Neurophysiological correlates of cognitive absorption in an enactive training context

2014 ◽  
Vol 34 ◽  
pp. 273-283 ◽  
Author(s):  
Pierre-Majorique Léger ◽  
Fred D. Davis ◽  
Timothy Paul Cronan ◽  
Julien Perret
Keyword(s):  
Training Context ◽  
Cognitive Absorption

Investigating the Potential for Training Context Effects to Influence Forensic Document Examiners' Relative Skill at Writer Individualization and Exclusion

2015 ◽  
Vol 25 ◽  
pp. 27-35 ◽  
Author(s):  
Tonya Trubshoe ◽  
Bryan Found
Keyword(s):  
Context Effects ◽  
Test Results ◽  
Training Context ◽  
Training Set ◽  
Blind Trial ◽  
Relative Ability ◽  
Trial Test ◽  
Case Files ◽  
Document Examiners

The relative ability of forensic document examiners (FDEs) to provide support for the proposition of individualization or exclusion on the basis of handwriting features was investigated by surveying opinions expressed in case files by one laboratory’s FDEs and comparing this data to blind trial test results taken over a five year period. The survey of FDEs opinions on reports showed that opinions were skewed towards support for writer individualization over writer exclusion 92% of the time. Since historically FDEs develop their skills with respect to individualization/exclusion primarily on case files, it is proposed that this unbalanced training context may skew their abilities to carry out the tasks. To determine one laboratory’s capacity to correctly provide both individualization and exclusion evidence, results of blind validation trials were analyzed. For natural writing written and not written by the specimen writer, FDEs were 62 times more inconclusive when providing support for exclusion of the specimen writer when the specimen writer did not author the questioned sample, than they were for providing support for individualization when the specimen writer wrote the questioned sample. An intriguing possibility is that because of the unbalanced training set, government FDEs may acquire skills which are skewed towards individualization over exclusion.   Purchase Article - $10

scholarly journals Editorial: facilitating encounter in a training context

2019 ◽  
Vol 18 (4) ◽  
pp. 309-310
Author(s):  
Gillian Proctor ◽  
Renata Fuchs ◽  
Aglaja Przyborski
Keyword(s):  
Training Context

scholarly journals An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

2021 ◽  
Vol 13 (9) ◽  
pp. 4790
Author(s):  
Brenda Imelda Boroel Cervantes ◽  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos ◽  
José Sánchez Santamaría
Keyword(s):  
Data Analysis ◽  
Focus Groups ◽  
Teaching Staff ◽  
Training Context ◽  
Northern Mexico ◽  
Postgraduate Studies ◽  
Successful Design ◽  
Formative Experiences

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.

scholarly journals Postcolonial theory and Canada’s health care professions: bridging the gap

2021 ◽  
Author(s):  
Stephen Wilmot
Keyword(s):  
Health Care ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Postcolonial Theory ◽  
Professional Knowledge ◽  
Healthcare Personnel ◽  
Positive Outcomes ◽  
Training Context ◽  
Explanatory Framework ◽  
Health Care Professions

AbstractIn recent years there have been several calls in professional and academic journals for healthcare personnel in Canada to raise the profile of postcolonial theory as a theoretical and explanatory framework for their practice with Indigenous people. In this paper I explore some of the challenges that are likely to confront those healthcare personnel in engaging with postcolonial theory in a training context. I consider these challenges in relation to three areas of conflict. First I consider conflicts around paradigms of knowledge, wherein postcolonial theory operates from a different base from most professional knowledge in health care. Second I consider conflicts of ideology, wherein postcolonial theory is largely at odds with Canada’s political and popular cultures. And finally I consider issues around the question of Canada’s legitimacy, which postcolonial theory puts in doubt. I suggest ways in which these conflicts might be addressed and managed in the training context, and also identify potential positive outcomes that would be enabling for healthcare personnel, and might also contribute to an improvement in Canada’s relationship with its indigenous peoples.

Problematic Internet use: Functions of use, cognitive absorption, and depression

2014 ◽  
Vol 37 ◽  
pp. 117-123 ◽  
Author(s):  
Bahadir Bozoglan ◽  
Veysel Demirer ◽  
Ismail Sahin
Keyword(s):  
Internet Use ◽  
Problematic Internet Use ◽  
Cognitive Absorption

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

Frequency of Leadership Behaviors Among Athletic Trainers in University Settings

2017 ◽  
Vol 12 (3) ◽  
pp. 165-178 ◽  
Author(s):  
Matthew R. Kutz ◽  
Jennifer Doherty-Restrepo
Keyword(s):  
Athletic Training ◽  
Leadership Behaviors ◽  
Survey Design ◽  
Leadership Behavior ◽  
Athletic Trainers ◽  
Demographic Variables ◽  
Training Context ◽  
Paired Samples ◽  
Frequency Of Use ◽  
University Settings

Context: Leadership has been reported to be an important factor in the practice of athletic training. However, no research has identified the frequency in which leadership is practiced by athletic trainers. Objective: To explore and compare the frequency with which athletic trainers practice leadership in their athletic training and non–athletic training roles. Setting: Survey design using athletic trainers in clinical and academic roles. Patients or Other Participants: One hundred one athletic trainers in university settings (69% program directors; 31% university-based clinicians), yielding a 12% response rate and a satisfactory effect size (d = 0.73); mean age of respondents was 41 ± 9.5 years, mean experience was 18 ± 9.0 years, and 98% of respondents had at least a master's degree. Main Outcome Measure(s): Frequency of leadership behavior by athletic trainers was assessed using the Frequency of Leadership in Athletic Training Scale (FLATS). Data on frequency of use were organized by different demographic variables and between athletic training roles and non–athletic training roles. Results: The FLATS psychometric analysis yielded satisfactory internal consistency and validity (α = 0.91 to 0.96; correlations ranged from r = 0.39 to r = 0.87, P ≤ .05; concurrent validity was supported by differences between scale items and selected demographic characteristics). Paired-samples t tests indicated significant differences between practice frequencies of leadership behaviors in athletic training roles when compared with out of athletic training roles (mean = 2.24 ± 0.33 versus 1.98 ± .38, P = .000). Furthermore, mean scores for 44 (of 47) FLATS items were significantly higher for in versus out of athletic training roles (P ≤ .05). Independent t tests showed significant differences between specific item frequencies among different variables (ranges: t43–99 = −3.290 to 3.339, P = .001 to .05). Conclusions: A majority (85%) of leadership behaviors are practiced frequently (often or always) by athletic trainers. Frequency of leadership behavior by athletic trainers decreases when they are not functioning in an athletic training context.

Diving Too Deep: How Cognitive Absorption and Group Learning Behavior Affect Individual Learning

2013 ◽  
Vol 12 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Massimo Magni ◽  
Chiara Paolino ◽  
Rossella Cappetta ◽  
Luigi Proserpio
Keyword(s):  
Group Learning ◽  
Individual Learning ◽  
Learning Behavior ◽  
Cognitive Absorption
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