Time's arrow in knowledge structures

1997 ◽  
Author(s):  
Elke E. van der Meer ◽  
Dirk Strauch ◽  
Reinhard Beyer ◽  
Herbert Hagendorf
Keyword(s):  
Knowledge Structures ◽  
Time’S Arrow

Knowledge structures and skill acquisition: Having an expert referent matters

2007 ◽  
Author(s):  
Eric A. Day ◽  
Matthew J. Schuelke ◽  
Jazmine Espejo ◽  
Paul R. Boatman ◽  
Vanessa Kowollik ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Knowledge Structures

The Influence of Existing Knowledge Structures on the Formation of Integrated Spatial Memories

2011 ◽  
Author(s):  
Nathan M. Greenauer ◽  
Catherine Mello ◽  
Marios N. Avraamides ◽  
Jonathan W. Kelly
Keyword(s):  
Knowledge Structures ◽  
Spatial Memories

Interactive Computer-Video Modules for Health Sciences Education

1989 ◽  
Vol 28 (04) ◽  
pp. 360-363 ◽  
Author(s):  
J. McArthur ◽  
J. Bolles ◽  
J. Fine ◽  
P. Kidd ◽  
M. Bessis
Keyword(s):  
Medical Informatics ◽  
Computer Control ◽  
Health Science ◽  
Knowledge Structures ◽  
Image Recording ◽  
Central Computer ◽  
Key Word ◽  
The University ◽  
Development Group ◽  
Basic Medical

Abstract:Advances in electronic image recording and computer technologyhave resulted in a remarkable increase in the power and flexibility of interactive computer-video teaching systems. The University of Washington Health Science Videodisc Development Group first demonstrated a laser videodisc controlled by a remote central computer in 1980. Even this rudimentary unit highlighted basic medical informatics principles including: rapid accessibility; a “generic” or multi-purposed format; ease of computer control; and large collections of valid, rigorously reviewed images. Advances in medical informatics have led to the development of the following previously undescribed series of teaching units:1. The hypertext programs Hypercard, Linkway, and Guide have been used with videodiscs to develop easy-to-use instructional and reference materials. These materials demonstrate the ease with which a computer-naive instructor may develop new programs and the advantage that the intuitive nature of these programs brings to student users.2. Patient simulations using single and double screens plus pre-defined knowledge structures;3. Interactive single topic tutorials using preset knowledge structures;4. A key-word-based disc searching system;5. Electronic video microscopy;6. A series of programs developed independently by health science faculty who have purchased multi-purpose videodiscs that demonstrate the flexibility of the multi-purpose or “generic”: collection concept.

Ways that nurse practitioner students self-explain during diagnostic reasoning

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Leah Burt ◽  
Susan Corbridge ◽  
Colleen Corte ◽  
Laurie Quinn ◽  
Lorna Finnegan ◽  
...  
Keyword(s):  
Problem Solving ◽  
Health Care Providers ◽  
Nurse Practitioner ◽  
Descriptive Analysis ◽  
Diagnostic Errors ◽  
Diagnostic Reasoning ◽  
Knowledge Structures ◽  
Future Research ◽  
Biological Knowledge ◽  
Care Providers

Abstract Objectives An important step in mitigating the burden of diagnostic errors is strengthening diagnostic reasoning among health care providers. A promising way forward is through self-explanation, the purposeful technique of generating self-directed explanations to process novel information while problem-solving. Self-explanation actively improves knowledge structures within learners’ memories, facilitating problem-solving accuracy and acquisition of knowledge. When students self-explain, they make sense of information in a variety of unique ways, ranging from simple restatements to multidimensional thoughts. Successful problem-solvers frequently use specific, high-quality self-explanation types. The unique types of self-explanation present among nurse practitioner (NP) student diagnosticians have yet to be explored. This study explores the question: How do NP students self-explain during diagnostic reasoning? Methods Thirty-seven Family NP students enrolled in the Doctor of Nursing Practice program at a large, Midwestern U.S. university diagnosed three written case studies while self-explaining. Dual methodology content analyses facilitated both deductive and qualitative descriptive analysis. Results Categories emerged describing the unique ways that NP student diagnosticians self-explain. Nine categories of inference self-explanations included clinical and biological foci. Eight categories of non-inference self-explanations monitored students’ understanding of clinical data and reflect shallow information processing. Conclusions Findings extend the understanding of self-explanation use during diagnostic reasoning by affording a glimpse into fine-grained knowledge structures of NP students. NP students apply both clinical and biological knowledge, actively improving immature knowledge structures. Future research should examine relationships between categories of self-explanation and markers of diagnostic success, a step in developing prompted self-explanation learning interventions.

A. L. Kroeber and the Measurement of Time's Arrow and Time's Cycle

2002 ◽  
Vol 58 (3) ◽  
pp. 313-338 ◽  
Author(s):  
R. Lee Lyman ◽  
Judith L. Harpole
Keyword(s):  
Time’S Arrow
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