonymy with existing SNOMED CT concepts. 106 had no mapping to SNOMED CT. Conclusions: We demonstrate a scalable approach to discovering new concepts of SMI symptomatology based on real-world clinical observation. Such approaches may offer the opportunity to consider broader manifestations of SMI symptomatology than is typically assessed via current diagnostic frameworks, and create the potential for enhancing nomenclatures such as SNOMED CT based on real-world expressions. PMID:29899974

Quantifying killing of orangutans and human-orangutan conflict in Kalimantan, Indonesia.

PubMed

Meijaard, Erik; Buchori, Damayanti; Hadiprakarsa, Yokyok; Utami-Atmoko, Sri Suci; Nurcahyo, Anton; Tjiu, Albertus; Prasetyo, Didik; Nardiyono; Christie, Lenny; Ancrenaz, Marc; Abadi, Firman; Antoni, I Nyoman Gede; Armayadi, Dedy; Dinato, Adi; Ella; Gumelar, Pajar; Indrawan, Tito P; Kussaritano; Munajat, Cecep; Priyono, C Wawan Puji; Purwanto, Yadi; Puspitasari, Dewi; Putra, M Syukur Wahyu; Rahmat, Abdi; Ramadani, Harri; Sammy, Jim; Siswanto, Dedi; Syamsuri, Muhammad; Andayani, Noviar; Wu, Huanhuan; Wells, Jessie Anne; Mengersen, Kerrie

2011-01-01

Human-orangutan conflict and hunting are thought to pose a serious threat to orangutan existence in Kalimantan, the Indonesian part of Borneo. No data existed prior to the present study to substantiate these threats. We investigated the rates, spatial distribution and causes of conflict and hunting through an interview-based survey in the orangutan's range in Kalimantan, Indonesia. Between April 2008 and September 2009, we interviewed 6983 respondents in 687 villages to obtain socio-economic information, assess knowledge of local wildlife in general and orangutan encounters specifically, and to query respondents about their knowledge on orangutan conflicts and killing, and relevant laws. This survey revealed estimated killing rates of between 750 and 1800 animals killed in the last year, and between 1950 and 3100 animals killed per year on average within the lifetime of the survey respondents. These killing rates are higher than previously thought and are high enough to pose a serious threat to the continued existence of orangutans in Kalimantan. Importantly, the study contributes to our understanding of the spatial variation in threats, and the underlying causes of those threats, which can be used to facilitate the development of targeted conservation management.

Quantifying Killing of Orangutans and Human-Orangutan Conflict in Kalimantan, Indonesia

PubMed Central

Meijaard, Erik; Buchori, Damayanti; Hadiprakarsa, Yokyok; Utami-Atmoko, Sri Suci; Nurcahyo, Anton; Tjiu, Albertus; Prasetyo, Didik; Nardiyono; Christie, Lenny; Ancrenaz, Marc; Abadi, Firman; Antoni, I Nyoman Gede; Armayadi, Dedy; Dinato, Adi; Ella; Gumelar, Pajar; Indrawan, Tito P.; Kussaritano; Munajat, Cecep; Priyono, C. Wawan Puji; Purwanto, Yadi; Puspitasari, Dewi; Putra, M. Syukur Wahyu; Rahmat, Abdi; Ramadani, Harri; Sammy, Jim; Siswanto, Dedi; Syamsuri, Muhammad; Andayani, Noviar; Wu, Huanhuan; Wells, Jessie Anne; Mengersen, Kerrie

2011-01-01

Human-orangutan conflict and hunting are thought to pose a serious threat to orangutan existence in Kalimantan, the Indonesian part of Borneo. No data existed prior to the present study to substantiate these threats. We investigated the rates, spatial distribution and causes of conflict and hunting through an interview-based survey in the orangutan's range in Kalimantan, Indonesia. Between April 2008 and September 2009, we interviewed 6983 respondents in 687 villages to obtain socio-economic information, assess knowledge of local wildlife in general and orangutan encounters specifically, and to query respondents about their knowledge on orangutan conflicts and killing, and relevant laws. This survey revealed estimated killing rates of between 750 and 1800 animals killed in the last year, and between 1950 and 3100 animals killed per year on average within the lifetime of the survey respondents. These killing rates are higher than previously thought and are high enough to pose a serious threat to the continued existence of orangutans in Kalimantan. Importantly, the study contributes to our understanding of the spatial variation in threats, and the underlying causes of those threats, which can be used to facilitate the development of targeted conservation management. PMID:22096582

Locating landmarks on high-dimensional free energy surfaces

PubMed Central

Chen, Ming; Yu, Tang-Qing; Tuckerman, Mark E.

2015-01-01

Coarse graining of complex systems possessing many degrees of freedom can often be a useful approach for analyzing and understanding key features of these systems in terms of just a few variables. The relevant energy landscape in a coarse-grained description is the free energy surface as a function of the coarse-grained variables, which, despite the dimensional reduction, can still be an object of high dimension. Consequently, navigating and exploring this high-dimensional free energy surface is a nontrivial task. In this paper, we use techniques from multiscale modeling, stochastic optimization, and machine learning to devise a strategy for locating minima and saddle points (termed “landmarks”) on a high-dimensional free energy surface “on the fly” and without requiring prior knowledge of or an explicit form for the surface. In addition, we propose a compact graph representation of the landmarks and connections between them, and we show that the graph nodes can be subsequently analyzed and clustered based on key attributes that elucidate important properties of the system. Finally, we show that knowledge of landmark locations allows for the efficient determination of their relative free energies via enhanced sampling techniques. PMID:25737545

Order priors for Bayesian network discovery with an application to malware phylogeny

DOE PAGES

Oyen, Diane; Anderson, Blake; Sentz, Kari; ...

2017-09-15

Here, Bayesian networks have been used extensively to model and discover dependency relationships among sets of random variables. We learn Bayesian network structure with a combination of human knowledge about the partial ordering of variables and statistical inference of conditional dependencies from observed data. Our approach leverages complementary information from human knowledge and inference from observed data to produce networks that reflect human beliefs about the system as well as to fit the observed data. Applying prior beliefs about partial orderings of variables is an approach distinctly different from existing methods that incorporate prior beliefs about direct dependencies (or edges)more » in a Bayesian network. We provide an efficient implementation of the partial-order prior in a Bayesian structure discovery learning algorithm, as well as an edge prior, showing that both priors meet the local modularity requirement necessary for an efficient Bayesian discovery algorithm. In benchmark studies, the partial-order prior improves the accuracy of Bayesian network structure learning as well as the edge prior, even though order priors are more general. Our primary motivation is in characterizing the evolution of families of malware to aid cyber security analysts. For the problem of malware phylogeny discovery, we find that our algorithm, compared to existing malware phylogeny algorithms, more accurately discovers true dependencies that are missed by other algorithms.« less

Order priors for Bayesian network discovery with an application to malware phylogeny

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

Oyen, Diane; Anderson, Blake; Sentz, Kari

Here, Bayesian networks have been used extensively to model and discover dependency relationships among sets of random variables. We learn Bayesian network structure with a combination of human knowledge about the partial ordering of variables and statistical inference of conditional dependencies from observed data. Our approach leverages complementary information from human knowledge and inference from observed data to produce networks that reflect human beliefs about the system as well as to fit the observed data. Applying prior beliefs about partial orderings of variables is an approach distinctly different from existing methods that incorporate prior beliefs about direct dependencies (or edges)more » in a Bayesian network. We provide an efficient implementation of the partial-order prior in a Bayesian structure discovery learning algorithm, as well as an edge prior, showing that both priors meet the local modularity requirement necessary for an efficient Bayesian discovery algorithm. In benchmark studies, the partial-order prior improves the accuracy of Bayesian network structure learning as well as the edge prior, even though order priors are more general. Our primary motivation is in characterizing the evolution of families of malware to aid cyber security analysts. For the problem of malware phylogeny discovery, we find that our algorithm, compared to existing malware phylogeny algorithms, more accurately discovers true dependencies that are missed by other algorithms.« less

An investigation of prior knowledge in Automatic Music Transcription systems.

PubMed

Cazau, Dorian; Revillon, Guillaume; Krywyk, Julien; Adam, Olivier

2015-10-01

Automatic transcription of music is a long-studied research field with many operational systems available commercially. In this paper, a generic transcription system able to host various prior knowledge parameters has been developed, followed by an in-depth investigation of their impact on music transcription. Explicit links between musical knowledge and algorithmic formalism have been made. Musical knowledge covers classes of timbre, musicology, and playing style of an instrument repertoire. An evaluation sound corpus gathering musical pieces played by human performers from three different instrument repertoires, namely, classical piano, steel-string acoustic guitar, and the marovany zither from Madagascar, has been developed. The different components of musical knowledge have been successively incorporated in a complete transcription system, consisting mainly of a Probabilistic Latent Component Analysis algorithm post-processed with a Hidden Markov Model, and their impact on transcription results have been comparatively evaluated.

Prior knowledge-based approach for associating ...

EPA Pesticide Factsheets

Evaluating the potential human health and/or ecological risks associated with exposures to complex chemical mixtures in the ambient environment is one of the central challenges of chemical safety assessment and environmental protection. There is a need for approaches that can help to integrate chemical monitoring and bio-effects data to evaluate risks associated with chemicals present in the environment. We used prior knowledge about chemical-gene interactions to develop a knowledge assembly model for detected chemicals at five locations near two wastewater treatment plants. The assembly model was used to generate hypotheses about the biological impacts of the chemicals at each location. The hypotheses were tested using empirical hepatic gene expression data from fathead minnows exposed for 12 d at each location. Empirical gene expression data was also mapped to the assembly models to statistically evaluate the likelihood of a chemical contributing to the observed biological responses. The prior knowledge approach was able reasonably hypothesize the biological impacts at one site but not the other. Chemicals most likely contributing to the observed biological responses were identified at each location. Despite limitations to the approach, knowledge assembly models have strong potential for associating chemical occurrence with potential biological effects and providing a foundation for hypothesis generation to guide research and/or monitoring efforts relat

Barriers and facilitators to the implementation of an evidence-based electronic minimum dataset for nursing team leader handover: A descriptive survey.

PubMed

Spooner, Amy J; Aitken, Leanne M; Chaboyer, Wendy

2017-11-15

There is widespread use of clinical information systems in intensive care units however, the evidence to support electronic handover is limited. The study aim was to assess the barriers and facilitators to use of an electronic minimum dataset for nursing team leader shift-to-shift handover in the intensive care unit prior to its implementation. The study was conducted in a 21-bed medical/surgical intensive care unit, specialising in cardiothoracic surgery at a tertiary referral hospital, in Queensland, Australia. An established tool was modified to the intensive care nursing handover context and a survey of all 63 nursing team leaders was undertaken. Survey statements were rated using a 6-point Likert scale with selections from 'strongly disagree' to 'strongly agree', and open-ended questions. Descriptive statistics were used to summarise results. A total of 39 team leaders responded to the survey (62%). Team leaders used general intensive care work unit guidelines to inform practice however they were less familiar with the intensive care handover work unit guideline. Barriers to minimum dataset uptake included: a tool that was not user friendly, time consuming and contained too much information. Facilitators to minimum dataset adoption included: a tool that was user friendly, saved time and contained relevant information. Identifying the complexities of a healthcare setting prior to the implementation of an intervention assists researchers and clinicians to integrate new knowledge into healthcare settings. Barriers and facilitators to knowledge use focused on usability, content and efficiency of the electronic minimum dataset and can be used to inform tailored strategies to optimise team leaders' adoption of a minimum dataset for handover. Copyright © 2017 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

Discriminate the response of Acute Myeloid Leukemia patients to treatment by using proteomics data and Answer Set Programming.

PubMed

Chebouba, Lokmane; Miannay, Bertrand; Boughaci, Dalila; Guziolowski, Carito

2018-03-08

During the last years, several approaches were applied on biomedical data to detect disease specific proteins and genes in order to better target drugs. It was shown that statistical and machine learning based methods use mainly clinical data and improve later their results by adding omics data. This work proposes a new method to discriminate the response of Acute Myeloid Leukemia (AML) patients to treatment. The proposed approach uses proteomics data and prior regulatory knowledge in the form of networks to predict cancer treatment outcomes by finding out the different Boolean networks specific to each type of response to drugs. To show its effectiveness we evaluate our method on a dataset from the DREAM 9 challenge. The results are encouraging and demonstrate the benefit of our approach to distinguish patient groups with different response to treatment. In particular each treatment response group is characterized by a predictive model in the form of a signaling Boolean network. This model describes regulatory mechanisms which are specific to each response group. The proteins in this model were selected from the complete dataset by imposing optimization constraints that maximize the difference in the logical response of the Boolean network associated to each group of patients given the omic dataset. This mechanistic and predictive model also allow us to classify new patients data into the two different patient response groups. We propose a new method to detect the most relevant proteins for understanding different patient responses upon treatments in order to better target drugs using a Prior Knowledge Network and proteomics data. The results are interesting and show the effectiveness of our method.

Integrating biological knowledge into variable selection: an empirical Bayes approach with an application in cancer biology

PubMed Central

2012-01-01

Background An important question in the analysis of biochemical data is that of identifying subsets of molecular variables that may jointly influence a biological response. Statistical variable selection methods have been widely used for this purpose. In many settings, it may be important to incorporate ancillary biological information concerning the variables of interest. Pathway and network maps are one example of a source of such information. However, although ancillary information is increasingly available, it is not always clear how it should be used nor how it should be weighted in relation to primary data. Results We put forward an approach in which biological knowledge is incorporated using informative prior distributions over variable subsets, with prior information selected and weighted in an automated, objective manner using an empirical Bayes formulation. We employ continuous, linear models with interaction terms and exploit biochemically-motivated sparsity constraints to permit exact inference. We show an example of priors for pathway- and network-based information and illustrate our proposed method on both synthetic response data and by an application to cancer drug response data. Comparisons are also made to alternative Bayesian and frequentist penalised-likelihood methods for incorporating network-based information. Conclusions The empirical Bayes method proposed here can aid prior elicitation for Bayesian variable selection studies and help to guard against mis-specification of priors. Empirical Bayes, together with the proposed pathway-based priors, results in an approach with a competitive variable selection performance. In addition, the overall procedure is fast, deterministic, and has very few user-set parameters, yet is capable of capturing interplay between molecular players. The approach presented is general and readily applicable in any setting with multiple sources of biological prior knowledge. PMID:22578440

What are they up to? The role of sensory evidence and prior knowledge in action understanding.

PubMed

Chambon, Valerian; Domenech, Philippe; Pacherie, Elisabeth; Koechlin, Etienne; Baraduc, Pierre; Farrer, Chlöé

2011-02-18

Explaining or predicting the behaviour of our conspecifics requires the ability to infer the intentions that motivate it. Such inferences are assumed to rely on two types of information: (1) the sensory information conveyed by movement kinematics and (2) the observer's prior expectations--acquired from past experience or derived from prior knowledge. However, the respective contribution of these two sources of information is still controversial. This controversy stems in part from the fact that "intention" is an umbrella term that may embrace various sub-types each being assigned different scopes and targets. We hypothesized that variations in the scope and target of intentions may account for variations in the contribution of visual kinematics and prior knowledge to the intention inference process. To test this hypothesis, we conducted four behavioural experiments in which participants were instructed to identify different types of intention: basic intentions (i.e. simple goal of a motor act), superordinate intentions (i.e. general goal of a sequence of motor acts), or social intentions (i.e. intentions accomplished in a context of reciprocal interaction). For each of the above-mentioned intentions, we varied (1) the amount of visual information available from the action scene and (2) participant's prior expectations concerning the intention that was more likely to be accomplished. First, we showed that intentional judgments depend on a consistent interaction between visual information and participant's prior expectations. Moreover, we demonstrated that this interaction varied according to the type of intention to be inferred, with participant's priors rather than perceptual evidence exerting a greater effect on the inference of social and superordinate intentions. The results are discussed by appealing to the specific properties of each type of intention considered and further interpreted in the light of a hierarchical model of action representation.

Investigating the impact of adding an environmental focus to a developmental chemistry class

NASA Astrophysics Data System (ADS)

Robelia, Beth A.

Making chemistry more relevant to students has been a goal of many curriculum projects. None of these projects have investigated how specific applications of chemistry impact student learning or environmental mindset. The goal of this study was to examine how focusing attention on environmental issues as applications of chemistry concepts would affect students' understanding of general chemistry or environmental chemistry as well environmental attitudes, behaviors and knowledge. Special attention was paid to how women responded to the addition of an environmental focus because prior research indicated women hold more pro-environmental attitudes but are less knowledgeable about environmental topics. The quasi-experimental design used two treatment groups and a comparison group. Both treatment groups received instruction with a Science-Technology-Society orientation, one group focused on environmental applications of chemistry while the other drew applications of chemistry from a number of different fields students might be familiar with such as health care, food science and forensics. The comparison groups used mainly traditional examples from chemistry laboratories. In order to avoid testing the effect of the instructor, two people co-taught both treatment sections. Students in all three groups took a general chemistry assessment at the beginning and end of the course. The treatment groups took a pre and post environmental chemistry assessment and a survey of their environmental attitudes, behaviors and knowledge. Results indicate that students in the environmentally focused section may have made slight gains in general chemistry knowledge. Gains in environmental chemistry knowledge were not significantly different. Students also made modest gains in environmental attitude. Results for women mirrored results for the classes as a whole.

Instrument validation process: a case study using the Paediatric Pain Knowledge and Attitudes Questionnaire.

PubMed

Peirce, Deborah; Brown, Janie; Corkish, Victoria; Lane, Marguerite; Wilson, Sally

2016-06-01

To compare two methods of calculating interrater agreement while determining content validity of the Paediatric Pain Knowledge and Attitudes Questionnaire for use with Australian nurses. Paediatric pain assessment and management documentation was found to be suboptimal revealing a need to assess paediatric nurses' knowledge and attitude to pain. The Paediatric Pain Knowledge and Attitudes Questionnaire was selected as it had been reported as valid and reliable in the United Kingdom with student nurses. The questionnaire required content validity determination prior to use in the Australian context. A two phase process of expert review. Ten paediatric nurses completed a relevancy rating of all 68 questionnaire items. In phase two, five pain experts reviewed the items of the questionnaire that scored an unacceptable item level content validity. Item and scale level content validity indices and intraclass correlation coefficients were calculated. In phase one, 31 items received an item level content validity index <0·78 and the scale level content validity index average was 0·80 which were below levels required for acceptable validity. The intraclass correlation coefficient was 0·47. In phase two, 10 items were amended and four items deleted. The revised questionnaire provided a scale level content validity index average >0·90 and an intraclass correlation coefficient of 0·94 demonstrating excellent agreement between raters therefore acceptable content validity. Equivalent outcomes were achieved using the content validity index and the intraclass correlation coefficient. To assess content validity the content validity index has the advantage of providing an item level score and is a simple calculation. The intraclass correlation coefficient requires statistical knowledge, or support, and has the advantage of accounting for the possibility of chance agreement. © 2016 John Wiley & Sons Ltd.

An advanced search engine for patent analytics in medicinal chemistry.

PubMed

Pasche, Emilie; Gobeill, Julien; Teodoro, Douglas; Gaudinat, Arnaud; Vishnykova, Dina; Lovis, Christian; Ruch, Patrick

2012-01-01

Patent collections contain an important amount of medical-related knowledge, but existing tools were reported to lack of useful functionalities. We present here the development of TWINC, an advanced search engine dedicated to patent retrieval in the domain of health and life sciences. Our tool embeds two search modes: an ad hoc search to retrieve relevant patents given a short query and a related patent search to retrieve similar patents given a patent. Both search modes rely on tuning experiments performed during several patent retrieval competitions. Moreover, TWINC is enhanced with interactive modules, such as chemical query expansion, which is of prior importance to cope with various ways of naming biomedical entities. While the related patent search showed promising performances, the ad-hoc search resulted in fairly contrasted results. Nonetheless, TWINC performed well during the Chemathlon task of the PatOlympics competition and experts appreciated its usability.

Limitations related to marine operations in the Barents Sea

NASA Astrophysics Data System (ADS)

Gudmestad, O. T.

2017-12-01

Some marine activities in the Barents Sea are normally ongoing year-round; others are dependent on limited weather windows. The limitations for the marine operations are the special weather conditions characterized by unpredictable Polar Low situations during the fall, winter and spring seasons, as well as cold temperatures that also are causing sea spray icing and the potential for drifting ice in certain parts of the Sea. It must also be realized that large distances combined with challenging meteorological and oceanographic criteria as well as darkness during the winter period represents a concern for evacuation and rescue, should it be necessary to abandon ships and platforms. The long distances to the locations farthest away from shore are, furthermore, out of reach of helicopter assistance. These aspects make it necessary to conduct hazard identification studies and to include all relevant historical knowledge in the hazard identification session, prior to the execution of marine operations in the Barents Sea.

Results of a summer academy to increase minority student access to allied health and other health professions.

PubMed

Thomson, W A; Denk, J P; Miller, L M; Ochoa-Shargey, B; Jibaja-Rusth, M

1992-01-01

To promote interest among incoming ninth grade students at two specialized high schools for health professions, and to help these students prepare for the upcoming high school experience and for pursuit of education and careers in allied health and other health professions, a three-week Summer Health Professions Academy was established. Students, 82.8% of whom were African American or Hispanic, participated in relevant didactic and experiential activities, with emphasis on allied health. Science, problem solving, communications, health career counseling, and allied health career exploration activities are described. Results of instruments administered both prior to and following the Academy indicated that students improved their abilities to analyze and solve science problems, and increased their knowledge of the nine primarily allied health professions emphasized during the program. Students also demonstrated heightened awareness of the factors that could impede their pursuit of allied health professions and other health careers.

Problem-based learning in laboratory medicine resident education: a satisfaction survey.

PubMed

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll-Keller, Françoise; Barth, Heidi; Fafi-Kremer, Samira

2017-04-01

Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.

The whole-genome landscape of medulloblastoma subtypes

PubMed Central

Northcott, Paul A.; Buchhalter, Ivo; Morrissy, A. Sorana; Hovestadt, Volker; Weischenfeldt, Joachim; Ehrenberger, Tobias; Groebner, Susanne; Segura-Wang, Maia; Zichner, Thomas; Rudneva, Vasilisa; Warnatz, Hans-Jörg; Sidiropoulos, Nikos; Phillips, Aaron H.; Schumacher, Steven; Kleinheinz, Kortine; Waszak, Sebastian M.; Erkek, Serap; Jones, David T.W.; Worst, Barbara C.; Kool, Marcel; Zapatka, Marc; Jäger, Natalie; Chavez, Lukas; Hutter, Barbara; Bieg, Matthias; Paramasivam, Nagarajan; Heinold, Michael; Gu, Zuguang; Ishaque, Naveed; Jäger-Schmidt, Christina; Imbusch, Charles D.; Jugold, Alke; Hübschmann, Daniel; Risch, Thomas; Amstislavskiy, Vyacheslav; Gonzalez, Francisco German Rodriguez; Weber, Ursula D.; Wolf, Stephan; Robinson, Giles W.; Zhou, Xin; Wu, Gang; Finkelstein, David; Liu, Yanling; Cavalli, Florence M.G.; Luu, Betty; Ramaswamy, Vijay; Wu, Xiaochong; Koster, Jan; Ryzhova, Marina; Cho, Yoon-Jae; Pomeroy, Scott L.; Herold-Mende, Christel; Schuhmann, Martin; Ebinger, Martin; Liau, Linda M.; Mora, Jaume; McLendon, Roger E.; Jabado, Nada; Kumabe, Toshihiro; Chuah, Eric; Ma, Yussanne; Moore, Richard A.; Mungall, Andrew J.; Mungall, Karen L.; Thiessen, Nina; Tse, Kane; Wong, Tina; Jones, Steven J.M.; Witt, Olaf; Milde, Till; Von Deimling, Andreas; Capper, David; Korshunov, Andrey; Yaspo, Marie-Laure; Kriwacki, Richard; Gajjar, Amar; Zhang, Jinghui; Beroukhim, Rameen; Fraenkel, Ernest; Korbel, Jan O.; Brors, Benedikt; Schlesner, Matthias; Eils, Roland; Marra, Marco A.; Pfister, Stefan M.; Taylor, Michael D.; Lichter, Peter

2018-01-01

Summary Current therapies for medulloblastoma (MB), a highly malignant childhood brain tumor, impose debilitating effects on the developing child, warranting deployment of molecularly targeted treatments with reduced toxicities. Prior studies failed to disclose the full spectrum of driver genes and molecular processes operative in MB subgroups. Herein, we detail the somatic landscape across 491 sequenced MBs and molecular heterogeneity amongst 1,256 epigenetically analyzed cases, identifying subgroup-specific driver alterations including previously unappreciated actionable targets. Driver mutations explained the majority of Group 3 and Group 4 patients, remarkably enhancing previous knowledge. Novel molecular subtypes were differentially enriched for specific driver events, including hotspot in-frame insertions targeting KBTBD4 and ‘enhancer hijacking’ driving PRDM6 activation. Thus, application of integrative genomics to an unprecedented cohort of clinical samples derived from a single childhood cancer entity disclosed a series of new cancer genes and biologically relevant subtype diversity that represent attractive therapeutic targets for treating MB patients. PMID:28726821

Recent advances in the evolutionary engineering of industrial biocatalysts.

PubMed

Winkler, James D; Kao, Katy C

2014-12-01

Evolutionary engineering has been used to improve key industrial strain traits, such as carbon source utilization, tolerance to adverse environmental conditions, and resistance to chemical inhibitors, for many decades due to its technical simplicity and effectiveness. The lack of need for prior genetic knowledge underlying the phenotypes of interest makes this a powerful approach for strain development for even species with minimal genotypic information. While the basic experimental procedure for laboratory adaptive evolution has remained broadly similar for many years, a range of recent advances show promise for improving the experimental workflows for evolutionary engineering by accelerating the pace of evolution, simplifying the analysis of evolved mutants, and providing new ways of linking desirable phenotypes to selectable characteristics. This review aims to highlight some of these recent advances and discuss how they may be used to improve industrially relevant microbial phenotypes. Copyright © 2014 Elsevier Inc. All rights reserved.

Topological reaction coordinates to explore the structure of atomic clusters and organic molecule isomers from first principles

NASA Astrophysics Data System (ADS)

Pietrucci, Fabio; Andreoni, Wanda

2011-03-01

We introduce a simple reaction coordinate based on spectral graph theory which describes the topology of the network of chemical bonds around a given atom. We employ the reaction coordinate in combination with DFT-based first-principles metadynamics to systematically explore the possible structures of silicon and carbon clusters (including fullerene-like cages) for sizes of tens of atoms. From our extensive exploration we are able to estimate the fractal dimension of the configuration space, which both for silicon and carbon clusters turns out to be quite low. Using the same approach we simulate the interconversion among a large number of chemically relevant organic molecules which are isomers of the C4 H5 N formula unit, and we demonstrate the possibility of automatically exploring isomerisation, association, and decomposition reactions without prior knowledge of the products involved.

Limited Rank Matrix Learning, discriminative dimension reduction and visualization.

PubMed

Bunte, Kerstin; Schneider, Petra; Hammer, Barbara; Schleif, Frank-Michael; Villmann, Thomas; Biehl, Michael

2012-02-01

We present an extension of the recently introduced Generalized Matrix Learning Vector Quantization algorithm. In the original scheme, adaptive square matrices of relevance factors parameterize a discriminative distance measure. We extend the scheme to matrices of limited rank corresponding to low-dimensional representations of the data. This allows to incorporate prior knowledge of the intrinsic dimension and to reduce the number of adaptive parameters efficiently. In particular, for very large dimensional data, the limitation of the rank can reduce computation time and memory requirements significantly. Furthermore, two- or three-dimensional representations constitute an efficient visualization method for labeled data sets. The identification of a suitable projection is not treated as a pre-processing step but as an integral part of the supervised training. Several real world data sets serve as an illustration and demonstrate the usefulness of the suggested method. Copyright © 2011 Elsevier Ltd. All rights reserved.

Mutual information, neural networks and the renormalization group

NASA Astrophysics Data System (ADS)

Koch-Janusz, Maciej; Ringel, Zohar

2018-06-01

Physical systems differing in their microscopic details often display strikingly similar behaviour when probed at macroscopic scales. Those universal properties, largely determining their physical characteristics, are revealed by the powerful renormalization group (RG) procedure, which systematically retains `slow' degrees of freedom and integrates out the rest. However, the important degrees of freedom may be difficult to identify. Here we demonstrate a machine-learning algorithm capable of identifying the relevant degrees of freedom and executing RG steps iteratively without any prior knowledge about the system. We introduce an artificial neural network based on a model-independent, information-theoretic characterization of a real-space RG procedure, which performs this task. We apply the algorithm to classical statistical physics problems in one and two dimensions. We demonstrate RG flow and extract the Ising critical exponent. Our results demonstrate that machine-learning techniques can extract abstract physical concepts and consequently become an integral part of theory- and model-building.

Discovery of the Meanings, Expressions, and Practices Related to Malaria Care Among the Maasai.

PubMed

Strang, Cecily W; Mixer, Sandra J

2016-07-01

Although malaria is preventable and treatable, morbidity and mortality from this disease continue among the Maasai of Southern Kenya. Prior to this study, the Maasai's generic and professional malaria care/cure practices were largely unknown. The purpose of this study was to discover, describe, and systematically analyze meanings, expressions, and practices that promote culturally congruent malaria care among this population. The qualitative, ethnonursing research method was used to conduct in-depth examination of the Maasai ethnohistory and culture relevant to malaria care and analyze data from 48 interviews conducted in Maasailand. Guided by the "culture care theory," four themes were discovered related to Maasai community, traditional, spiritual, and professional care/cure practices. These significant findings filled a research gap and contribute to nursing knowledge and caring practice. These study findings have implications for culturally congruent malaria care education, practice, research, policy, and partnership with traditional and professional caregivers. © The Author(s) 2015.

Child and adolescent psychiatry: which knowledge and skills do primary care physicians need to have? A survey in general practitioners and paediatricians.

PubMed

Lempp, Thomas; Heinzel-Gutenbrunner, Monika; Bachmann, Christian

2016-04-01

Primary care physicians (PCPs) play a key role in the initial assessment and management of children and adolescents with mental health problems. However, it is unclear whether current medical education curricula sufficiently equip PCPs for this task. The aim of this study was to investigate, which child and adolescent psychiatry (CAP)-related skills and knowledge PCPs say they require in their daily practice. A questionnaire was generated, employing a modified two-step Delphi approach. Besides socio-demographic items, the questionnaire contained 17 CAP-related knowledge items and 13 CAP-related skills items, which had to be rated by importance in daily practice. The questionnaire was distributed to 348 office-based paediatricians and 500 general practitioners (GPs) in Germany. The overall return rate was 51.3% (435/848). Regarding CAP-related knowledge, both paediatricians and GPs rated somatoform disorders and obesity as highly important for daily practice. Moreover, paediatricians also deemed regulatory disorders during infancy (e.g. crying, sleep disorders) as important, while GPs assessed knowledge on paediatric depression as relevant. For paediatricians and GPs, the most relevant CAP-related skills were communicating with children and adolescents and their parents. Additionally, paediatricians rated differentiating between non-pathologic and clinically relevant behaviour problems very relevant, while GPs considered basic psychotherapeutic skills essential. The CAP-related knowledge and skills perceived relevant for doctors in primary care differ from the majority of current medical school CAP curricula, which cover mainly typical, epitomic CAP disorders and are predominantly knowledge-oriented. Therefore, medical education in CAP should be amended to reflect the needs of PCPs to improve healthcare for children and adolescents with mental health problems.

Culturally Relevant Physical Education in Urban Schools: Reflecting Cultural Knowledge

ERIC Educational Resources Information Center

Flory, Sara B.; McCaughtry, Nate

2011-01-01

Using a three-part theoretical framework, the cultural relevance cycle--which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant…

Significance of Epistemological Beliefs for Teaching and Learning Psychology: A Review

ERIC Educational Resources Information Center

Green, Heather J.; Hood, Michelle

2013-01-01

Beliefs about the nature of knowledge, termed "epistemological beliefs", are relevant to understanding educational strategies of both learners and teachers. Epistemological beliefs arguably have particular relevance in the discipline and profession of psychology, due to an emphasis on integration of knowledge from multiple theoretical…

Indigenous Knowledge in Canadian Science Curricula: Cases from Western Canada

ERIC Educational Resources Information Center

Kim, Mijung

2017-01-01

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science…

Collaborative Knowledge Building with Wikis: The Impact of Redundancy and Polarity

ERIC Educational Resources Information Center

Moskaliuk, Johannes; Kimmerle, Joachim; Cress, Ulrike

2012-01-01

Wikis as shared digital artifacts may enable users to participate in processes of knowledge building. To what extent and with which quality knowledge building can take place is assumed to depend on the interrelation between people's prior knowledge and the information available in a wiki. In two experimental studies we examined the impact on…

The Effects of Prior Knowledge on Children's Memory and Suggestibility

ERIC Educational Resources Information Center

Elischberger, Holger B.

2005-01-01

In this study, 5- and 6-year-olds were read a story and asked to recall its details. Two independent factors-prestory knowledge and poststory suggestions-were crossed to examine the effects on children's story recall. The results indicated that prestory social knowledge about the story protagonist as well as academic knowledge relating to the…

Approaching Multidimensional Forms of Knowledge through Personal Meaning Mapping in Science Integrating Teaching outside the Classroom

ERIC Educational Resources Information Center

Hartmeyer, Rikke; Bølling, Mads; Bentsen, Peter

2017-01-01

Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students' prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific knowledge dimensions is important, especially in…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

ERIC Educational Resources Information Center

O'Brien, Stephanie

2017-01-01

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the…

Creating Connections: Using the Internet to Support Struggling Readers' Background Knowledge. Issues in Technology

ERIC Educational Resources Information Center

Karchmer, Rachel A.

2004-01-01

Background knowledge plays an important role in one?s ability to learn. We learn new knowledge by relating it to our prior knowledge, which in turn provides concrete understanding (Piaget, 1969). Rosenblatt (1996) explained, "The reader brings to the work personality traits, memories of past events, present needs and preoccupations, a…

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

Prior knowledge guided active modules identification: an integrated multi-objective approach.

PubMed

Chen, Weiqi; Liu, Jing; He, Shan

2017-03-14

Active module, defined as an area in biological network that shows striking changes in molecular activity or phenotypic signatures, is important to reveal dynamic and process-specific information that is correlated with cellular or disease states. A prior information guided active module identification approach is proposed to detect modules that are both active and enriched by prior knowledge. We formulate the active module identification problem as a multi-objective optimisation problem, which consists two conflicting objective functions of maximising the coverage of known biological pathways and the activity of the active module simultaneously. Network is constructed from protein-protein interaction database. A beta-uniform-mixture model is used to estimate the distribution of p-values and generate scores for activity measurement from microarray data. A multi-objective evolutionary algorithm is used to search for Pareto optimal solutions. We also incorporate a novel constraints based on algebraic connectivity to ensure the connectedness of the identified active modules. Application of proposed algorithm on a small yeast molecular network shows that it can identify modules with high activities and with more cross-talk nodes between related functional groups. The Pareto solutions generated by the algorithm provides solutions with different trade-off between prior knowledge and novel information from data. The approach is then applied on microarray data from diclofenac-treated yeast cells to build network and identify modules to elucidate the molecular mechanisms of diclofenac toxicity and resistance. Gene ontology analysis is applied to the identified modules for biological interpretation. Integrating knowledge of functional groups into the identification of active module is an effective method and provides a flexible control of balance between pure data-driven method and prior information guidance.

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)

How Knowledge Powers Reading

ERIC Educational Resources Information Center

Lemov, Doug

2017-01-01

Recent research shows that reading comprehension relies heavily on prior knowledge. Far more than generic "reading skills" like drawing inferences, making predictions, and knowing the function of subheads, how well students learn from a nonfiction text depends on their background knowledge of the text's subject matter. And in a cyclical…

Employees and Creativity: Social Ties and Access to Heterogeneous Knowledge

ERIC Educational Resources Information Center

Huang, Chiung-En; Liu, Chih-Hsing Sam

2015-01-01

This study dealt with employee social ties, knowledge heterogeneity contacts, and the generation of creativity. Although prior studies demonstrated a relationship between network position and creativity, inadequate attention has been paid to network ties and heterogeneity knowledge contacts. This study considered the social interaction processes…

Computer Experiences, Self-Efficacy and Knowledge of Students Enrolled in Introductory University Agriculture Courses.

ERIC Educational Resources Information Center

Johnson, Donald M.; Ferguson, James A.; Lester, Melissa L.

1999-01-01

Of 175 freshmen agriculture students, 74% had prior computer courses, 62% owned computers. The number of computer topics studied predicted both computer self-efficacy and computer knowledge. A substantial positive correlation was found between self-efficacy and computer knowledge. (SK)

Quarries as educational resources - a research with students of a secondary school of Portugal

NASA Astrophysics Data System (ADS)

Filipe, Fernanda; Henriques, Maria Helena

2015-04-01

This work describes the results obtained in a research on science education involving 18 students of Biology and Geology of the 10th grade (15 years old) of the Secondary School of Figueiró dos Vinhos (Central Portugal). Framed on the curricular topic "Earth, a very special planet", the research included the conception, implementation and evaluation of an educational intervention aiming to answer the question: "How to stimulate meaningful and relevant learning about sustainable exploitation of geological resources, namely limestone?" The intervention occurred along 8 classes of 90 minutes each, which included practical work developed in small groups (3 students/each), and several activities both in the field and in the classroom (prior and after the fieldtrip). From the methodological point of view, this research is qualitative in nature, a study-case type, with data resulting from direct observation and content analysis of the answers presented by students to questionnaires (diagnostic and intervention assessment) and to worksheets, expressly created for the research. The main goal of the intervention was that the students, by developing practical activities centered upon a field trip to an abandoned limestone quarry located close to their homes, could learn to recognize the geological impacts arising from the exploitation of geological resources and acquire skills for collecting and processing relevant information about existing rules that control the operations in quarries, in order to develop critical thinking about the nature of exploitation of these types of resources, which may hinder the promotion of sustainable development. Concerning the intervention assessment, results reinforced the idea that quarries can provide an educational resource of great value for promoting substantive knowledge on geosciences, urgently needed and consistent with the development of critical and intervenient citizens, able to decide, at the right moment, how to behave responsibly and actively in the society. Moreover, the results show that the strategies adopted appear to have contributed to encourage the development of students' skills, particularly in terms of knowledge, reasoning, communication and adoption of individual and collective attitudes and behaviors consistent with the promotion of sustainable development. Both educational strategies and resources implemented for this specific project can inspire other initiatives for other classes and schools located near to quarries, thus increasing among citizens meaningful and relevant knowledge on geosciences.

Development and content validation of the information assessment method for patients and consumers.

PubMed

Pluye, Pierre; Granikov, Vera; Bartlett, Gillian; Grad, Roland M; Tang, David L; Johnson-Lafleur, Janique; Shulha, Michael; Barbosa Galvão, Maria Cristiane; Ricarte, Ivan Lm; Stephenson, Randolph; Shohet, Linda; Hutsul, Jo-Anne; Repchinsky, Carol A; Rosenberg, Ellen; Burnand, Bernard; Légaré, France; Dunikowski, Lynn; Murray, Susan; Boruff, Jill; Frati, Francesca; Kloda, Lorie; Macaulay, Ann; Lagarde, François; Doray, Geneviève

2014-02-18

Online consumer health information addresses health problems, self-care, disease prevention, and health care services and is intended for the general public. Using this information, people can improve their knowledge, participation in health decision-making, and health. However, there are no comprehensive instruments to evaluate the value of health information from a consumer perspective. We collaborated with information providers to develop and validate the Information Assessment Method for all (IAM4all) that can be used to collect feedback from information consumers (including patients), and to enable a two-way knowledge translation between information providers and consumers. Content validation steps were followed to develop the IAM4all questionnaire. The first version was based on a theoretical framework from information science, a critical literature review and prior work. Then, 16 laypersons were interviewed on their experience with online health information and specifically their impression of the IAM4all questionnaire. Based on the summaries and interpretations of interviews, questionnaire items were revised, added, and excluded, thus creating the second version of the questionnaire. Subsequently, a panel of 12 information specialists and 8 health researchers participated in an online survey to rate each questionnaire item for relevance, clarity, representativeness, and specificity. The result of this expert panel contributed to the third, current, version of the questionnaire. The current version of the IAM4all questionnaire is structured by four levels of outcomes of information seeking/receiving: situational relevance, cognitive impact, information use, and health benefits. Following the interviews and the expert panel survey, 9 questionnaire items were confirmed as relevant, clear, representative, and specific. To improve readability and accessibility for users with a lower level of literacy, 19 items were reworded and all inconsistencies in using a passive or active voice have been solved. One item was removed due to redundancy. The current version of the IAM4all questionnaire contains 28 items. We developed and content validated the IAM4all in partnership with information providers, information specialists, researchers and representatives of information consumers. This questionnaire can be integrated within electronic knowledge resources to stimulate users' reflection (eg, their intention to use information). We claim that any organization (eg, publishers, community organizations, or patient associations), can evaluate and improve their online consumer health information from a consumers' perspective using this method.

Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab †

PubMed Central

Burleson, Kathryn M.; Martinez-Vaz, Betsy M.

2011-01-01

In this laboratory exercise, students were taught concepts of microbiology and scientific process through an everyday activity — cosmetic use. The students’ goals for the lab were to develop a hypothesis regarding microbial contamination in cosmetics, learn techniques to culture and differentiate microorganisms from cosmetics, and propose best practices in cosmetics use based on their findings. Prior to the lab, students took a pretest to assess their knowledge of scientific hypotheses, microbiology, and cosmetic safety. In the first week, students were introduced to microbiological concepts and methodologies, and cosmetic terminology and safety. Students completed a hypothesis-writing exercise before formulating and testing their own hypotheses regarding cosmetic contamination. Students provided a cosmetic of their own and, in consultation with their lab group, chose one product for testing. Samples were serially diluted and plated on a variety of selective media. In the second week, students analyzed their plates to determine the presence and diversity of microbes and if their hypotheses were supported. Students completed a worksheet of their results and were given a posttest to assess their knowledge. Average test scores improved from 5.2 (pretest) to 7.8 (posttest), with p-values < 0.0001. Seventy-nine percent (79%) of students correctly identified hypotheses that were not falsifiable or lacked variables, and 89% of students improved their scores on questions concerning safe cosmetic use. Ninety-one percent (91%) of students demonstrated increased knowledge of microbial concepts and methods. Based on our results, this lab is an easy, yet effective, way to enhance knowledge of scientific concepts for nonmajors, while maintaining relevance to everyday life. PMID:23653761

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.

Indigenous knowledge in Canadian science curricula: cases from Western Canada

NASA Astrophysics Data System (ADS)

Kim, Mijung

2017-09-01

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science curricula in Canadian contexts.

Knowledge Hierarchies in Transnational Education: Staging Dissensus. Routledge Research in International and Comparative Education

ERIC Educational Resources Information Center

Qi, Jing

2015-01-01

Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy.…

Knowledge Retention of Exercise Physiology Content between Athletes and Nonathletes

ERIC Educational Resources Information Center

Clark, Brian; Webster, Collin; Druger, Marvin

2006-01-01

Based on the idea that learning is linked to personal relevance, this study examined knowledge retention of exercise physiology content between college athletes and nonathletes. No differences were observed between the groups. These findings have implications on understanding the relationship between personal relevance and memory. (Contains 1…

The Relevance of Academic Research in OSCM Practice

ERIC Educational Resources Information Center

Raffield, Wiliam D.; Vang, David O.; Lundsten, Lorman L.

2016-01-01

The authors examine the relevance of academic research for operations and supply chain management (OSCM) professionals. Members of a major metropolitan APICS chapter were surveyed. Consistent with prior research, findings indicate that OSCM practitioners prefer trade journal articles to academic research. Nonetheless, respondents indicate interest…

Do Runner Beans Really Make You Run Fast? Young Children Learning About Science-Related Food Concepts in Informal Settings

NASA Astrophysics Data System (ADS)

Cumming, Jenny

2003-08-01

Early years practitioners acknowledge that much learning takes place in a family context. Science educators, in particular, recognise the importance of children's prior knowledge, both as a foundation on which to build and as a possible source of misconceptions. However, little work has been done to discover what young children learn outside school. This study utilised parent diaries and questionnaires to elucidate the experiences of children aged four to seven which might contribute to their knowledge about the origin of food and its destiny after being eaten. The findings indicate that children learn more scientifically correct information with friends and family than teachers might realise. Awareness of children's informal knowledge can assist teachers when planning activities. As well as this, children's prior knowledge can be utilised in classroom discourse to promote understanding.

Prediction of Slot Shape and Slot Size for Improving the Performance of Microstrip Antennas Using Knowledge-Based Neural Networks.

PubMed

Khan, Taimoor; De, Asok

2014-01-01

In the last decade, artificial neural networks have become very popular techniques for computing different performance parameters of microstrip antennas. The proposed work illustrates a knowledge-based neural networks model for predicting the appropriate shape and accurate size of the slot introduced on the radiating patch for achieving desired level of resonance, gain, directivity, antenna efficiency, and radiation efficiency for dual-frequency operation. By incorporating prior knowledge in neural model, the number of required training patterns is drastically reduced. Further, the neural model incorporated with prior knowledge can be used for predicting response in extrapolation region beyond the training patterns region. For validation, a prototype is also fabricated and its performance parameters are measured. A very good agreement is attained between measured, simulated, and predicted results.

Prediction of Slot Shape and Slot Size for Improving the Performance of Microstrip Antennas Using Knowledge-Based Neural Networks

PubMed Central

De, Asok

2014-01-01

In the last decade, artificial neural networks have become very popular techniques for computing different performance parameters of microstrip antennas. The proposed work illustrates a knowledge-based neural networks model for predicting the appropriate shape and accurate size of the slot introduced on the radiating patch for achieving desired level of resonance, gain, directivity, antenna efficiency, and radiation efficiency for dual-frequency operation. By incorporating prior knowledge in neural model, the number of required training patterns is drastically reduced. Further, the neural model incorporated with prior knowledge can be used for predicting response in extrapolation region beyond the training patterns region. For validation, a prototype is also fabricated and its performance parameters are measured. A very good agreement is attained between measured, simulated, and predicted results. PMID:27382616

Tacit knowledge.

PubMed

Walker, Alexander Muir

2017-04-01

Information that is not made explicit is nonetheless embedded in most of our standard procedures. In its simplest form, embedded information may take the form of prior knowledge held by the researcher and presumed to be agreed to by consumers of the research product. More interesting are the settings in which the prior information is held unconsciously by both researcher and reader, or when the very form of an "effective procedure" incorporates its creator's (unspoken) understanding of a problem. While it may not be productive to exhaustively detail the embedded or tacit knowledge that manifests itself in creative scientific work, at least at the beginning, we may want to routinize methods for extracting and documenting the ways of thinking that make "experts" expert. We should not back away from both expecting and respecting the tacit knowledge the pervades our work and the work of others.

Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

Conditional Reasoning in Autism: Activation and Integration of Knowledge and Belief

ERIC Educational Resources Information Center

McKenzie, Rebecca; Evans, Jonathan St. B. T.; Handley, Simon J.

2010-01-01

Everyday conditional reasoning is typically influenced by prior knowledge and belief in the form of specific exceptions known as counterexamples. This study explored whether adolescents with autism spectrum disorder (ASD; N = 26) were less influenced by background knowledge than typically developing adolescents (N = 38) when engaged in conditional…

The Effects of Prior Knowledge and Instruction on Understanding Image Formation.

ERIC Educational Resources Information Center

Galili, Igal; And Others

1993-01-01

Reports a study (n=27) concerning the knowledge about image formation exhibited by students following instruction in geometrical optics in an activity-based college physics course for prospective elementary teachers. Student diagrams and verbal comments indicate their knowledge can be described as an intermediate state: a hybridization of…

Designing Knowledge Scaffolds to Support Mathematical Problem Solving

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Koedinger, Kenneth R.

2005-01-01

We present a methodology for designing better learning environments. In Phase 1, 6th-grade students' (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit contextual, conceptual, or procedural knowledge each improved students' ability to add and subtract…

Uncovering and Informing Preservice Teachers' Prior Knowledge about Poverty

ERIC Educational Resources Information Center

Mundy, Charlotte Anne; Leko, Melinda Marie

2015-01-01

This study explored 30 preservice teachers' knowledge on issues related to poverty. In an open-ended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among…

Determinants of Judgments of Explanatory Power: Credibility, Generality, and Statistical Relevance.

PubMed

Colombo, Matteo; Bucher, Leandra; Sprenger, Jan

2017-01-01

Explanation is a central concept in human psychology. Drawing upon philosophical theories of explanation, psychologists have recently begun to examine the relationship between explanation, probability and causality. Our study advances this growing literature at the intersection of psychology and philosophy of science by systematically investigating how judgments of explanatory power are affected by (i) the prior credibility of an explanatory hypothesis, (ii) the causal framing of the hypothesis, (iii) the perceived generalizability of the explanation, and (iv) the relation of statistical relevance between hypothesis and evidence. Collectively, the results of our five experiments support the hypothesis that the prior credibility of a causal explanation plays a central role in explanatory reasoning: first, because of the presence of strong main effects on judgments of explanatory power, and second, because of the gate-keeping role it has for other factors. Highly credible explanations are not susceptible to causal framing effects, but they are sensitive to the effects of normatively relevant factors: the generalizability of an explanation, and its statistical relevance for the evidence. These results advance current literature in the philosophy and psychology of explanation in three ways. First, they yield a more nuanced understanding of the determinants of judgments of explanatory power, and the interaction between these factors. Second, they show the close relationship between prior beliefs and explanatory power. Third, they elucidate the nature of abductive reasoning.

Determinants of Judgments of Explanatory Power: Credibility, Generality, and Statistical Relevance

PubMed Central

Colombo, Matteo; Bucher, Leandra; Sprenger, Jan

2017-01-01

Explanation is a central concept in human psychology. Drawing upon philosophical theories of explanation, psychologists have recently begun to examine the relationship between explanation, probability and causality. Our study advances this growing literature at the intersection of psychology and philosophy of science by systematically investigating how judgments of explanatory power are affected by (i) the prior credibility of an explanatory hypothesis, (ii) the causal framing of the hypothesis, (iii) the perceived generalizability of the explanation, and (iv) the relation of statistical relevance between hypothesis and evidence. Collectively, the results of our five experiments support the hypothesis that the prior credibility of a causal explanation plays a central role in explanatory reasoning: first, because of the presence of strong main effects on judgments of explanatory power, and second, because of the gate-keeping role it has for other factors. Highly credible explanations are not susceptible to causal framing effects, but they are sensitive to the effects of normatively relevant factors: the generalizability of an explanation, and its statistical relevance for the evidence. These results advance current literature in the philosophy and psychology of explanation in three ways. First, they yield a more nuanced understanding of the determinants of judgments of explanatory power, and the interaction between these factors. Second, they show the close relationship between prior beliefs and explanatory power. Third, they elucidate the nature of abductive reasoning. PMID:28928679

Using elaborative interrogation to induce characteristics of polar and nonpolar solvents from animations of their molecular structures

NASA Astrophysics Data System (ADS)

Ems-Wilson, Janice

This study concerned (a) how general chemistry students learn to classify solvent polarity from animated molecules, (b) whether peer interaction increases the number of correct classifications, and (c) whether language, academic ability, logical thinking ability, or prior knowledge interact with rate of learning or posttest performance. Two types of interaction were compared, group discussion and elaborative interrogation. The study rested on three assumptions: (a) animated molecules are appropriate for learning the concept of solvent polarity, (b) question stems and a guided interrogation enhance learning of a visual concept, (c) general chemistry students can induce the concept of solvent polarity from animated molecules when no guiding cues, either visual or verbal, are given. After a review of molecular geometry and bonding theories, students were presented with four trials of ten animated molecular structures. Ten three-to-five minute discussions were distributed among the four trials. Prior to the trials the experimental group received a 45-minute training session on elaborative interrogation; the topic was what happens on the molecular level when a carbonated beverage is opened. The control group received a 45-minute expository lecture on the same carbonated beverage topic. Participants were given a four-part posttest immediately following the trials. Results of the study suggest that most students tend to classify the solvent polarity of animated molecules based on certain structural features using a prototype or feature-frequency categorization strategy. Elaborative interrogation did not show a significant effect on the rate of learning or on the performance of learners on posttest measures of recall and comprehension. The experimental group noted a significantly greater number and range of types of features, and offered higher quality generalizations and explanations of their polarity classification procedure. Finally, the results implied that learning from animations depends more on prior knowledge of relevant concepts than on academic ability, logical thinking ability, or preferred language. Although some benefits may arise from accompanying computer animation with an interactive discussion, additional visual and verbal, cueing may be necessary for optimal outcomes.

Using expert knowledge for test linking.

PubMed

Bolsinova, Maria; Hoijtink, Herbert; Vermeulen, Jorine Adinda; Béguin, Anton

2017-12-01

Linking and equating procedures are used to make the results of different test forms comparable. In the cases where no assumption of random equivalent groups can be made some form of linking design is used. In practice the amount of data available to link the two tests is often very limited due to logistic and security reasons, which affects the precision of linking procedures. This study proposes to enhance the quality of linking procedures based on sparse data by using Bayesian methods which combine the information in the linking data with background information captured in informative prior distributions. We propose two methods for the elicitation of prior knowledge about the difference in difficulty of two tests from subject-matter experts and explain how these results can be used in the specification of priors. To illustrate the proposed methods and evaluate the quality of linking with and without informative priors, an empirical example of linking primary school mathematics tests is presented. The results suggest that informative priors can increase the precision of linking without decreasing the accuracy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Evaluation of Pharmacy and Therapeutic (P&T) Committee member knowledge, attitudes and ability regarding the use of comparative effectiveness research (CER) in health care decision-making.

PubMed

Tang, D H; Warholak, T L; Hines, L E; Hurwitz, J; Brown, M; Taylor, A M; Brixner, D; Malone, D C

2014-01-01

Comparative effectiveness research (CER) is a constellation of research methods designed to improve health care decision making. Educational programs that improve health care decision makers' CER knowledge and awareness may ultimately lead to more cost-effective use of health care resources. This study was conducted to evaluate changes in CER knowledge, attitudes, and ability among Pharmacy and Therapeutics (P&T) Committee members and support staff after attending a tailored educational program. Physicians and pharmacists from two professional societies and the Indian Health Service who participated in the P&T process were invited via email to participate in this study. Participants completed a questionnaire, designed specifically for this study, prior to and following the 4-hour live, educational program on CER to determine the impact on their related knowledge, attitudes, and ability to use CER in decision-making. Rasch analysis was used to assess validity and reliability of subsections of the questionnaire and regression analysis was used to assess programmatic impact on CER knowledge, attitude, and ability. One hundred and forty of the 199 participants completed both the pre- and post-CER session questionnaires (response rate = 70.4%). Most participants (>75%) correctly answered eight of the ten knowledge items after attending the educational session. More than 60% of the respondents had a positive attitude toward CER both before and after the program. Compared to baseline (pretest), participants reported significant improvements in their perceived ability to use CER after attending the session in these areas: using CER reviews, knowledge of CER methods, identifying problems with randomized controlled trials, identifying threats to validity, understanding of evidence synthesis approaches, and evaluating the quality of CER (all P values < 0.001). The questionnaire demonstrated acceptable reliability and validity evidence (limited evidence of construct under-representation and construct irrelevant variance). The CER educational program was effective in increasing participants' CER knowledge and self-perceived ability to evaluate relevant evidence. Improving knowledge and awareness of CER and its applicability is a critical first step in improving its use in health care decision making. Copyright © 2014 Elsevier Inc. All rights reserved.

African Indigenous Knowledge Systems and Relevance of Higher Education in South Africa

ERIC Educational Resources Information Center

Kaya, Hassan O.; Seleti, Yonah N.

2013-01-01

The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance. This is due to the holistic, community-based nature…

Recent study, but not retrieval, of knowledge protects against learning errors.

PubMed

Mullet, Hillary G; Umanath, Sharda; Marsh, Elizabeth J

2014-11-01

Surprisingly, people incorporate errors into their knowledge bases even when they have the correct knowledge stored in memory (e.g., Fazio, Barber, Rajaram, Ornstein, & Marsh, 2013). We examined whether heightening the accessibility of correct knowledge would protect people from later reproducing misleading information that they encountered in fictional stories. In Experiment 1, participants studied a series of target general knowledge questions and their correct answers either a few minutes (high accessibility of knowledge) or 1 week (low accessibility of knowledge) before exposure to misleading story references. In Experiments 2a and 2b, participants instead retrieved the answers to the target general knowledge questions either a few minutes or 1 week before the rest of the experiment. Reading the relevant knowledge directly before the story-reading phase protected against reproduction of the misleading story answers on a later general knowledge test, but retrieving that same correct information did not. Retrieving stored knowledge from memory might actually enhance the encoding of relevant misinformation.

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

Zhu, Yitan; Xu, Yanxun; Helseth, Donald L.

Background: Genetic interactions play a critical role in cancer development. Existing knowledge about cancer genetic interactions is incomplete, especially lacking evidences derived from large-scale cancer genomics data. The Cancer Genome Atlas (TCGA) produces multimodal measurements across genomics and features of thousands of tumors, which provide an unprecedented opportunity to investigate the interplays of genes in cancer. Methods: We introduce Zodiac, a computational tool and resource to integrate existing knowledge about cancer genetic interactions with new information contained in TCGA data. It is an evolution of existing knowledge by treating it as a prior graph, integrating it with a likelihood modelmore » derived by Bayesian graphical model based on TCGA data, and producing a posterior graph as updated and data-enhanced knowledge. In short, Zodiac realizes “Prior interaction map + TCGA data → Posterior interaction map.” Results: Zodiac provides molecular interactions for about 200 million pairs of genes. All the results are generated from a big-data analysis and organized into a comprehensive database allowing customized search. In addition, Zodiac provides data processing and analysis tools that allow users to customize the prior networks and update the genetic pathways of their interest. Zodiac is publicly available at www.compgenome.org/ZODIAC. Conclusions: Zodiac recapitulates and extends existing knowledge of molecular interactions in cancer. It can be used to explore novel gene-gene interactions, transcriptional regulation, and other types of molecular interplays in cancer.« less

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.

Realtime Knowledge Management (RKM): From an International Space Station (ISS) Point of View

NASA Technical Reports Server (NTRS)

Robinson, Peter I.; McDermott, William; Alena, Richard L.

2004-01-01

We are developing automated methods to provide realtime access to spacecraft domain knowledge relevant a spacecraft's current operational state. The method is based upon analyzing state-transition signatures in the telemetry stream. A key insight is that documentation relevant to a specific failure mode or operational state is related to the structure and function of spacecraft systems. This means that diagnostic dependency and state models can provide a roadmap for effective documentation navigation and presentation. Diagnostic models consume the telemetry and derive a high-level state description of the spacecraft. Each potential spacecraft state description is matched against the predictions of models that were developed from information found in the pages and sections in the relevant International Space Station (ISS) documentation and reference materials. By annotating each model fragment with the domain knowledge sources from which it was derived we can develop a system that automatically selects those documents representing the domain knowledge encapsulated by the models that compute the current spacecraft state. In this manner, when the spacecraft state changes, the relevant documentation context and presentation will also change.

Translating Knowledge: The role of Shared Learning in Bridging the Science-Application Divide

NASA Astrophysics Data System (ADS)

Moench, M.

2014-12-01

As the organizers of this session state: "Understanding and managing our future relation with the Earth requires research and knowledge spanning diverse fields, and integrated, societally-relevant science that is geared toward solutions." In most cases, however, integration is weak and scientific outputs do not match decision maker requirements. As a result, while scientific results may be highly relevant to society that relevance is operationally far from clear. This paper explores the use of shared learning processes to bridge the gap between the evolving body of scientific information on climate change and its relevance for resilience planning in cities across Asia. Examples related to understanding uncertainty, the evolution of scientific knowledge from different sources, and data extraction and presentation are given using experiences generated over five years of work as part of the Rockefeller Foundation supported Asian Cities Climate Change Resilience Network and other programs. Results suggest that processes supporting effective translation of knowledge between different sources and different applications are essential for the identification of solutions that respond to the dynamics and uncertainties inherent in global change processes.

Engineered nanomaterial risk. Lessons learnt from completed nanotoxicology studies: potential solutions to current and future challenges.

PubMed

Johnston, Helinor; Pojana, Giulio; Zuin, Stefano; Jacobsen, Nicklas Raun; Møller, Peter; Loft, Steffen; Semmler-Behnke, Manuela; McGuiness, Catherine; Balharry, Dominique; Marcomini, Antonio; Wallin, Håkan; Kreyling, Wolfgang; Donaldson, Ken; Tran, Lang; Stone, Vicki

2013-01-01

PARTICLE_RISK was one of the first multidisciplinary projects funded by the European Commission's Framework Programme that was responsible for evaluating the implications of nanomaterial (NM) exposure on human health. This project was the basis for this review which identifies the challenges that exist within the assessment of NM risk. We have retrospectively reflected on the findings of completed nanotoxicology studies to consider what progress and advances have been made within the risk assessment of NMs, as well as discussing the direction that nanotoxicology research is taking and identifying the limitations and failings of existing research. We have reflected on what commonly encountered challenges exist and explored how these issues may be resolved. In particular, the following is discussed (i) NM selection (ii) NM physico-chemical characterisation; (iii) NM dispersion; (iv) selection of relevant doses and concentrations; (v) identification of relevant models, target sites and endpoints; (vi) development of alternatives to animal testing; and (vii) NM risk assessment. These knowledge gaps are relatively well recognised by the scientific community and recommendations as to how they may be overcome in the future are provided. It is hoped that this will help develop better defined hypothesis driven research in the future that will enable comprehensive risk assessments to be conducted for NMs. Importantly, the nanotoxicology community has responded and adapted to advances in knowledge over recent years to improve the approaches used to assess NM hazard, exposure and risk. It is vital to learn from existing information provided by ongoing or completed studies to avoid unnecessary duplication of effort, and to offer guidance on aspects of the experimental design that should be carefully considered prior to the start of a new study.

Complementary alternative medicine use in children with type 1 diabetes mellitus in Erzurum, Turkey.

PubMed

Arýkan, Duygu; Sívríkaya, Sibel Karaca; Olgun, Nermin

2009-08-01

The aims of this study were: (i) to determine the types of complementary and alternative medicine use among children with type I diabetes mellitus as reported by parents and (ii) to describe sociodemographic and medical factors associated with the use of such treatments in families residing in Eastern Turkey. Type 1 diabetes mellitus is a tremendously challenging and complex disease for children and families to manage. Therefore, the use of complementary and alternative medicines among children with type 1 diabetes is becoming increasingly popular. Survey. Parents of 100 paediatric patients (who were diagnosed with type 1 diabetes at least 6 months prior to the study) who visited the participating paediatric endocrinology multidisciplinary centres and clinics for diabetes management were included in the study. Data were collected by using a semi-structured questionnaire. Results. Fifty-two per cent of the parents reported the use of one or more complementary alternative medicine therapies. Most such users (59.6%) were using oral herbal preparations; including morus alba (leaves) aloe vera and stinging nettle. Since we found that 78.6% of those using herbals were satisfied with their results and 69.2% were planning to continue use, it is important for healthcare providers to have relevant knowledge about complementary alternative medicine use and learn about its efficacy and effects (positive and adverse) of these treatments. Relevance to clinical practice. Botanical substitute for insulin seems unlikely, but complementary alternative treatments may provide valuable clues for the development of new oral hypoglycaemic agents and simple dietary agents. It is important for healthcare providers to have up-to-date knowledge about the use and effects of complementary alternative medicines in the outpatient clinical care setting.

A molecular simulation protocol to avoid sampling redundancy and discover new states.

PubMed

Bacci, Marco; Vitalis, Andreas; Caflisch, Amedeo

2015-05-01

For biomacromolecules or their assemblies, experimental knowledge is often restricted to specific states. Ambiguity pervades simulations of these complex systems because there is no prior knowledge of relevant phase space domains, and sampling recurrence is difficult to achieve. In molecular dynamics methods, ruggedness of the free energy surface exacerbates this problem by slowing down the unbiased exploration of phase space. Sampling is inefficient if dwell times in metastable states are large. We suggest a heuristic algorithm to terminate and reseed trajectories run in multiple copies in parallel. It uses a recent method to order snapshots, which provides notions of "interesting" and "unique" for individual simulations. We define criteria to guide the reseeding of runs from more "interesting" points if they sample overlapping regions of phase space. Using a pedagogical example and an α-helical peptide, the approach is demonstrated to amplify the rate of exploration of phase space and to discover metastable states not found by conventional sampling schemes. Evidence is provided that accurate kinetics and pathways can be extracted from the simulations. The method, termed PIGS for Progress Index Guided Sampling, proceeds in unsupervised fashion, is scalable, and benefits synergistically from larger numbers of replicas. Results confirm that the underlying ideas are appropriate and sufficient to enhance sampling. In molecular simulations, errors caused by not exploring relevant domains in phase space are always unquantifiable and can be arbitrarily large. Our protocol adds to the toolkit available to researchers in reducing these types of errors. This article is part of a Special Issue entitled "Recent developments of molecular dynamics". Copyright © 2014 Elsevier B.V. All rights reserved.

78 FR 9431 - Notice of Opportunity To File Amicus Briefs

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-08

... pending cases involving conduct occurring prior to its effective date. Of particular relevance in Day is... Personnel Management, 263 F.3d 1341, 1352 (Fed. Cir. 2001), the U.S. Court of Appeals for the Federal... disclosures that occurred prior to the effective date of the WPEA are entitled to protection. Information...

Diabetes knowledge in nursing homes and home-based care services: a validation study of the Michigan Diabetes Knowledge Test adapted for use among nursing personnel.

PubMed

Haugstvedt, Anne; Aarflot, Morten; Igland, Jannicke; Landbakk, Tilla; Graue, Marit

2016-01-01

Providing high-quality diabetes care in nursing homes and home-based care facilities requires suitable instruments to evaluate the level of diabetes knowledge among the health-care providers. Thus, the aim of this study was to examine the psychometric properties of the Michigan Diabetes Knowledge Test adapted for use among nursing personnel. The study included 127 nursing personnel (32 registered nurses, 69 nursing aides and 26 nursing assistants) at three nursing homes and one home-based care facility in Norway. We examined the reliability and content and construct validity of the Michigan Diabetes Knowledge Test. The items in both the general diabetes subscale and the insulin-use subscale were considered relevant and appropriate. The instrument showed satisfactory properties for distinguishing between groups. Item response theory-based measurements and item information curves indicate maximum information at average or lower knowledge scores. Internal consistency and the item-total correlations were quite weak, indicating that the Michigan Diabetes Knowledge Test measures a set of items related to various relevant knowledge topics but not necessarily related to each other. The Michigan Diabetes Knowledge Test measures a broad range of topics relevant to diabetes care. It is an appropriate instrument for identifying individual and distinct needs for diabetes education among nursing personnel. The knowledge gaps identified by the Michigan Diabetes Knowledge Test could also provide useful input for the content of educational activities. However, some revision of the test should be considered.

Activists within the Academy: The Role of Prior Experience in Adult Learners' Acquisition of Postgraduate Literacies in a Postapartheid South African University

ERIC Educational Resources Information Center

Cooper, Linda

2011-01-01

The article takes as a case study a group of disability rights activists who were given access to a master's program via Recognition of Prior Learning. The question explored is "Can adult learners' prior experiential knowledge act as a resource for the successful acquisition of postgraduate academic literacy practices?" The analysis is…

A Parallel Relational Database Management System Approach to Relevance Feedback in Information Retrieval.

ERIC Educational Resources Information Center

Lundquist, Carol; Frieder, Ophir; Holmes, David O.; Grossman, David

1999-01-01

Describes a scalable, parallel, relational database-drive information retrieval engine. To support portability across a wide range of execution environments, all algorithms adhere to the SQL-92 standard. By incorporating relevance feedback algorithms, accuracy is enhanced over prior database-driven information retrieval efforts. Presents…

37 CFR 351.5 - Discovery in royalty rate proceedings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... proceedings. 351.5 Section 351.5 Patents, Trademarks, and Copyrights COPYRIGHT ROYALTY BOARD, LIBRARY OF... matter, not privileged, that is relevant to the claim or defense of any party. Relevant information need... information and materials. (1) In any royalty rate proceeding scheduled to commence prior to January 1, 2011...

49 CFR 240.215 - Retaining information supporting determinations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... controls those who have access to such information; (2) The railroad employs a system for data storage that... concerning eligibility that the railroad shall retain includes: (1) Any relevant data from the railroad's records concerning the person's prior safety conduct; (2) Any relevant data furnished by another railroad...

49 CFR 240.215 - Retaining information supporting determinations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... controls those who have access to such information; (2) The railroad employs a system for data storage that... concerning eligibility that the railroad shall retain includes: (1) Any relevant data from the railroad's records concerning the person's prior safety conduct; (2) Any relevant data furnished by another railroad...

49 CFR 240.215 - Retaining information supporting determinations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... controls those who have access to such information; (2) The railroad employs a system for data storage that... concerning eligibility that the railroad shall retain includes: (1) Any relevant data from the railroad's records concerning the person's prior safety conduct; (2) Any relevant data furnished by another railroad...

49 CFR 240.215 - Retaining information supporting determinations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... controls those who have access to such information; (2) The railroad employs a system for data storage that... concerning eligibility that the railroad shall retain includes: (1) Any relevant data from the railroad's records concerning the person's prior safety conduct; (2) Any relevant data furnished by another railroad...

Gradient-based reliability maps for ACM-based segmentation of hippocampus.

PubMed

Zarpalas, Dimitrios; Gkontra, Polyxeni; Daras, Petros; Maglaveras, Nicos

2014-04-01

Automatic segmentation of deep brain structures, such as the hippocampus (HC), in MR images has attracted considerable scientific attention due to the widespread use of MRI and to the principal role of some structures in various mental disorders. In this literature, there exists a substantial amount of work relying on deformable models incorporating prior knowledge about structures' anatomy and shape information. However, shape priors capture global shape characteristics and thus fail to model boundaries of varying properties; HC boundaries present rich, poor, and missing gradient regions. On top of that, shape prior knowledge is blended with image information in the evolution process, through global weighting of the two terms, again neglecting the spatially varying boundary properties, causing segmentation faults. An innovative method is hereby presented that aims to achieve highly accurate HC segmentation in MR images, based on the modeling of boundary properties at each anatomical location and the inclusion of appropriate image information for each of those, within an active contour model framework. Hence, blending of image information and prior knowledge is based on a local weighting map, which mixes gradient information, regional and whole brain statistical information with a multi-atlas-based spatial distribution map of the structure's labels. Experimental results on three different datasets demonstrate the efficacy and accuracy of the proposed method.

An Optimization-Based Framework for the Transformation of Incomplete Biological Knowledge into a Probabilistic Structure and Its Application to the Utilization of Gene/Protein Signaling Pathways in Discrete Phenotype Classification.

PubMed

Esfahani, Mohammad Shahrokh; Dougherty, Edward R

2015-01-01

Phenotype classification via genomic data is hampered by small sample sizes that negatively impact classifier design. Utilization of prior biological knowledge in conjunction with training data can improve both classifier design and error estimation via the construction of the optimal Bayesian classifier. In the genomic setting, gene/protein signaling pathways provide a key source of biological knowledge. Although these pathways are neither complete, nor regulatory, with no timing associated with them, they are capable of constraining the set of possible models representing the underlying interaction between molecules. The aim of this paper is to provide a framework and the mathematical tools to transform signaling pathways to prior probabilities governing uncertainty classes of feature-label distributions used in classifier design. Structural motifs extracted from the signaling pathways are mapped to a set of constraints on a prior probability on a Multinomial distribution. Being the conjugate prior for the Multinomial distribution, we propose optimization paradigms to estimate the parameters of a Dirichlet distribution in the Bayesian setting. The performance of the proposed methods is tested on two widely studied pathways: mammalian cell cycle and a p53 pathway model.

The body of knowledge on compliance in heart failure patients: we are not there yet.

PubMed

Nieuwenhuis, Maurice M W; van der Wal, Martje H L; Jaarsma, Tiny

2011-01-01

Noncompliance with diet and fluid restriction is a problem in patients with heart failure (HF). In recent studies, a relationship between compliance with sodium and fluid restriction and knowledge and beliefs regarding compliance was found. In these studies, however, compliance was primarily measured by interview or questionnaire. To examine the relationship between compliance with sodium and fluid restriction measured with a nutrition diary and knowledge, beliefs, and other relevant variables in HF patients. Eighty-four HF patients completed a nutrition diary for 3 days. Patients also completed questionnaires on knowledge, beliefs regarding compliance, and depressive symptoms. Differences in relevant variables between compliant and noncompliant patients were assessed. Compliance with sodium and fluid restriction was 79% and 72%. Although not statistically significant, a higher percentage of patients were compliant with the less stringent restrictions compared with the more stringent restrictions, and in addition, more noncompliant patients perceived difficulty following the regimen compared with their compliant counterparts. In contrast with other studies, no significant differences in knowledge, beliefs, and relevant demographic and clinical variables were found between compliant and noncompliant patients. Perceived difficulty and the amount of the prescribed restriction seem to be relevant concepts that play a role in compliance with sodium and fluid restriction in HF and need to be explored in future research.

The Relationship between Immediate Relevant Basic Science Knowledge and Clinical Knowledge: Physiology Knowledge and Transthoracic Echocardiography Image Interpretation

ERIC Educational Resources Information Center

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-01-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent…

Improving Learning Outcome Using Six Sigma Methodology

ERIC Educational Resources Information Center

Tetteh, Godson A.

2015-01-01

Purpose: The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student's prior knowledge of a discipline from an initial "x" per cent knowledge to a higher "y" per cent of knowledge. Design/methodology/approach: The data collection method…

Reflective Assessment in Knowledge Building by Students with Low Academic Achievement

ERIC Educational Resources Information Center

Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K.; Tian, Wen

2016-01-01

This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an…

Knowledge of Algebra for Teaching: A Framework of Knowledge and Practices

ERIC Educational Resources Information Center

McCrory, Raven; Floden, Robert; Ferrini-Mundy, Joan; Reckase, Mark D.; Senk, Sharon L.

2012-01-01

Defining what teachers need to know to teach algebra successfully is important for informing teacher preparation and professional development efforts. Based on prior research, analysis of video, interviews with teachers, and analysis of textbooks, we define categories of knowledge and practices of teaching for understanding and assessing teachers'…

An Investigation of Preservice Teachers' Beliefs about the Certainty of Teaching Knowledge

ERIC Educational Resources Information Center

Ferguson, Leila E.; Brownlee, Jo Lunn

2018-01-01

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six…

Prior Knowledge Assessment Guide

DTIC Science & Technology

2014-12-01

marksmanship, advanced rifle marksmanship, and even specialized shooting courses. A comparison of the means on the test for the two groups showed that the...hands- on evaluations of student knowledge and/or skills. Pretests however, determine how much knowledge a student currently possesses of the course...content; thus, questions on pretests assess knowledge about what is to be taught in the course. Also, most pretests will include test items

Personal Knowledge Management for Employee Commoditization

ERIC Educational Resources Information Center

Schild, Susie A.

2013-01-01

Knowledge management thinking has resulted in the perception that the organization is the relevant beneficiary of knowledge. Individual approaches to and experiences with personal knowledge management are not well documented in empirical studies, which uncovered the specific problem that the situatedness of knowledge worker contemporaries within…

Curriculum Design and Epistemic Ascent

ERIC Educational Resources Information Center

Winch, Christopher

2013-01-01

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the…

Nutrition Knowledge of Teen-Agers.

ERIC Educational Resources Information Center

Skinner, Jean D.; Woodburn, Margy J.

1984-01-01

Nutrition knowledge tests were administered to 1,193 adolescents in Oregon prior to instructional units on nutrition in health and home economics classes. Mean scores on the tests were low. Guidelines for nutrition educators of adolescents are presented. (Author/CJB)

Text Mining for Drugs and Chemical Compounds: Methods, Tools and Applications.

PubMed

Vazquez, Miguel; Krallinger, Martin; Leitner, Florian; Valencia, Alfonso

2011-06-01

Providing prior knowledge about biological properties of chemicals, such as kinetic values, protein targets, or toxic effects, can facilitate many aspects of drug development. Chemical information is rapidly accumulating in all sorts of free text documents like patents, industry reports, or scientific articles, which has motivated the development of specifically tailored text mining applications. Despite the potential gains, chemical text mining still faces significant challenges. One of the most salient is the recognition of chemical entities mentioned in text. To help practitioners contribute to this area, a good portion of this review is devoted to this issue, and presents the basic concepts and principles underlying the main strategies. The technical details are introduced and accompanied by relevant bibliographic references. Other tasks discussed are retrieving relevant articles, identifying relationships between chemicals and other entities, or determining the chemical structures of chemicals mentioned in text. This review also introduces a number of published applications that can be used to build pipelines in topics like drug side effects, toxicity, and protein-disease-compound network analysis. We conclude the review with an outlook on how we expect the field to evolve, discussing its possibilities and its current limitations. Copyright © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Integrative analysis of transcriptomic and metabolomic data via sparse canonical correlation analysis with incorporation of biological information.

PubMed

Safo, Sandra E; Li, Shuzhao; Long, Qi

2018-03-01

Integrative analysis of high dimensional omics data is becoming increasingly popular. At the same time, incorporating known functional relationships among variables in analysis of omics data has been shown to help elucidate underlying mechanisms for complex diseases. In this article, our goal is to assess association between transcriptomic and metabolomic data from a Predictive Health Institute (PHI) study that includes healthy adults at a high risk of developing cardiovascular diseases. Adopting a strategy that is both data-driven and knowledge-based, we develop statistical methods for sparse canonical correlation analysis (CCA) with incorporation of known biological information. Our proposed methods use prior network structural information among genes and among metabolites to guide selection of relevant genes and metabolites in sparse CCA, providing insight on the molecular underpinning of cardiovascular disease. Our simulations demonstrate that the structured sparse CCA methods outperform several existing sparse CCA methods in selecting relevant genes and metabolites when structural information is informative and are robust to mis-specified structural information. Our analysis of the PHI study reveals that a number of gene and metabolic pathways including some known to be associated with cardiovascular diseases are enriched in the set of genes and metabolites selected by our proposed approach. © 2017, The International Biometric Society.

Management of complex knowledge in planning for sustainable development: The use of multi-criteria decision aids

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

Kain, Jaan-Henrik; Soederberg, Henriette

2008-01-15

The vision of sustainable development entails new and complex planning situations, confronting local policy makers with changing political conditions, different content in decision making and planning and new working methods. Moreover, the call for sustainable development has been a major driving force towards an increasingly multi-stakeholder planning system. This situation requires competence in working in, and managing, groups of actors, including not only experts and project owners but also other categories of stakeholders. Among other qualities, such competence requires a working strategy aimed at integrating various, and sometimes incommensurable, forms of knowledge to construct a relevant and valid knowledge basemore » prior to decision making. Consequently, there lies great potential in methods that facilitate the evaluation of strategies for infrastructural development across multiple knowledge areas, so-called multi-criteria decision aids (MCDAs). In the present article, observations from six case studies are discussed, where the common denominators are infrastructural planning, multi-stakeholder participation and the use of MCDAs as interactive decision support. Three MCDAs are discussed - NAIADE, SCA and STRAD - with an emphasis on how they function in their procedural context. Accordingly, this is not an analysis of MCDA algorithms, of software programming aspects or of MCDAs as context-independent 'decision machines'-the focus is on MCDAs as actor systems, not as expert systems. The analysis is carried out across four main themes: (a) symmetrical management of different forms of knowledge; (b) management of heterogeneity, pluralism and conflict; (c) functionality and ease of use; and (d) transparency and trust. It shows that STRAD, by far, seems to be the most useful MCDA in interactive settings. NAIADE and SCA are roughly equivalent but have their strengths and weaknesses in different areas. Moreover, it was found that some MCDA issues require further attention, i.e., regarding transparency and understandability; qualitative/quantitative knowledge input; switching between different modes of weighting; software flexibility; as well as graphic and user interfaces.« less

Conceptual change strategies in teaching genetics

NASA Astrophysics Data System (ADS)

Batzli, Laura Elizabeth

The purpose of this study was to evaluate the effectiveness of utilizing conceptual change strategies when teaching high school genetics. The study examined the effects of structuring instruction to provide students with cognitive situations which promote conceptual change, specifically instruction was structured to elicit students' prior knowledge. The goal of the study was that the students would not only be able to solve genetics problems and define basic terminology but they would also have constructed more scientific schemas of the actual processes involved in inheritance. This study is based on the constructivist theory of learning and conceptual change research which suggest that students are actively involved in the process of relating new information to prior knowledge as they construct new knowledge. Two sections of biology II classes received inquiry based instruction and participated in structured cooperative learning groups. However, the unique difference in the treatment group's instruction was the use of structured thought time and the resulting social interaction between the students. The treatment group students' instructional design allowed students to socially construct their cognitive knowledge after elicitation of their prior knowledge. In contrast, the instructional design for the control group students allowed them to socially construct their cognitive knowledge of genetics without the individually structured thought time. The results indicated that the conceptual change strategies with individually structured thought time improved the students' scientific mastery of genetics concepts and they maintained fewer post instructional alternative conceptions. Although all students gained the ability to correctly solve genetics problems, the treatment group students were able to explain the processes involved in terms of meiosis. The treatment group students were also able to better apply their knowledge to novel genetic situations. The implications for genetics instruction from these results were discussed.

Understanding Patient Barriers to Kidney Transplant Evaluation.

PubMed

Dageforde, Leigh Anne; Box, Amanda; Feurer, Irene D; Cavanaugh, Kerri L

2015-07-01

Some patients referred for kidney transplant evaluation fail to attend the visit. Our goal was to compare demographic, socioeconomic, and psychologic factors between evaluation visit attendees and absentees. A convenience sample of patients referred and scheduled for kidney transplant evaluation at a single center from November 2012 to December 2013 participated in a phone survey reporting socioeconomic, demographic, and clinical characteristics; health literacy; and perceived knowledge and concerns about transplantation. Absentees were matched by race with attendees. Analyses of differences between groups were performed with chi-square test, Fisher exact test, and t tests. Multivariable logistic regression was adjusted for relevant demographic characteristics. One hundred four adults participated (61% men, 46% white, 52 ± 12 years). Financial concerns were the most prevalent (67.3% affording medication, 64.1% affording operation). Previous evaluation at a different transplant center (P = 0.029) and being on dialysis (P = 0.008) were significantly associated with absence. Attendance was associated with concerns about finding a living donor (P = 0.038) and higher perceived general knowledge about transplantation (P ≤ 0.001). No differences were appreciated in demographic, socioeconomic, or health literacy factors between groups. Both attendee and absentee patients were most concerned with the financial burden of kidney transplantation. Although concerns and perceived knowledge are important correlates of behavior, other considerations such as psychologic factors and prior medical experiences may influence patients' ability to complete the kidney transplant evaluation process. Although this pilot study was conducted in a small sample and has limited generalizability, our findings can guide future research.

Improving kNowledge Transfer to Efficaciously RAise the level of Contemporary Treatment in Heart Failure (INTERACT-in-HF): Study protocol of a mixed methods study.

PubMed

Baldewijns, Karolien; Bektas, Sema; Boyne, Josiane; Rohde, Carla; De Maesschalck, Lieven; De Bleser, Leentje; Brandenburg, Vincent; Knackstedt, Christian; Devillé, Aleidis; Sanders-Van Wijk, Sandra; Brunner La Rocca, Hans-Peter

2017-12-01

Heart failure is a complex disease with poor outcome. This complexity may prevent care providers from covering all aspects of care. This could not only be relevant for individual patient care, but also for care organisation. Disease management programmes applying a multidisciplinary approach are recommended to improve heart failure care. However, there is a scarcity of research considering how disease management programme perform, in what form they should be offered, and what care and support patients and care providers would benefit most. Therefore, the Improving kNowledge Transfer to Efficaciously Raise the level of Contemporary Treatment in Heart Failure (INTERACT-in-HF) study aims to explore the current processes of heart failure care and to identify factors that may facilitate and factors that may hamper heart failure care and guideline adherence. Within a cross-sectional mixed method design in three regions of the North-West part of Europe, patients (n = 88) and their care providers (n = 59) were interviewed. Prior to the in-depth interviews, patients were asked to complete three questionnaires: The Dutch Heart Failure Knowledge scale, The European Heart Failure Self-care Behaviour Scale and The global health status and social economic status. In parallel, retrospective data based on records from these (n = 88) and additional patients (n = 82) are reviewed. All interviews were audiotaped and transcribed verbatim for analysis.

Improving kNowledge Transfer to Efficaciously RAise the level of Contemporary Treatment in Heart Failure (INTERACT-in-HF): Study protocol of a mixed methods study

PubMed Central

Boyne, Josiane; Rohde, Carla; De Maesschalck, Lieven; De Bleser, Leentje; Brandenburg, Vincent; Knackstedt, Christian; Devillé, Aleidis; Sanders-Van Wijk, Sandra; Brunner La Rocca, Hans-Peter

2017-01-01

Heart failure is a complex disease with poor outcome. This complexity may prevent care providers from covering all aspects of care. This could not only be relevant for individual patient care, but also for care organisation. Disease management programmes applying a multidisciplinary approach are recommended to improve heart failure care. However, there is a scarcity of research considering how disease management programme perform, in what form they should be offered, and what care and support patients and care providers would benefit most. Therefore, the Improving kNowledge Transfer to Efficaciously Raise the level of Contemporary Treatment in Heart Failure (INTERACT-in-HF) study aims to explore the current processes of heart failure care and to identify factors that may facilitate and factors that may hamper heart failure care and guideline adherence. Within a cross-sectional mixed method design in three regions of the North-West part of Europe, patients (n = 88) and their care providers (n = 59) were interviewed. Prior to the in-depth interviews, patients were asked to complete three questionnaires: The Dutch Heart Failure Knowledge scale, The European Heart Failure Self-care Behaviour Scale and The global health status and social economic status. In parallel, retrospective data based on records from these (n = 88) and additional patients (n = 82) are reviewed. All interviews were audiotaped and transcribed verbatim for analysis. PMID:29472989

Advances in Pediatric Cardiology Boot Camp: Boot Camp Training Promotes Fellowship Readiness and Enables Retention of Knowledge.

PubMed

Ceresnak, Scott R; Axelrod, David M; Sacks, Loren D; Motonaga, Kara S; Johnson, Emily R; Krawczeski, Catherine D

2017-03-01

We previously demonstrated that a pediatric cardiology boot camp can improve knowledge acquisition and decrease anxiety for trainees. We sought to determine if boot camp participants entered fellowship with a knowledge advantage over fellows who did not attend and if there was moderate-term retention of that knowledge. A 2-day training program was provided for incoming pediatric cardiology fellows from eight fellowship programs in April 2016. Hands-on, immersive experiences and simulations were provided in all major areas of pediatric cardiology. Knowledge-based examinations were completed by each participant prior to boot camp (PRE), immediately post-training (POST), and prior to the start of fellowship in June 2016 (F/U). A control group of fellows who did not attend boot camp also completed an examination prior to fellowship (CTRL). Comparisons of scores were made for individual participants and between participants and controls. A total of 16 participants and 16 control subjects were included. Baseline exam scores were similar between participants and controls (PRE 47 ± 11% vs. CTRL 52 ± 10%; p = 0.22). Participants' knowledge improved with boot camp training (PRE 47 ± 11% vs. POST 70 ± 8%; p < 0.001) and there was excellent moderate-term retention of the information taught at boot camp (PRE 47 ± 11% vs. F/U 71 ± 8%; p < 0.001). Testing done at the beginning of fellowship demonstrated significantly better scores in participants versus controls (F/U 71 ± 8% vs. CTRL 52 ± 10%; p < 0.001). Boot camp participants demonstrated a significant improvement in basic cardiology knowledge after the training program and had excellent moderate-term retention of that knowledge. Participants began fellowship with a larger fund of knowledge than those fellows who did not attend.

Indigenous Knowledge and Language: Decolonizing Culturally Relevant Pedagogy in a Mapuche Intercultural Bilingual Education Program in Chile

ERIC Educational Resources Information Center

Ortiz, Patricio R.

2009-01-01

This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this…

Allergens in veterinary medicine.

PubMed

Mueller, R S; Janda, J; Jensen-Jarolim, E; Rhyner, C; Marti, E

2016-01-01

Allergic diseases in animals are increasingly gaining importance in veterinary practice and as research models. For intradermal testing and allergen immunotherapy, a good knowledge of relevant allergens for the individual species is of great importance. Currently, the knowledge about relevant veterinary allergens is based on sensitization rates identified by intradermal testing or serum testing for allergen-specific IgE; crude extracts are the basis for most evaluations. Only a few studies provide evidence about the molecular structure of (particularly) dust mite, insect and mould allergens in dogs and horses, respectively. In those species, some major allergens differ from those in humans. This position paper summarizes the current knowledge about relevant allergens in dogs, cats and horses. © 2015 The Authors Allergy Published by John Wiley & Sons Ltd.

Elapsed decision time affects the weighting of prior probability in a perceptual decision task

PubMed Central

Hanks, Timothy D.; Mazurek, Mark E.; Kiani, Roozbeh; Hopp, Elizabeth; Shadlen, Michael N.

2012-01-01

Decisions are often based on a combination of new evidence with prior knowledge of the probable best choice. Optimal combination requires knowledge about the reliability of evidence, but in many realistic situations, this is unknown. Here we propose and test a novel theory: the brain exploits elapsed time during decision formation to combine sensory evidence with prior probability. Elapsed time is useful because (i) decisions that linger tend to arise from less reliable evidence, and (ii) the expected accuracy at a given decision time depends on the reliability of the evidence gathered up to that point. These regularities allow the brain to combine prior information with sensory evidence by weighting the latter in accordance with reliability. To test this theory, we manipulated the prior probability of the rewarded choice while subjects performed a reaction-time discrimination of motion direction using a range of stimulus reliabilities that varied from trial to trial. The theory explains the effect of prior probability on choice and reaction time over a wide range of stimulus strengths. We found that prior probability was incorporated into the decision process as a dynamic bias signal that increases as a function of decision time. This bias signal depends on the speed-accuracy setting of human subjects, and it is reflected in the firing rates of neurons in the lateral intraparietal cortex (LIP) of rhesus monkeys performing this task. PMID:21525274

Elapsed decision time affects the weighting of prior probability in a perceptual decision task.

PubMed

Hanks, Timothy D; Mazurek, Mark E; Kiani, Roozbeh; Hopp, Elisabeth; Shadlen, Michael N

2011-04-27

Decisions are often based on a combination of new evidence with prior knowledge of the probable best choice. Optimal combination requires knowledge about the reliability of evidence, but in many realistic situations, this is unknown. Here we propose and test a novel theory: the brain exploits elapsed time during decision formation to combine sensory evidence with prior probability. Elapsed time is useful because (1) decisions that linger tend to arise from less reliable evidence, and (2) the expected accuracy at a given decision time depends on the reliability of the evidence gathered up to that point. These regularities allow the brain to combine prior information with sensory evidence by weighting the latter in accordance with reliability. To test this theory, we manipulated the prior probability of the rewarded choice while subjects performed a reaction-time discrimination of motion direction using a range of stimulus reliabilities that varied from trial to trial. The theory explains the effect of prior probability on choice and reaction time over a wide range of stimulus strengths. We found that prior probability was incorporated into the decision process as a dynamic bias signal that increases as a function of decision time. This bias signal depends on the speed-accuracy setting of human subjects, and it is reflected in the firing rates of neurons in the lateral intraparietal area (LIP) of rhesus monkeys performing this task.

Using comprehension strategies with authentic text in a college chemistry course

NASA Astrophysics Data System (ADS)

Cain, Stephen Daniel

College science students learn important topics by reading textbooks, which contain dense technical prose. Comprehension strategies are known to increase learning from reading. One class of comprehension strategies, called elaboration strategies, is intended to link new information with prior knowledge. Elaboration strategies have an appeal in science courses where new information frequently depends on previously learned information. The purpose of this study was to determine the effectiveness of an elaboration strategy in an authentic college environment. General chemistry students read text about Lewis structures, figures drawn by chemists to depict molecules, while assigned to use either an elaboration strategy, namely elaborative interrogation, or another strategy, rereading, which served as a placebo control. Two texts of equal length were employed in this pretest-posttest experimental design. One was composed by the researcher. The other was an excerpt from a college textbook and contained a procedure for constructing Lewis structures. Students (N = 252) attending a large community college were randomly assigned to one of the two texts and assigned one of the two strategies. The elaborative interrogation strategy was implemented with instructions to answer why-questions posed throughout the reading. Answering why-questions has been hypothesized to activate prior knowledge of a topic, and thus to aid in cognitively connecting new material with prior knowledge. The rereading strategy was implemented with instructions to read text twice. The use of authentic text was one of only a few instances of applying elaborative interrogation with a textbook. In addition, previous studies have generally focused on the learning of facts contained in prose. The application of elaborative interrogation to procedural text has not been previously reported. Results indicated that the more effective strategy was undetermined when reading authentic text in this setting. However, prior knowledge level was identified as a statistically significant factor for learning from authentic text. That is, students with high prior knowledge learned more, regardless of assigned strategy. Another descriptive study was conducted with a separate student sample (N = 34). Previously reported Lewis structure research was replicated. The trend of difficulty for 50 structures in the earlier work was supported.

Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability: A think aloud study

NASA Astrophysics Data System (ADS)

Keller, Stacy Kathryn

This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.

Gaps in college biology students' understanding of photosynthesis: Implications for human constructivist learning theory and college classroom practice

NASA Astrophysics Data System (ADS)

Griffard, Phyllis Baudoin

1999-11-01

The main research question of this study was: What gaps in biochemical understanding are revealed by a range of university introductory biology students as they work through a critically acclaimed multimedia program on photosynthesis, and what are the corresponding implications for elaboration of the Ausubel-Novak-Gowin Learning Theory (ANG, now Human Constructivism)? Twelve students, mixed for ability, gender and ethnicity, were recruited from two sections of "Bio 101." Before and after instruction in photosynthesis, in-depth clinical interviews were conducted during which participants completed a range of cognitive tasks such as sorting, concept mapping, explaining and predicting. Some tasks involved interacting with a computer simulation of photosynthesis. This study primarily employed qualitative case study and verbal analysis methods. Verbal analysis of the clinical interviews revealed numerous gaps that were categorized into typologies. The two major categories were propositional gaps and processing gaps. Propositional gaps were evident in development of participants' concepts, links and constructs. Significant among these were conceptual distance gaps and continuity of matter gaps. Gaps such as convention gaps and relative significance gaps seem to be due to naivete in the discipline. Processing gaps included gaps in graphic decoding skills and relevant cognitive habits such as self-monitoring and consulting prior knowledge. Although the gaps were easier to detect and isolate with the above-average participants, all participants showed evidence of at least some of these gaps. Since some gaps are not unexpected at all but the highest literacy levels, not all the gaps identified are to be considered deficiencies. The gaps identified support the attention given by ANG theorists to the role of prior knowledge and metacognition as well as the value of graphic organizers in knowledge construction. In addition, this study revealed numerous gaps in graphic decoding, indicating that both direct experience and explicit instruction are needed if students are to "learn how to learn with graphics," especially those graphics central to understanding a computer simulation's representations of structures, inputs, processes and outputs. It is hypothesized that gaps similar to those revealed in this study may be at the root of some alternative conceptions documented in the literature.

Knowledge-based nonuniform sampling in multidimensional NMR.

PubMed

Schuyler, Adam D; Maciejewski, Mark W; Arthanari, Haribabu; Hoch, Jeffrey C

2011-07-01

The full resolution afforded by high-field magnets is rarely realized in the indirect dimensions of multidimensional NMR experiments because of the time cost of uniformly sampling to long evolution times. Emerging methods utilizing nonuniform sampling (NUS) enable high resolution along indirect dimensions by sampling long evolution times without sampling at every multiple of the Nyquist sampling interval. While the earliest NUS approaches matched the decay of sampling density to the decay of the signal envelope, recent approaches based on coupled evolution times attempt to optimize sampling by choosing projection angles that increase the likelihood of resolving closely-spaced resonances. These approaches employ knowledge about chemical shifts to predict optimal projection angles, whereas prior applications of tailored sampling employed only knowledge of the decay rate. In this work we adapt the matched filter approach as a general strategy for knowledge-based nonuniform sampling that can exploit prior knowledge about chemical shifts and is not restricted to sampling projections. Based on several measures of performance, we find that exponentially weighted random sampling (envelope matched sampling) performs better than shift-based sampling (beat matched sampling). While shift-based sampling can yield small advantages in sensitivity, the gains are generally outweighed by diminished robustness. Our observation that more robust sampling schemes are only slightly less sensitive than schemes highly optimized using prior knowledge about chemical shifts has broad implications for any multidimensional NMR study employing NUS. The results derived from simulated data are demonstrated with a sample application to PfPMT, the phosphoethanolamine methyltransferase of the human malaria parasite Plasmodium falciparum.

What Are They Up To? The Role of Sensory Evidence and Prior Knowledge in Action Understanding

PubMed Central

Chambon, Valerian; Domenech, Philippe; Pacherie, Elisabeth; Koechlin, Etienne; Baraduc, Pierre; Farrer, Chlöé

2011-01-01

Explaining or predicting the behaviour of our conspecifics requires the ability to infer the intentions that motivate it. Such inferences are assumed to rely on two types of information: (1) the sensory information conveyed by movement kinematics and (2) the observer's prior expectations – acquired from past experience or derived from prior knowledge. However, the respective contribution of these two sources of information is still controversial. This controversy stems in part from the fact that “intention” is an umbrella term that may embrace various sub-types each being assigned different scopes and targets. We hypothesized that variations in the scope and target of intentions may account for variations in the contribution of visual kinematics and prior knowledge to the intention inference process. To test this hypothesis, we conducted four behavioural experiments in which participants were instructed to identify different types of intention: basic intentions (i.e. simple goal of a motor act), superordinate intentions (i.e. general goal of a sequence of motor acts), or social intentions (i.e. intentions accomplished in a context of reciprocal interaction). For each of the above-mentioned intentions, we varied (1) the amount of visual information available from the action scene and (2) participant's prior expectations concerning the intention that was more likely to be accomplished. First, we showed that intentional judgments depend on a consistent interaction between visual information and participant's prior expectations. Moreover, we demonstrated that this interaction varied according to the type of intention to be inferred, with participant's priors rather than perceptual evidence exerting a greater effect on the inference of social and superordinate intentions. The results are discussed by appealing to the specific properties of each type of intention considered and further interpreted in the light of a hierarchical model of action representation. PMID:21364992

Schema-driven facilitation of new hierarchy learning in the transitive inference paradigm

PubMed Central

Kumaran, Dharshan

2013-01-01

Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences. PMID:23782509

Orthonormal filters for identification in active control systems

NASA Astrophysics Data System (ADS)

Mayer, Dirk

2015-12-01

Many active noise and vibration control systems require models of the control paths. When the controlled system changes slightly over time, adaptive digital filters for the identification of the models are useful. This paper aims at the investigation of a special class of adaptive digital filters: orthonormal filter banks possess the robust and simple adaptation of the widely applied finite impulse response (FIR) filters, but at a lower model order, which is important when considering implementation on embedded systems. However, the filter banks require prior knowledge about the resonance frequencies and damping of the structure. This knowledge can be supposed to be of limited precision, since in many practical systems, uncertainties in the structural parameters exist. In this work, a procedure using a number of training systems to find the fixed parameters for the filter banks is applied. The effect of uncertainties in the prior knowledge on the model error is examined both with a basic example and in an experiment. Furthermore, the possibilities to compensate for the imprecise prior knowledge by a higher filter order are investigated. Also comparisons with FIR filters are implemented in order to assess the possible advantages of the orthonormal filter banks. Numerical and experimental investigations show that significantly lower computational effort can be reached by the filter banks under certain conditions.

Schema-driven facilitation of new hierarchy learning in the transitive inference paradigm.

PubMed

Kumaran, Dharshan

2013-06-19

Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences.

Diverse knowledges and competing interests: an essay on socio-technical problem-solving.

PubMed

di Norcia, Vincent

2002-01-01

Solving complex socio-technical problems, this paper claims, involves diverse knowledges (cognitive diversity), competing interests (social diversity), and pragmatism. To explain this view, this paper first explores two different cases: Canadian pulp and paper mill pollution and siting nuclear reactors in systematically sensitive areas of California. Solving such socio-technically complex problems involves cognitive diversity as well as social diversity and pragmatism. Cognitive diversity requires one to not only recognize relevant knowledges but also to assess their validity. Finally, it is suggested, integrating the resultant set of diverse relevant and valid knowledges determines the parameters of the solution space for the problem.

Children's claims to knowledge regarding their mental health experiences and practitioners' negotiation of the problem.

PubMed

O'Reilly, Michelle; Lester, Jessica Nina; Muskett, Tom

2016-06-01

The objective was to identify how children's knowledge positions were negotiated in child mental health assessments and how this was managed by the different parties. The child psychiatry data consisted of 28 video-recorded assessments. A conversation analysis was undertaken to examine the interactional detail between the children, parents, and practitioners. The findings indicated that claims to knowledge were managed in three ways. First, practitioners positioned children as 'experts' on their own health and this was sometimes accepted. Second, some children resisted this epistemic position, claiming not to have the relevant knowledge. Third, some children's claims to knowledge were negotiated and sometimes contested by adult parties who questioned their competence to share relevant information about their lives in accordance with the assessment agenda. Through question design, the practitioner was able to position the child as holding relevant knowledge regarding their situation. The child was able to take up this position or resist it in various ways. This has important implications for debates regarding children's competence to contribute to mental health interventions. Children are often treated as agents with limited knowledge, yet in the mental health assessment they are directly questioned about their own lives. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Positive relationship between odor identification and affective responses of negatively valenced odors

PubMed Central

Martinec Nováková, Lenka; Plotěná, Dagmar; Roberts, S. Craig; Havlíček, Jan

2015-01-01

Hedonic ratings of odors and olfactory preferences are influenced by a number of modulating factors, such as prior experience and knowledge about an odor’s identity. The present study addresses the relationship between knowledge about an odor’s identity due to prior experience, assessed by means of a test of cued odor identification, and odor pleasantness ratings in children who exhibit ongoing olfactory learning. Ninety-one children aged 8–11 years rated the pleasantness of odors in the Sniffin’ Sticks test and, subsequently, took the odor identification test. A positive association between odor identification and pleasantness was found for two unpleasant food odors (garlic and fish): higher pleasantness ratings were exhibited by those participants who correctly identified these odors compared to those who failed to correctly identify them. However, we did not find a similar effect for any of the more pleasant odors. The results of this study suggest that pleasantness ratings of some odors may be modulated by the knowledge of their identity due to prior experience and that this relationship might be more evident in unpleasant odors. PMID:26029143

A technology training protocol for meeting QSEN goals: Focusing on meaningful learning.

PubMed

Luo, Shuhong; Kalman, Melanie

2018-01-01

The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies. © 2017 Wiley Periodicals, Inc.

Topics in inference and decision-making with partial knowledge

NASA Technical Reports Server (NTRS)

Safavian, S. Rasoul; Landgrebe, David

1990-01-01

Two essential elements needed in the process of inference and decision-making are prior probabilities and likelihood functions. When both of these components are known accurately and precisely, the Bayesian approach provides a consistent and coherent solution to the problems of inference and decision-making. In many situations, however, either one or both of the above components may not be known, or at least may not be known precisely. This problem of partial knowledge about prior probabilities and likelihood functions is addressed. There are at least two ways to cope with this lack of precise knowledge: robust methods, and interval-valued methods. First, ways of modeling imprecision and indeterminacies in prior probabilities and likelihood functions are examined; then how imprecision in the above components carries over to the posterior probabilities is examined. Finally, the problem of decision making with imprecise posterior probabilities and the consequences of such actions are addressed. Application areas where the above problems may occur are in statistical pattern recognition problems, for example, the problem of classification of high-dimensional multispectral remote sensing image data.

Bayesian network prior: network analysis of biological data using external knowledge

PubMed Central

Isci, Senol; Dogan, Haluk; Ozturk, Cengizhan; Otu, Hasan H.

2014-01-01

Motivation: Reverse engineering GI networks from experimental data is a challenging task due to the complex nature of the networks and the noise inherent in the data. One way to overcome these hurdles would be incorporating the vast amounts of external biological knowledge when building interaction networks. We propose a framework where GI networks are learned from experimental data using Bayesian networks (BNs) and the incorporation of external knowledge is also done via a BN that we call Bayesian Network Prior (BNP). BNP depicts the relation between various evidence types that contribute to the event ‘gene interaction’ and is used to calculate the probability of a candidate graph (G) in the structure learning process. Results: Our simulation results on synthetic, simulated and real biological data show that the proposed approach can identify the underlying interaction network with high accuracy even when the prior information is distorted and outperforms existing methods. Availability: Accompanying BNP software package is freely available for academic use at http://bioe.bilgi.edu.tr/BNP. Contact: hasan.otu@bilgi.edu.tr Supplementary Information: Supplementary data are available at Bioinformatics online. PMID:24215027