Paragraphs of pictographs: The use of non-verbal instructions for equipment

1980 ◽  
Vol 11 (4) ◽  
pp. 242-243
Keyword(s):  
Verbal Instructions

IMPROVING INSTRUCTOR RESPONSE TO STUDENT E-MAILS USING TEMPLATE AND REMINDER INTERVENTIONS

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Matthew Elbeck ◽  
Minjung Song
Keyword(s):  
Pilot Study ◽  
Verbal Instructions ◽  
E Mail

Student e-mails without the student’s name, message, file attachment, etc may impede a timely and thorough instructor response. To help resolve this issue, we apply template and reminder interventions to improve student e-mail format defined as the degree of agreement between a student’s e-mail format and an instructor provided template. A pilot study (Study 1) employing a sample of 36 online undergraduate marketing students concluded that instructor supplied e-mail format template significantly improved student e-mail format. Additional refinements were examined in Study 2 to test three instruction formats (verbal, separated graphic and verbal, and integrated graphic and verbal) and two levels of instruction reminders (once and three times) using a sample of 78 online undergraduate marketing students. Results show that integrated graphic and verbal instructions, and independently, reminder announcements improve student e-mail format. Results from the two studies are discussed in terms of pedagogical benefits for the marketing educator.

scholarly journals Impact of simple, specific, verbal instructions on the quality of bowel preparation in hospitalized patients undergoing colonoscopy: a multicenter randomized controlled trial

2021 ◽  
Vol 09 (03) ◽  
pp. E378-E387
Author(s):  
Konstantinos Triantafyllou ◽  
Paraskevas Gkolfakis ◽  
Alexandros Skamnelos ◽  
Georgia Diamantopoulou ◽  
Athanasios Dagas ◽  
...  
Keyword(s):  
Bowel Preparation ◽  
Controlled Trial ◽  
Statistical Significance ◽  
Intervention Group ◽  
Standard Of Care ◽  
Hospitalized Patients ◽  
Verbal Instructions ◽  
Multicenter Randomized Controlled Trial ◽  
The Impact

Abstract Background and study aims Bowel preparation for colonoscopy is frequently inadequate in hospitalized patients. We explored the impact of specific verbal instructions on the quality of inpatients bowel preparation and factors associated with preparation failure. Patients and methods Randomized (1:1), two strata (mobilized vs. bedridden; 3:2) trial of consecutive inpatients from four tertiary centers, who received either specific, verbal instructions or the standard of care (SOC) ward instructions about bowel preparation. The rate of adequate bowel preparation (Boston Bowel Preparation Score [BBPS] ≥ 6, no segment < 2) comprised the primary endpoint. Mean BBPS score, good (BBPS score ≥ 7, no segment score < 2) and excellent (BBPS = 9) were among secondary endpoints. Results We randomized 300 inpatients (180 mobile) aged 71.7 ± 15.1 years in the intervention (49.7 %) and SOC (50.3 %) groups, respectively. Overall, more patients in the intervention group achieved adequate bowel preparation, but this difference did not reach statistical significance neither in the intention-to-treat [90/149 (60.4 %) vs. 82/151 (54.3 %); P = 0.29] nor in the per-protocol analysis [90/129 (69.8 %) vs. 82/132 (62.1 %); P = 0.19]. Overall BBPS score did not differ statistical significantly in the two groups, but the provision of specific verbal instructions was associated with significant higher rates of good (58.1 % vs. 43.2 %; P = 0.02) and excellent (31.8 % vs. 16.7 %; P = 0.004) bowel preparation compared to the SOC group. Administration of same-day bowel preparation and patient American Society of Anesthesiologists score > 2 were identified as risk factors for inadequate bowel preparation. Conclusions Provision of specific verbal instructions did not increase the rate of adequate bowel preparation in a population of mobilized and bedridden hospitalized patients.

Optimal Use of Verbal Instructions for Multi-robot Human Navigation Guidance

2019 ◽  
pp. 133-143
Author(s):  
Harel Yedidsion ◽  
Jacqueline Deans ◽  
Connor Sheehan ◽  
Mahathi Chillara ◽  
Justin Hart ◽  
...  
Keyword(s):  
Human Navigation ◽  
Verbal Instructions ◽  
Multi Robot

scholarly journals Speakers’ rapidly-updated expectations influence prosodic realization of information structure

2017 ◽  
Vol 2 ◽  
pp. 51
Author(s):  
Iris Chuoying Ouyang ◽  
Sasha Spala ◽  
Elsi Kaiser
Keyword(s):  
Perspective Taking ◽  
Information Structure ◽  
Smoothing Spline ◽  
Computer Screen ◽  
Interactive Game ◽  
Knowledge State ◽  
Verbal Instructions ◽  
Production Experiment ◽  
Smoothing Spline Anova

A production experiment was conducted to investigate the role of perspective-taking in the prosodic marking of information structure. Participants played an interactive game in which they produced verbal instructions that directed an addressee to place objects in locations on the computer screen. We manipulated (i) the participants’ assumptions about the addressee’s familiarity with the objects and (ii) the addressee’s accuracy in identifying the objects. F0 measurements of the participants’ utterances were analyzed with Smoothing-spline ANOVA models. We find that speakers’ expectations about the addressee’s knowledge state influence the prosodic realization of both new and given information, and that speakers rapidly update their expectations based on the addressee’s behavior during the conversation.

There is more into ‘doing’ than ‘knowing’: The function of the right inferior frontal sulcus is specific for implementing versus memorising verbal instructions

NeuroImage ◽  
2016 ◽  
Vol 141 ◽  
pp. 350-356 ◽  
Author(s):  
Jelle Demanet ◽  
Baptist Liefooghe ◽  
Egbert Hartstra ◽  
Dorit Wenke ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Verbal Instructions ◽  
The Right

Influence of Knowledge Context on the Learning of Intellectual Skills

1981 ◽  
Vol 18 (3) ◽  
pp. 363-379 ◽  
Author(s):  
Geoffrey W. Beeson
Keyword(s):  
Meaningful Learning ◽  
Lateral Transfer ◽  
Verbal Instructions ◽  
10Th Grade ◽  
Complex Skills ◽  
Intellectual Skills

A total of 188 10th-grade students were taught a hierarchy of intellectual skills in one of three different contexts: one in which the skills were taught in isolation, one in which additional verbal instructions were provided, and a third in which the skills were taught in relation to a relevant anchoring idea. The students were tested following intervals of approximately 2 days and 7 weeks for achievement of the final task of the hierarchy, lateral transfer, and achievement of subordinate skills. With some qualifications, results supported the prediction that use of the anchoring idea context would enhance the meaningful learning and retention of the most complex skills.

scholarly journals Encoding of Novel Verbal Instructions for Prospective Action in the Lateral Prefrontal Cortex: Evidence from Univariate and Multivariate Functional Magnetic Resonance Imaging Analysis

2018 ◽  
Vol 30 (8) ◽  
pp. 1170-1184 ◽  
Author(s):  
Nicolas J. Bourguignon ◽  
Senne Braem ◽  
Egbert Hartstra ◽  
Jan De Houwer ◽  
Marcel Brass
Keyword(s):  
Magnetic Resonance Imaging ◽  
Magnetic Resonance ◽  
Functional Magnetic Resonance Imaging ◽  
Premotor Cortex ◽  
Functional Magnetic Resonance ◽  
Resonance Imaging ◽  
Task Instructions ◽  
Verbal Instructions ◽  
Fmri Session ◽  
Pattern Similarity

Verbal instructions are central to humans' capacity to learn new behaviors with minimal training, but the neurocognitive mechanisms involved in verbally instructed behaviors remain puzzling. Recent functional magnetic resonance imaging (fMRI) evidence suggests that the right middle frontal gyrus and dorsal premotor cortex (rMFG-dPMC) supports the translation of symbolic stimulus–response mappings into sensorimotor representations. Here, we set out to (1) replicate this finding, (2) investigate whether this region's involvement is specific to novel (vs. trained) instructions, and (3) study whether rMFG-dPMC also shows differences in its (voxel) pattern response indicative of general cognitive processes of instruction implementation. Participants were shown instructions, which they either had to perform later or merely memorize. Orthogonal to this manipulation, the instructions were either entirely novel or had been trained before the fMRI session. Results replicate higher rMFG-dPMC activation levels during instruction implementation versus memorization and show how this difference is restricted to novel, but not trained, instruction presentations. Pattern similarity analyses at the voxel level further reveal more consistent neural pattern responses in rMFG-dPMC during the implementation of novel versus trained instructions. In fact, this more consistent neural pattern response seemed to be specific to the first instruction presentation and disappeared after the instruction had been applied once. These results further support a role of rMFG-dPMC in the implementation of novel task instructions and highlight potentially important differences in studying this region's gross activation levels versus (the consistency of) its response patterns.

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