scholarly journals The Effects of Categorization on Perceptual Judgment are Robust across Different Assessment Tasks

Collabra ◽  
2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Joshua R. de Leeuw ◽  
Janet K. Andrews ◽  
Kenneth R. Livingston ◽  
Benjamin M. Chin
Keyword(s):  
Bayes Factor ◽  
Categorical Perception ◽  
Assessment Method ◽  
Perceptual Judgment ◽  
Control Group ◽  
Stimulus Discriminability ◽  
Assessment Task ◽  
Assessment Tasks ◽  
Increased Sensitivity ◽  
Category Distinction

Learned visual categorical perception (CP) effects were assessed using three different measures (similarity rating, same-different judgment, and an XAB task) and two sets of stimuli differing in discriminability and varying on one category-relevant and one category-irrelevant dimension. Participant scores were converted to a common scale to allow assessment method to serve as an independent variable. Two different analyses using the Bayes Factor approach produced patterns of results consistent with learned CP effects: compared to a control group, participants trained on the category distinction could better discriminate between-category pairs of stimuli and were more sensitive to the category-relevant dimension. In addition, performance was better in general for the more highly discriminable stimuli, but stimulus discriminability did not influence the pattern of observed CP effects. Furthermore, these results were consistent regardless of how performance was assessed. This suggests that, for these methods at least, learned CP effects are robust across substantially different performance measures. Four different kinds of learned CP effects are reported in the literature singly or in combination: greater sensitivity between categories, reduced sensitivity within categories, increased sensitivity to category-relevant dimensions, and decreased sensitivity to category-irrelevant dimensions. The results of the current study suggest that the cause of these different patterns of CP effects is not due to either stimulus discriminability or assessment task. Other possible causes of the differences in reported CP findings are discussed.

scholarly journals Perioperative Gabapentin Does Not Reduce Postoperative Delirium in Older Surgical Patients

2017 ◽  
Vol 127 (4) ◽  
pp. 633-644 ◽  
Author(s):  
Keyword(s):  
Postoperative Pain ◽  
Postoperative Delirium ◽  
Intervention Group ◽  
Group Versus ◽  
Length Of Hospital Stay ◽  
Treated Group ◽  
Assessment Method ◽  
Hospital Length Of Stay ◽  
Control Group ◽  
Opioid Use

Abstract Background Postoperative pain and opioid use are associated with postoperative delirium. We designed a single-center, randomized, placebo-controlled, parallel-arm, double-blinded trial to determine whether perioperative administration of gabapentin reduced postoperative delirium after noncardiac surgery. Methods Patients were randomly assigned to receive placebo (N = 347) or gabapentin 900 mg (N = 350) administered preoperatively and for the first 3 postoperative days. The primary outcome was postoperative delirium as measured by the Confusion Assessment Method. Secondary outcomes were postoperative pain, opioid use, and length of hospital stay. Results Data for 697 patients were included, with a mean ± SD age of 72 ± 6 yr. The overall incidence of postoperative delirium in any of the first 3 days was 22.4% (24.0% in the gabapentin and 20.8% in the placebo groups; the difference was 3.20%; 95% CI, 3.22% to 9.72%; P = 0.30). The incidence of delirium did not differ between the two groups when stratified by surgery type, anesthesia type, or preoperative risk status. Gabapentin was shown to be opioid sparing, with lower doses for the intervention group versus the control group. For example, the morphine equivalents for the gabapentin-treated group, median 6.7 mg (25th, 75th quartiles: 1.3, 20.0 mg), versus control group, median 6.7 mg (25th, 75th quartiles: 2.7, 24.8 mg), differed on the first postoperative day (P = 0.04). Conclusions Although postoperative opioid use was reduced, perioperative administration of gabapentin did not result in a reduction of postoperative delirium or hospital length of stay.

scholarly journals Combined detection of CA15-3, CEA, and SF in serum and tissue of canine mammary gland tumor patients

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yuying Fan ◽  
Xiaoli Ren ◽  
Xuesong Liu ◽  
Dongmei Shi ◽  
Enshuang Xu ◽  
...  
Keyword(s):  
Mammary Gland ◽  
Malignant Tumor ◽  
Reference Value ◽  
Detection Sensitivity ◽  
Control Group ◽  
Tumor Group ◽  
Increased Sensitivity ◽  
Sensitivity Specificity ◽  
Canine Mammary Gland ◽  
Combined Detection

AbstractThe purpose of this study is to evaluate the levels and clinical diagnosis value of CA15-3, CEA, and SF in canine mammary gland tumors (CMGTs). In this study, the levels of tissues/serum CA15-3, CEA, and SF in 178 CMGT patients or healthy dogs were determined by ELISA and qRT-PCR assay. CA15-3, CEA, and SF levels of the malignant tumor group were significantly higher than that of the benign tumor group and the healthy control group. In the malignant tumor group, CA15-3 held a sensitivity of 51.8%, a specificity of 93.9%, and an accuracy of 76.8%. The sensitivity, specificity, and accuracy of CEA were 44.6%, 84.1%, and 68.1% respectively. SF held a sensitivity of 62.5%, a specificity of 85.4%, and an accuracy of 76.1%. SF showed the highest sensitivity and CA15-3 showed the highest specificity. The sensitivity, specificity, and accuracy of the combined detection of the three biomarkers in malignant tumor groups were 80.4%, 78.0%, and 80.0%, respectively, therefore combined detection increased sensitivity and accuracy but decreased specificity. In conclusion, the combined detection of serum/tissue markers CA15-3, CEA, and SF may improve the detection sensitivity of CMGTs, providing reference value for clinical application.

Using Blogs to Journal, Document, and Create Community

2013 ◽  
pp. 167-185
Author(s):  
Jennifer Munday
Keyword(s):  
Reflective Practice ◽  
Community Of Practice ◽  
Learning Activity ◽  
Student Surveys ◽  
Assessment Task ◽  
Assessment Tasks ◽  
Positive Argument ◽  
Successful Execution ◽  
Supporting Materials

This chapter describes a case where learning and assessment were centered on the use of an online blog for sharing ideas; logging progressive details of an emerging artwork; providing supportive comments and advice from both teacher and fellow students; as well as, unexpectedly, creating a very strong community of practice. The case study discusses the reasons for choosing the blog tool, the features of the chosen blog tool, the elements of the assessment task, the outcomes of the learning activity, the supporting materials required for the successful execution of the task, and the responses to the task from the students through student surveys. Other issues this case study addresses are considering assessment tasks for the specific needs of students and assisting students who are reluctant about using technology. The chapter presents a positive argument for using a blog tool for reflective practice and students chronically documenting a progressive task.

scholarly journals The effectiveness of nutrition education programmes on improving dietary intake in athletes: a systematic review

2020 ◽  
pp. 1-15
Author(s):  
Aimee Boidin ◽  
Ryan Tam ◽  
Lachlan Mitchell ◽  
Gregory R. Cox ◽  
Helen O’Connor
Keyword(s):  
Systematic Review ◽  
Dietary Intake ◽  
Nutrition Education ◽  
Well Being ◽  
Assessment Method ◽  
Control Group ◽  
Dietary Intakes ◽  
College Level ◽  
Post Intervention ◽  
Education Interventions

Abstract Nutrition education programmes for athletes aim to enhance nutrition knowledge and more importantly support positive dietary change to enhance performance, health and well-being. This systematic review assessed changes in the dietary intakes of athletes in response to nutrition education programmes. A search was conducted which included studies providing quantitative dietary intake assessment of athletes of any calibre aged between 12 and 65 years in response to a nutrition education programme. Standardised differences (effect sizes) were calculated (when possible) for each dietary parameter. The search yielded 6285 papers with twenty-two studies (974 participants (71·9 % female)) eligible for inclusion. Studies described athletes competing at high school (n 3) through to college level or higher (n 19). Study designs were either single arm with an intervention-only group (twelve studies; n 241) or double arm including an intervention and control group (ten studies; n 689). No control groups received an alternative or ‘sham’ intervention. Face-to-face lectures (9/22) and individual nutrition counselling (6/22) were the most common education interventions. Non-weighed, 3-d diet records (10/22) were the most frequently utilised dietary assessment method. Although 14/22 studies (n 5 single and n 9 double) reported significant change in at least one nutrition parameter, dietary changes were inconsistent. Poor study quality and heterogeneity of methods prohibit firm conclusions regarding overall intervention success or superior types of educational modalities. Of note, carbohydrate intakes ‘post-intervention’ when assessed often failed to meet recommended guidelines (12/17 studies). Given the substantial investment made in nutrition education interventions with athletes, there is a need for well-designed and rigorous research to inform future best practice.

The Effectiveness of Action Observation Therapy Based on Mirror Neuron Theory in Chinese Patients with Apraxia of Speech after Stroke

2019 ◽  
Vol 81 (5-6) ◽  
pp. 278-286
Author(s):  
Li You ◽  
Yao Wang ◽  
Wenli Chen ◽  
Sicong Zhang ◽  
Jiang Rao ◽  
...  
Keyword(s):  
Action Observation ◽  
Mirror Neuron ◽  
Assessment Method ◽  
Chinese Patients ◽  
Control Group ◽  
Apraxia Of Speech ◽  
Language Therapy ◽  
Before And After ◽  
Neuron Theory ◽  
Experimental Group

Objective: The present study aimed to evaluate the efficacy of action observation therapy (AOT) on apraxia of speech (AOS) in patients after stroke. Materials and Methods: Forty-two patients diagnosed with AOS after stroke were randomly divided into an experimental group (n = 21) and a control group (n = 21). Both groups received 30 min of conventional language therapy twice daily, 5 days a week for 4 weeks. The patients in the experimental group additionally received 20 min of AOT before 10 min language therapy each day. The speech function and aphasia severity of the 2 groups were assessed using the speech apraxia assessment method of the China Rehabilitation Research Center, Western Aphasia Battery (WAB), and the Boston Diagnostic Aphasia Examination before and after treatment. Results: AOS and WAB scores increased significantly after treatment in both groups (p < 0.05). AOS and WAB scores exhibited significant differences between the experimental group and the control group after training (p < 0.05). The response rate in the experimental group was significantly higher than that in the control group (p < 0.05). Conclusion: AOT based on mirror neuron theory may improve language function in patients with AOS after stroke.

Afterword

2009 ◽  
pp. 270-271 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Full Advantage ◽  
Learning Experience ◽  
Coping Mechanisms ◽  
Learning Activities ◽  
Beliefs And Practices ◽  
Teaching Activities ◽  
Assessment Task ◽  
Learning And Teaching ◽  
Assessment Tasks ◽  
Starting Point

Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and teaching activities. Hence students tend to organise their learning activities around these prescribed assessment tasks. These beliefs and practices have the potential to detract from promoting effective, efficient, and engaging learning. Teachers, in using assessment tasks to orchestrate their teaching activities send out a message to their learners which minimises the importance of the learning experience. Not only does this constrain learners from taking full advantage of the designed learning experience, but with an explicit focus on assessment tasks by teachers, learners tend to adopt coping mechanisms that focus on the assessment task itself, and little else.

An experimental demonstration of stem damage as a predictor of fire-caused mortality for ponderosa pine

2004 ◽  
Vol 34 (6) ◽  
pp. 1343-1347 ◽  
Author(s):  
Phillip van Mantgem ◽  
Mark Schwartz
Keyword(s):  
Pinus Ponderosa ◽  
Ponderosa Pine ◽  
Prescribed Burning ◽  
Control Group ◽  
Critical Determinant ◽  
Dead Trees ◽  
Crown Scorch ◽  
Increased Sensitivity ◽  
Stem Damage ◽  
Removal Group

We subjected 159 small ponderosa pine (Pinus ponderosa Dougl. ex P. & C. Laws.) to treatments designed to test the relative importance of stem damage as a predictor of postfire mortality. The treatments consisted of a group with the basal bark artificially thinned, a second group with fuels removed from the base of the stem, and an untreated control. Following prescribed burning, crown scorch severity was equivalent among the groups. Postfire mortality was significantly less frequent in the fuels removal group than in the bark removal and control groups. No model of mortality for the fuels removal group was possible, because dead trees constituted <4% of subject trees. Mortality in the bark removal group was best predicted by crown scorch and stem scorch severity, whereas death in the control group was predicted by crown scorch severity and bark thickness. The relative lack of mortality in the fuels removal group and the increased sensitivity to stem damage in the bark removal group suggest that stem damage is a critical determinant of postfire mortality for small ponderosa pine.

scholarly journals Critical review of literature: The case of the news and views genre

2021 ◽  
Author(s):  
Z Yin ◽  
Jean Parkinson
Keyword(s):  
Critical Review ◽  
Critical Evaluation ◽  
Research Articles ◽  
Assessment Task ◽  
Science Courses ◽  
Research Article ◽  
Good Exemplar ◽  
Assessment Tasks ◽  
Senior Researcher

© 2021 Elsevier Ltd Review genres (e.g., literature review, critical review) are useful for developing students’ abilities to evaluate literature critically; they have been widely used in university contexts as assessment tasks. The ‘news and views’ article is one such review genre which is often included in science journals and which is increasingly used as an assessment task in graduate science courses. Published ‘News and views’ articles provide a synopsis and critique of a research article. Usually written by a senior researcher, they provide a good exemplar of critique. To investigate how ‘news and views’ articles persuade readers of their assessment of published studies, this article analyses the rhetorical moves and stance and engagement markers of published news and views articles. Findings were that moves in news and views articles had similarities with those in both research articles and review genres such as book reviews. Similar stance and engagement resources were used in news and views articles and research articles, but they were more frequent in news and views articles than in research articles. Based on this analysis, pedagogical applications for teaching critical evaluation of literature are discussed.

scholarly journals The Modified Hospital Elder Life Program (HELP) in geriatric hospitalized patients in internal wards: A double-blind randomized control trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
A. Kojaie-Bidgoli ◽  
F. Sharifi ◽  
F. Maghsoud ◽  
M. Alizadeh-Khoei ◽  
F. Jafari ◽  
...  
Keyword(s):  
Nursing Students ◽  
Controlled Trial ◽  
Intervention Group ◽  
Confusion Assessment Method ◽  
Aged Care ◽  
Assessment Method ◽  
Hospitalized Patients ◽  
Control Group ◽  
Double Blind ◽  
Hospital Elder Life Program

Abstract Background Hospital Elder Life Program (HELP) provides protocols based on factors for reducing delirium. Due to the lack of geriatric wards and aged care teams in Iran, it seems that some of the original HELP interventions need to be modified through a trial study. Hence, this study was conducted to determine whether the Iranian modified HELP could reduce delirium in geriatric hospitalized patients. Methods This double-blind randomized controlled trial was designed and conducted in a hospital at Kashan University of Medical Sciences in Iran. A total of 195 hospitalized patients aged ≥70 years, were 84 in the Intervention Group (IG) and 111 in the Control Group (CG). After assessing delirium risk factors, participants in the IG group received interventions based on the cognitive, vision/hearing, sleep, mobility, feeding, and hydration protocols by nursing students and the CG group received routine care. Delirium incidence was assessed by the Confusion Assessment Method. Delirium incidence, cognitive and functional abilities, frailty, fall, and length of stay were outcomes. Results The mean age of the patients was 78.53(Standard Deviation = 5.87) years. Delirium incidence was higher in the CG comparing to IG (14.71% vs 3.66%).Significant reduction observed in risk incidence of delirium because of interventions [Odds Ratio:0.124, Confidence Interval: 0.03–0.48]. Conclusion The modified HELP effectively reduced delirium rates in geriatric hospitalized patients. Trial registration This study was registered at the Iranian Registry of Clinical Trials IRCT20180910040995N1.

scholarly journals Implementing Confidence Assessment in Low-Stakes, Formative Mathematics Assessments

2021 ◽  
Author(s):  
Colin Foster
Keyword(s):  
Secondary School ◽  
Bayes Factor ◽  
Alternative Hypothesis ◽  
Meta Analysis ◽  
Intervention Group ◽  
School Mathematics ◽  
Control Group ◽  
Secondary School Mathematics ◽  
Confidence Assessment ◽  
Confidence Ratings

AbstractConfidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g. 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivize students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasi-experimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-as-usual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B01 of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained.

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